- ProTraxx

Conference Search

Conference Type

Keyword

Date Range

Start Date

June 2025
	S	M	T	W	T	F	S
22	25	26	27	28	29	30	31
23	1	2	3	4	5	6	7
24	8	9	10	11	12	13	14
25	15	16	17	18	19	20	21
26	22	23	24	25	26	27	28
27	29	30	1	2	3	4	5

End Date

June 2025
	S	M	T	W	T	F	S
22	25	26	27	28	29	30	31
23	1	2	3	4	5	6	7
24	8	9	10	11	12	13	14
25	15	16	17	18	19	20	21
26	22	23	24	25	26	27	28
27	29	30	1	2	3	4	5

Rubrics

Standards

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.
New York
- Alternate PI's for Students with Severe Disabilities
  - English/Language Arts (1998)
    - Grades: K-12
      - 1: Students will read, write, listen and speak for information and understanding.
        
        1.A.1: Listening and reading to acquire information and understanding involves collecting data, facts and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written and electronic sources.
        
        1.A.1.1: attend to the speaker, visually and/or auditory, or task.
        
        1.A.1.2: use information from books, magazines, newspapers, textbooks, audio and media presentations, and from such forms as basic charts, graphs, maps, and diagrams.
        
        1.A.1.3: organize and categorize information/materials.
        
        1.A.1.4: use functional reading sight vocabulary.
        
        1.A.1.5: follow directions that involve one or two steps.
        
        1.B.1: Communicating and writing to acquire and transmit information requires asking questions, applying information from one context to another and presenting the information clearly.
        
        1.B.1.1: use nonverbal communication skills to convey information, needs and wants.
        
        1.B.1.2: use verbal communication, including alternative communication systems, to convey information, needs and wants.
        
        1.B.1.3: use written form to convey information, needs and wants.
      - 2: Students will read, write, listen and speak for literary response and expression.
        
        2.A.1: Listening and reading for literary response involves learning about imaginative texts in every medium, drawing personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.
        
        2.A.1.1: listen to a variety of literature: poems; articles and stories from magazines; fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction.
        
        2.A.1.2: participate in reading response activities.
        
        2.B.2: Speaking and writing for literary response and expression involves reacting to the content and language of a text.
        
        2.B.2.1: present personal responses to literature that make reference to the plot, characters, ideas and vocabulary.
        
        2.B.2.2: communicate the meaning of literary works on the literal level.
        
        2.B.2.3: create their own stories, poems, and songs using the elements of the literature read to them and appropriate vocabulary.
      - 3: Students will read, write, listen and speak for critical analysis and evaluation.
        
        3.A.1: During listening and reading activities, analysis and evaluation of experiences, ideas, information, and issues are used. This requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on differe
        
        3.A.1.1: form basic opinions about a variety of books, newspapers, magazines, presentations and multimedia.
        
        3.A.1.2: apply a lesson learned from a book, newspapers, magazines, presenter or media presentation to a real-life situation.
        
        3.B.2: Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experience, ideas, information and issues.
        
        3.B.2.1: express opinions about events, books, issues, and experiences.
        
        3.B.2.2: present arguments for certain views or actions.
      - 4: Students will read, write, listen and speak for social interaction.
        
        4.A.1: Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.
        
        4.A.1.1: listen attentively and recognize when it is appropriate for them to speak/respond.
        
        4.A.1.2: take turns speaking and responding to others' ideas in conversations on familiar topics.
        
        4.A.1.3: recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions and one-on-one conversations.
        
        4.A.1.4: use appropriate conversation skills.
        
        4.B.2: Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.
        
        4.B.2.1: exchange friendly pictures, notes, cards, and letters with friends, relatives, and pen pals to keep in touch and to commemorate special occasions.
  - Mathematics, Science and Technology (1998)
    - Grades: K-12
      - 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers and develop solutions.
        
        1.1: Engineering design is a repetitive process involving modeling and optimization, finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.
        
        1.1.1: activate devices.
        
        1.1.2: recognize why an object or choice is not working properly.
        
        1.1.3: recognize how a defective simple object or device might be fixed.
        
        1.1.4: under supervision, manipulate components of a simple, malfunctioning device to improve its performance.
        
        1.1.5: design a structure or environment (e.g., a neighborhood using modeling materials such as LEGO Duplo blocks, model vehicles, model structures, etc.).
        
        1.1: Symbolic representation is used to communicate mathematically.
        
        1.1.1: use mathematics and symbolism to communicate in mathematics.
        
        1.1.2: compare and describe quantities.
        
        1.1.3: demonstrate knowledge of mathematical relationships.
        
        1.1.4: relate mathematics to their immediate environment.
        
        1.1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
        
        1.1.1: learn to ask "why" questions to seek greater understanding concerning objects and events they have observed and heard about.
      - 2: Students will access, generate, process and transfer information using appropriate technologies.
        
        2.1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
        
        2.1.1: use a variety of equipment and software packages to enter, process, display and communicate information in different forms using text, pictures, and sound.
        
        2.1.2: access needed information from media, electronic data bases and community resources.
        
        2.1.3: use familiar communication systems to satisfy personal needs.
      - 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings and by solving problems through the integrated study of number systems, geometry, algebr
        
        3.1: Students use mathematical operations to understand mathematics.
        
        3.1.1: add and subtract whole numbers under 12 using manipulatives or a calculator.
        
        3.1: Students use mathematical patterns in a real-world situation.
        
        3.1.1: recognize and duplicate simple patterns.
        
        3.1.2: use a variety of manipulative materials and technologies to explore patterns.
        
        3.1.3: recognize simple patterns in nature, art, music, and literature.
        
        3.1: Students use measurement in real-world situations.
        
        3.1.1: use appropriate standard and nonstandard measurement tools in measurement activities.
        
        3.1.2: understand the simple attributes of length, weight, volume, time, and temperature.
        
        3.1.3: measure the length or volume of an object.
        
        3.1.4: collect and display simple data.
        
        3.1: Students use number sense and numeration to communicate mathematically and use numbers in the development of concrete mathematical ideas.
        
        3.1.1: use single digit whole numbers to identify locations, quantify groups of objects, and measure distances.
        
        3.1.2: use concrete materials to model numbers and number relationships for whole numbers and simple fractions.
        
        3.1.3: relate counting to grouping using manipulatives.
        
        3.1.4: recognize the order of whole numbers up to 12 and commonly used simple fractions.
        
        3.1.5: recognize coins and dollars and their value.
      - 4: Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
        
        4.1: Living things are both similar to and different from each other and nonliving things.
        
        4.1.1: explore the characteristics of and differences between living and nonliving things.
        
        4.1.2: identify simple life processes common to all living things.
        
        4.1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
        
        4.1.1: recognize patterns of daily, monthly and seasonal changes in their environment.
        
        4.2: Individual organisms and species change over time.
        
        4.2.1: explore how living things change over their lifetime.
        
        4.2.2: observe that differences within a species may give individuals an advantage in surviving.
        
        4.2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
        
        4.2.1: observe the relationships among air, water, and land on Earth.
        
        4.3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
        
        4.3.1: observe and describe properties of materials using appropriate tools.
        
        4.3.2: observe chemical and physical changes, including changes in states of matter.
        
        4.3: The continuity of life is sustained through reproduction and development.
        
        4.3.1: observe the major stages in the life cycles of selected plants and animals.
        
        4.3.2: observe evidence of growth, repair, and maintenance, such as nails, hair and bone, and the healing of cuts and bruises.
        
        4.4: Energy exists in many forms, and when these forms change energy is conserved.
        
        4.4.1: observe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
        
        4.4: Organisms maintain a dynamic equilibrium that sustains life.
        
        4.4.1: identify a few basic life functions of common living specimens (guppy, mealworm, gerbil).
        
        4.4.2: identify some survival behaviors of common living specimens.
        
        4.4.3: participate in activities that help promote good health and growth in humans.
        
        4.5: Energy and matter interact through forces that result in changes in motion.
        
        4.5.1: investigate the use of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces.
        
        4.5: Plants and animals depend on each other and their physical environment.
        
        4.5.1: participate in activities that demonstrate how plants and animals, including humans, depend upon each other and the nonliving environment.
        
        4.5.2: participate in activities that demonstrate the relationship of the sun as an energy source for living and nonliving cycles.
        
        4.6: Human decisions and activities have had a profound impact on the physical and living environment.
        
        4.6.1: participate in activities which show how humans have changed their environment and the effects of those changes.
      - 5: Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.
        
        5.1: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.
        
        5.1.1: use the computer as a tool.
        
        5.1: Engineering design is a repetitive process involving modeling and optimization, finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.
        
        5.1.1: recognize that an object or choice is not working properly.
        
        5.1.2: communicate how a defective simple object or device might be fixed.
        
        5.1.3: under supervision, manipulate components of a simple, malfunctioning device to improve its performance.
        
        5.1.4: tell how the device or object has been improved.
        
        5.1.5: design a structure or environment (e.g., a neighborhood using modeling materials such as LEGO Duplo blocks, model vehicles, model structures, etc.).
        
        5.1.6: describe the design in words or drawings.
        
        5.1: Project management is essential to ensuring that technological endeavors are profitable and that products and systems are of high quality and built safely, on schedule and within budget.
        
        5.1.1: work cooperatively with others on a joint task.
        
        5.1.2: participate in planning an event or activity.
        
        5.1: Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy or other systems.
        
        5.1.1: identify and operate familiar systems.
        
        5.1.2: assemble simple systems.
        
        5.1: Technological tools, materials and other resources should be selected on the basis of safety, cost, availability, appropriateness and environmental impact; technological processes change energy, information and material resources into more useful forms.
        
        5.1.1: use a variety of materials and energy sources to construct things.
        
        5.1.2: assemble components using a fastening process.
        
        5.1.3: process materials into more useful forms.
        
        5.1.4: understand the importance of safety and ease of use in selecting tools and resources for a specific purpose.
        
        5.1.5: develop basic skills in the use of hand tools.
        
        5.1.6: use simple manufacturing processes (e.g., assembly, multiple stages of production, quality control) to produce a product.
        
        5.1: Technology can have positive and negative impacts on individuals, society and the environment. Humans have the capability and responsibility to constrain or promote technological development.
        
        5.1.1: demonstrate that certain technologies have safety issues.
        
        5.1.2: participate in the disposal of materials in a responsible way.
      - 6: Students will understand the relationships and common themes that connect mathematics, science and technology and apply the themes to these and other areas of learning.
        
        6.1: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
        
        6.1.1: observe a balance and notice what happens when objects are placed on the balance.
        
        6.1.2: record body temperature, etc.
        
        6.1: Models are simplified representations of objects, structures or systems used in analysis, explanation, interpretation or design.
        
        6.1.1: construct and operate models in order to discover attributes of the real thing.
        
        6.1.2: discover that a model of something is different from the real thing but can be used to study the real thing.
        
        6.1.3: use different types of models, such as graphs, sketches, diagrams, dioramas and maps, to represent various aspects of the real world.
        
        6.2: The grouping of magnitudes of size, time, frequency and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.
        
        6.2.1: provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds and other measurements.
        
        6.2.2: identify the biggest and the smallest values of a system when given information about its characteristics and behavior.
  - Social Studies (1998)
    - Grades: K-12
      - 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
        
        1.1: Students will study family, neighborhood, community, New York State and United States history, culture, values, beliefs and traditions and the important contribution of individuals and groups.
        
        1.1.1: participate in activities that highlight historical events.
        
        1.1.2: learn and communicate about the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it.
        
        1.1.3: communicate about the basic ideals of American democracy.
        
        1.1.4: demonstrate the traditions in their family, neighborhood, community and United States.
        
        1.1.5: distinguish between near and distant past and interpret simple timelines.
        
        1.1.6: communicate about the important accomplishments of individuals and groups living in their neighborhoods and communities.
        
        1.1.7: identify individuals who have helped to strengthen democracy in the United States.
        
        1.1.8: view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
        
        1.1.9: learn and communicate about their rights as citizens with disabilities and how to protect and secure these rights.
      - 2: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
        
        2.1: Students will study world history, cultures and civilizations and the important contribution of individuals and groups.
        
        2.1.1: study and communicate about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.
        
        2.1.2: demonstrate an understanding of past, present, and future time periods.
        
        2.1.3: demonstrate knowledge of calendar time in terms of days, months and years.
        
        2.1.4: explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world.
        
        2.1.5: view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
        
        2.1.6: utilize media to become aware of current events.
      - 3: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global--including the distribution of people, places, and environments over the Earth'
        
        3.1: Students will study local, State, national and global geography. Geography can be divided into six essential elements: The world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society
        
        3.1.1: communicate about how people live, work, and utilize natural resources.
        
        3.1.2: draw or build maps and diagrams representing their home, school and community.
        
        3.1.3: locate places within the local community, New York State and United States.
        
        3.1.4: gather and organize geographic information from a variety of sources and display it in a number of ways.
        
        3.1.5: identify and compare physical characteristics of different regions and people.
        
        3.1.6: demonstrate their location within their community, State and world.
      - 4: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function
        
        4.1: Students will study major economic concepts.
        
        4.1.1: learn and communicate about jobs in their community.
        
        4.1.2: understand that money is necessary to buy goods and services.
        
        4.1.3: communicate about how goods and services are produced.
        
        4.1.4: develop and demonstrate money management skills.
      - 5: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of
        
        5.1: Students will study government, civic life and values and citizenship.
        
        5.1.1: explore the basic purposes of government and the importance of civic life.
        
        5.1.2: demonstrate knowledge of the holidays, celebrations, and symbols of our nation.
        
        5.1.3: demonstrate what it means to be a good citizen in the classroom, school, home, and community.
        
        5.1.4: identify and describe the rules and responsibilities students have at home, in the classroom, and at school.
        
        5.1.5: learn that effective, informed citizenship is a duty of each citizen, and demonstrate it through voting and community service.
        
        5.1.6: identify basic rights that students have and those that they will acquire as they age.
        
        5.1.7: show a willingness to consider other points of view before drawing conclusions or making judgments.
        
        5.1.8: participate in activities that focus on a classroom, school, or community issue or problem.
- Core Curriculum
  - Economics, the Enterprise System, and Finance (2002)
    - Grade 12
      - I: Living in a Global Economy
        
        I.A: Economics and finance in our lives
        
        I.A.1: People have personal financial goals
        
        I.A.2: National economic goals impact on individuals
        
        I.B: Individuals have multiple roles in the global economy: consumer, saver, investor, producer, earner, borrower, lender, taxpayer, and recipient of government services
        
        I.C: The conflict between unlimited wants but limited resources forces both individuals and societies to make economic decisions
        
        I.C.1: What to produce?
        
        I.C.2: How to produce?
        
        I.C.3: Who will receive what is produced?
        
        I.D: Productive resources help determine our wealth and our nation's wealth
        
        I.D.1: Land
        
        I.D.2: Labor
        
        I.D.3: Capital
        
        I.D.4: Management
      - II: The United States Economic System
        
        II.A: Characteristics, pillars, and goals of the United States economy (a mixed capitalist economy)- profit motive, private property, competition, price system
        
        II.A.1: Circular flow of the economy
        
        II.A.2: Price system (i.e., all factors that work together to determine price) and the theory of supply and demand
        
        II.A.3: Competition in a market economy
        
        II.B: Challenges for the United States and other market-based systems
        
        II.B.1: Unemployment
        
        II.B.2: Income and wealth gaps
        
        II.B.3: Other challenges: environmental pollution, economic instability, and discrimination
      - III: The Enterprise System and the United States Economy
        
        III.A: Features of the enterprise system
        
        III.A.1: Freedom of enterprise
        
        III.A.2: Private property
        
        III.A.3: Profit motive
        
        III.A.4: Consumer sovereignty
        
        III.A.5: Competition
        
        III.A.6: Rule of law
        
        III.A.7: Antitrust legislation
        
        III.A.8: Investment through research, innovation, and technology
        
        III.B: Types of business organizations
        
        III.B.1: Sole proprietorship
        
        III.B.2: Partnership
        
        III.B.3: Corporation (profit and not-for-profit)
        
        III.B.4: Franchises
        
        III.B.5: Influences of cartels, monopolies, oligopolies
        
        III.C: Role of the entrepreneur
        
        III.C.1: Examples of entrepreneurs today
        
        III.C.2: Impact of entrepreneurs on the economy
        
        III.C.3: Impact of entrepreneurs on community development
        
        III.D: Starting and operating a business
        
        III.D.1: Recognizing opportunities
        
        III.D.2: Setting goals
        
        III.D.3: Developing a business plan
        
        III.D.4: Product development, purchasing and inventory management, record keeping, and distribution
        
        III.D.5: Production and delivery of goods and services
        
        III.D.6: Marketing
        
        III.D.7: Financing
        
        III.D.8: Assessing progress
        
        III.E: The interactions between large and small businesses
        
        III.E.1: Antitrust cases
        
        III.E.2: Implications for consumers
        
        III.E.3: Implications for business
        
        III.F: Effects of globalization on business
        
        III.F.1: Multinational corporations
        
        III.F.2: Small businesses and their connections to world trade
        
        III.G: Moral, ethical, and legal issues
        
        III.G.1: Business ethics
        
        III.G.2: Regulations for doing business
        
        III.G.3: "Corporate citizenship"
      - IV: Labor and Business in the United States
        
        IV.A: Roles and responsibilities of workers
        
        IV.A.1: Evolving roles of workers in business (e.g., providing input to management, working in teams)
        
        IV.A.2: Matching worker qualifications and skills with business needs
        
        IV.B: Composition of the workforce
        
        IV.B.1: Changing roles of women, teenagers, the elderly, and minorities
        
        IV.B.2: Population and demographic trends
        
        IV.B.3: Experience, location, and skill needs
        
        IV.B.4: Affirmative action issues
        
        IV.B.5: Changing skill mix and skill requirements
        
        IV.B.6: Costs and benefits of hiring immigrants
        
        IV.C: Compensation and rewards
        
        IV.C.1: Factors leading to job satisfaction versus factors resulting in dissatisfaction
        
        IV.C.2: Salary versus wages versus ownership
        
        IV.C.3: Fringe benefits
        
        IV.C.4: Employer-of-choice issues (e.g., benefits, working conditions, incentives, flex time, corporate values)
        
        IV.D: Labor-management relations
        
        IV.D.1: History of labor-management relations
        
        IV.D.2: Labor unions and their changing roles over time; collective bargaining
        
        IV.D.3: Labor laws
        
        IV.D.4: Programs promoting improved labor-management relations
        
        IV.D.5: Unemployment issues, including structural unemployment
        
        IV.D.6: International labor issues-child labor, worker exploitation, and sweatshops
        
        IV.D.7: Open borders, migrant workers, and competition from new immigrants
      - V: Money, Finance, and Personal Finance
        
        V.A: Money
        
        V.A.1: Definition of money
        
        V.A.2: Characteristics and functions of money
        
        V.A.3: Money and the future: a cashless society?
        
        V.B: Introduction to finance and personal finance
        
        V.B.1: Definition of finance
        
        V.B.2: Personal financial goals and strategies
        
        V.B.3: The role of finance in business and government
        
        V.C: Instruments, institutions, financial markets, and investors
        
        V.C.1: Instruments
        
        V.C.1.a: Equity (stocks)
        
        V.C.1.b: Debt (public and private)
        
        V.C.2: Markets
        
        V.C.2.a: Roles markets play in directing funds from savers to investors
        
        V.C.2.b: Effects markets have on individuals and the economy
        
        V.C.2.c: Types of markets: equity, debt, stock, bond, and commodity (e.g., New York Stock Exchange, NASDAQ, bond, commodities, currencies)
        
        V.C.2.d: Effects of current events on domestic and global markets
        
        V.C.2.e: Risk
        
        V.C.3: Banks: their role in the financial system and importance to consumers
        
        V.C.3.a: Kinds of banks and other deposit-taking institutions; savings accounts, checking accounts, and loans
        
        V.C.3.a.1: Commercial and savings-serving consumers and businesses; issues related to minorities and minority-owned businesses
        
        V.C.3.a.2: Investment banks-raising capital
        
        V.C.3.b: Banks and businesses
        
        V.C.3.c: Banks and the consumer
        
        V.C.3.d: Banks as financial intermediaries
        
        V.C.4: Insurance
        
        V.C.4.a: Purpose of insurance
        
        V.C.4.b: Kinds of insurance
        
        V.C.4.c: Shopping for insurance
        
        V.C.5: Regulating the financial services industry
        
        V.C.5.a: Securities and Exchange Commission
        
        V.C.5.b: Federal Reserve
        
        V.C.5.c: Office of the Comptroller of the Currency
        
        V.C.5.d: State Banking and Insurance Commissions
        
        V.C.5.e: F.D.I.C.
        
        V.D: Interest and the cost of money
        
        V.D.1: Interest rates-the cost of the temporary use of somebody else's money
        
        V.D.2: Measuring interest rates-APRs
        
        V.D.3: Short- and long-term rates-the "yield curve"
        
        V.D.4: Effects of raising and lowering rates
        
        V.D.5: Compounding and the rule of 72
        
        V.D.6: Interest rate spread
        
        V.E: Credit
        
        V.E.1: Forms of credit (loans, credit cards, commercial paper, Treasury notes, bills and bonds)
        
        V.E.2: Benefits and costs of credit
        
        V.E.3: Credit and the consumer-personal credit reports and ratings, abuses of credit, abuses of creditors (e.g., predatory lending)
        
        V.E.4: Short-term versus long-term credit
        
        V.E.5: Problems with credit and unsecured credit
        
        V.F: Managing your money
        
        V.F.1: Strategies to achieve long-term goals
        
        V.F.2: Budgeting
        
        V.F.3: Personal savings and investing
        
        V.F.3.a: Personal considerations (e.g., risk tolerance, values, age, family situation)
        
        V.F.3.b: Return on investment
        
        V.F.3.c: Managing risk through diversification
        
        V.F.3.d: Liquidity
        
        V.F.4: Influence of advertising
        
        V.F.5: Tax sheltering
        
        V.G: Careers in financial services industry
      - VI: Making Fiscal and Monetary Policy
        
        VI.A: Macroeconomics and challenges facing policy makers
        
        VI.A.1: The business cycle: causes and effects of fluctuations in the business cycle
        
        VI.A.2: Unemployment
        
        VI.A.2.a: Causes: structural, seasonal, and cyclical unemployment
        
        VI.A.2.b: Effects of unemployment
        
        VI.A.3: Inflation
        
        VI.A.3.a: Causes
        
        VI.A.3.b: Effects on economy, financial system, and specific economic groups
        
        VI.A.3.c: Measuring inflation (CPI)
        
        VI.A.3.d: Combating inflation
        
        VI.B: Economic growth
        
        VI.B.1: Determinants of growth
        
        VI.B.2: Measures of growth (GDP)
        
        VI.B.3: Limits of growth (the speed limits of growth)
        
        VI.B.4: Effects of globalization on the United States GDP
        
        VI.B.5: Importance of productivity and the role of technology
        
        VI.B.6: Factors that explain why some countries grow faster than others
        
        VI.C: Fiscal policy
        
        VI.C.1: The role of the President and Congress
        
        VI.C.2: Setting spending priorities (e.g., national defense, social services, rebuilding the nation's infrastructure, and education)
        
        VI.C.3: The federal budget process
        
        VI.C.4: Tax policy
        
        VI.C.4.a: Purposes of taxes: to generate revenue and/or manage the economy and promote social goals
        
        VI.C.4.b: Tax fairness: progressive, regressive, and proportional
        
        VI.C.4.c: Kinds of taxes: federal, state, local, including the real property tax
        
        VI.C.5: Understanding the income tax
        
        VI.C.6: Understanding the social security tax
        
        VI.C.7: Understanding the real property tax
        
        VI.C.7.a: Government services provided
        
        VI.C.7.b: Taxing jurisdictions
        
        VI.C.7.c: Tax levy, tax rate, and tax bills (e.g., school, city, county, town)
        
        VI.C.7.d: Assessments: collection of data and computation
        
        VI.C.7.e: Taxpayer challenges
        
        VI.D: Monetary policy and the Federal Reserve
        
        VI.D.1: Definition of monetary policy
        
        VI.D.2: Goals of monetary policy
        
        VI.D.3: Conditions leading to the creation of the Federal Reserve
        
        VI.D.4: Federal Reserve's structure, functions, and goals (maintaining price stability and sustainable growth)
        
        VI.D.5: The role of the Fed in making and implementing monetary policy
        
        VI.D.6: Effects of changing interest rates
        
        VI.D.7: Fighting inflation and recession
      - VII: Impact of Globalization on the Economies of Other Nations
        
        VII.A: Definition of globalization
        
        VII.A.1: Historical development of the global economy
        
        VII.A.2: The impacts of trade flows, capital movements, direct foreign investment, tourism, and foreign trade
        
        VII.A.3: Positive and negative effects of globalization on developing and industrialized nations
        
        VII.B: Trade-effects of globalization on the enterprise system
        
        VII.B.1: Why do nations trade?
        
        VII.B.2: Importance of trade
        
        VII.B.3: Measuring trade
        
        VII.B.4: Trade policy issues
        
        VII.B.5: Global (WTO) and regional trading blocs (EMU, NAFTA, ASEAN, and MERCOSUR Common Market of the South)
        
        VII.C: Foreign exchange
        
        VII.C.1: What are exchange rates?
        
        VII.C.2: Reasons for exchange rate fluctuations
        
        VII.C.3: Effects of exchange rate fluctuations
        
        VII.D: Foreign investment
        
        VII.D.1: Portfolio capital flows
        
        VII.D.2: Direct foreign investment
        
        VII.E: Global economic and financial issues and crises
        
        VII.E.1: Debt of developing nations
        
        VII.E.2: Environmental issues and concerns
        
        VII.E.3: Global financial crises (e.g., Asia 1997, Russia 1998)
        
        VII.E.4: Economic implications of national and international crises (e.g., World Trade Center, 2001)
  - English Language Arts (2003)
    - Grades: 2-4
      - 1: Students will read, write, listen, and speak for information and understanding.
        
        1.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        1.1.A: What Students Read for Information and Understanding
        
        1.1.A.1: Read from informational texts, such as:
        
        1.1.A.1.a: books
        
        1.1.A.1.b: biographies
        
        1.1.A.1.c: age-appropriate reference materials
        
        1.1.A.1.d: children’s magazines/newspapers
        
        1.1.A.1.e: electronic-based texts, such as encyclopedias.
        
        1.1.B: What Student Do for Information and Understanding
        
        1.1.B.1: Locate and use library media resources, with assistance, to acquire information
        
        1.1.B.10: Select books independently to meet informational needs
        
        1.1.B.11: Identify and interpret significant facts taken from maps, graphs, charts, and other visuals
        
        1.1.B.12: Use graphic organizers to record significant details from informational texts.
        
        1.1.B.2: Read unfamiliar texts independently to collect and interpret data, facts, and ideas
        
        1.1.B.3: Read and understand written directions
        
        1.1.B.4: Locate information in a text that is needed to solve a problem
        
        1.1.B.5: Identify main ideas and supporting details in informational texts
        
        1.1.B.6: Recognize and use organizational features of texts, such as table of contents, indexes, page numbers, and chapter headings/subheadings to locate information
        
        1.1.B.7: Relate data and facts from informational texts to prior information and experience
        
        1.1.B.8: Compare and contrast information on one topic from two different sources
        
        1.1.B.9: Identify a conclusion that summarizes the main idea
        
        1.1.C: What Students Do Across All Four English Language Arts Standards
        
        1.1.C.1: Identify purpose for reading
        
        1.1.C.10: Recognize and discriminate among a variety of informational texts
        
        1.1.C.11: Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources
        
        1.1.C.12: Read aloud at appropriate rate
        
        1.1.C.13: Read with increasing fluency and confidence from a variety of texts
        
        1.1.C.14: Maintain a personal reading list to reflect reading goals and accomplishments
        
        1.1.C.15: Use computer software to support reading.
        
        1.1.C.2: Use letter-sound correspondence, knowledge of grammar, and overall context to determine meaning
        
        1.1.C.3: Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (root words, prefixes, and suffixes)
        
        1.1.C.4: Use self-monitoring strategies, such as rereading and cross-checking
        
        1.1.C.5: Apply corrective strategies, using classroom resources such as teachers, peers, and reference tools
        
        1.1.C.6: Recognize the difference between phrases and sentences
        
        1.1.C.7: Read with attention to sentence structure and punctuation, such as periods, question marks, and commas to assist in comprehension
        
        1.1.C.8: Engage in independent silent reading
        
        1.1.C.9: Locate the name of the author, illustrator, the title page, table of contents, index, and chapter headings
        
        1.2: Students will write an average of 1000 words per month across all content areas and standards.
        
        1.2.A: What Students Write for Information and Understanding
        
        1.2.A.1: Write the following in order to begin to transmit information:
        
        1.2.A.1.a: short reports of several paragraphs to two pages
        
        1.2.A.1.b: brief summaries
        
        1.2.A.1.c: graphs and charts
        
        1.2.A.1.d: concept maps and semantic webs
        
        1.2.A.1.e: simple outlines
        
        1.2.A.1.f: formal letters
        
        1.2.A.1.g: simple directions.
        
        1.2.B: What Students Do for Information and Understanding
        
        1.2.B.1: Use at least two sources of information in writing a report
        
        1.2.B.2: Take notes to record data, facts, and ideas, both by following teacher direction and by writing independently
        
        1.2.B.3: State a main idea and support it with facts and details
        
        1.2.B.4: Use organizational patterns for expository writing, such as compare/contrast, cause/effect, and time/order
        
        1.2.B.5: Connect personal experiences and observations to new information from school subject areas
        
        1.2.B.6: Use dictionaries and/or computer software to spell words correctly
        
        1.2.B.7: Produce clear, well-organized, and well-developed explanations, reports, accounts, and directions that demonstrate understanding of a topic
        
        1.2.B.8: Support interpretations and explanations with evidence from text
        
        1.2.B.9: Maintain a portfolio that includes informational writing as a method of reviewing work with teachers and parents/caregivers.
        
        1.2.C: What Students Do Across All Four English Language Arts Standards
        
        1.2.C.1: Begin to develop a voice in writing
        
        1.2.C.10: Use revision strategies to develop writing, including conferring with teachers and peers, and cut and paste
        
        1.2.C.11: Determine the intended audience before writing
        
        1.2.C.12: Use legible print and/or cursive writing
        
        1.2.C.13: Use word processing.
        
        1.2.C.2: Spell frequently used words correctly
        
        1.2.C.3: Use basic punctuation correctly, such as commas, periods, exclamation points, and question marks
        
        1.2.C.4: Use correct verb tense
        
        1.2.C.5: Use varied vocabulary and sentence structure
        
        1.2.C.6: Write sentences in logical order and create paragraphs to develop ideas
        
        1.2.C.7: Use an organizational format that reflects a beginning, middle, and end
        
        1.2.C.8: Develop an idea within a brief text
        
        1.2.C.9: Learn and use the “writing process” (prewriting, drafting, revising, proofreading)
        
        1.3: Students will listen on a daily basis.
        
        1.3.A: What Students Listen To for Information and Understanding
        
        1.3.A.1: Listen for data, facts, and ideas in, for example:
        
        1.3.A.1.a: small and large group discussions
        
        1.3.A.1.b: conferences with teachers
        
        1.3.A.1.c: school assemblies
        
        1.3.A.1.d: student presentations
        
        1.3.A.1.e: multimedia presentations
        
        1.3.A.1.f: oral readings.
        
        1.3.B: What Students Do for Information and Understanding
        
        1.3.B.1: Listen in order to:
        
        1.3.B.1.a: acquire information and/or understand procedures
        
        1.3.B.1.b: identify essential details
        
        1.3.B.1.c: determine the sequence of steps given
        
        1.3.B.1.d: identify main ideas and supporting details
        
        1.3.B.1.e: identify a conclusion that summarizes the main idea
        
        1.3.B.1.f: interpret information by drawing on prior knowledge and experience
        
        1.3.B.1.g: collect information.
        
        1.3.C: What Students Do Across All Four English Language Arts Standards
        
        1.3.C.1: Listen respectfully and responsively
        
        1.3.C.2: Attend to a listening activity for an extended period of time
        
        1.3.C.3: Avoid interrupting
        
        1.3.C.4: Respond appropriately to what is heard.
        
        1.4: Students will speak on a daily basis.
        
        1.4.A: When Students Speak for Information and Understanding
        
        1.4.A.1: Speak to share data, facts, and ideas in, for example:
        
        1.4.A.1.a: small group interactions
        
        1.4.A.1.b: class discussions and meetings
        
        1.4.A.1.c: conferences with teachers
        
        1.4.A.1.d: classroom presentations
        
        1.4.A.1.e: read-aloud situations.
        
        1.4.B: What Students Do for Information and Understanding
        
        1.4.B.1: Speak in order to:
        
        1.4.B.1.a: provide directions
        
        1.4.B.1.b: express an opinion
        
        1.4.B.1.c: ask questions
        
        1.4.B.1.d: summarize
        
        1.4.B.1.e: provide a sequence of steps
        
        1.4.B.1.f: describe a problem and suggest one or more solutions
        
        1.4.B.1.g: state a main idea with supporting examples and details
        
        1.4.B.1.h: explain a line of reasoning
        
        1.4.B.2: Present a short oral report, using at least two sources of information, such as a person, a book, a magazine article, a television program, or electronic text
        
        1.4.B.3: Use complete sentences, age- and content-appropriate vocabulary
        
        1.4.B.4: Use logical order in presentations.
        
        1.4.C: What Students Do Across All Four English Language Arts Standards
        
        1.4.C.1: Respond respectfully
        
        1.4.C.2: Initiate communication with peers and familiar adults
        
        1.4.C.3: Use age-appropriate vocabulary
        
        1.4.C.4: Speak in grammatically correct sentences
        
        1.4.C.5: Use gestures appropriate to conveying meaning
        
        1.4.C.6: Establish eye contact to engage the audience
        
        1.4.C.7: Speak loudly enough to be heard by the audience.
      - 2: Students will read, write, listen, and speak for literary response and expression.
        
        2.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        2.1.A: What Students Read for Literary Response and Expression
        
        2.1.A.1: Read and view imaginative texts and performances, such as:
        
        2.1.A.1.a: stories
        
        2.1.A.1.b: poems and songs
        
        2.1.A.1.c: folktales and fables
        
        2.1.A.1.d: plays
        
        2.1.A.1.e: film and video productions
        
        2.1.A.1.f: electronic books.
        
        2.1.B: What Students Do for Literary Response and Expression
        
        2.1.B.1: Select literature based on personal needs and interests from a variety of genres and by different authors
        
        2.1.B.10: Recognize the value of illustration in imaginative text
        
        2.1.B.11: Maintain a personal reading list to reflect reading accomplishments and goals
        
        2.1.B.12: Use specific evidence from stories to identify themes; describe characters, their actions and motivations; and relate sequences of events
        
        2.1.B.13: Use knowledge of story structure, story elements, and key vocabulary to interpret stories
        
        2.1.B.14: Use graphic organizers to record significant details about characters and events in stories.
        
        2.1.B.2: Engage in purposeful oral reading in small and large groups
        
        2.1.B.3: Read print-based and electronic imaginative texts silently on a daily basis for enjoyment
        
        2.1.B.4: Recognize the differences among the genres of stories, poems, and plays
        
        2.1.B.5: Relate setting, plot, and characters in literature to own lives
        
        2.1.B.6: Explain the difference between fiction and nonfiction
        
        2.1.B.7: Use previous reading and life experiences to understand and compare literature
        
        2.1.B.8: Make predictions, and draw conclusions and inferences about events and characters
        
        2.1.B.9: Identify cultural influences in texts and performances
        
        2.1.C: What Students Do Across All Four English Language Arts Standards
        
        2.1.C.1: Identify purpose for reading
        
        2.1.C.10: Recognize and discriminate among a variety of informational texts
        
        2.1.C.11: Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources
        
        2.1.C.12: Read aloud at appropriate rate
        
        2.1.C.13: Read with increasing fluency and confidence from a variety of texts
        
        2.1.C.14: Maintain a personal reading list to reflect reading goals and accomplishments
        
        2.1.C.15: Use computer software to support reading.
        
        2.1.C.2: Use letter/sound correspondence, knowledge of grammar, and overall context to determine meaning
        
        2.1.C.3: Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (root words, prefixes, and suffixes)
        
        2.1.C.4: Use self-monitoring strategies, such as rereading and cross-checking
        
        2.1.C.5: Apply corrective strategies, using classroom resources such as teachers, peers, and reference tools
        
        2.1.C.6: Recognize the difference between phrases and sentences
        
        2.1.C.7: Read with attention to sentence structure and punctuation, such as periods, question marks, and commas to assist in comprehension
        
        2.1.C.8: Engage in independent silent reading
        
        2.1.C.9: Locate the name of the author, illustrator, the title page, table of contents, index, and chapter headings
        
        2.2: Students will write an average of 1000 words per month across all content areas and standards.
        
        2.2.A: What Students Write for Literary Response and Expression
        
        2.2.A.1: Write original imaginative texts, such as:
        
        2.2.A.1.a: stories
        
        2.2.A.1.b: poems and songs
        
        2.2.A.1.c: plays
        
        2.2.A.2: Write adaptations
        
        2.2.A.3: Write interpretive and responsive essays of a few paragraphs.
        
        2.2.B: What Students Do Grades for Literary Response and Expression
        
        2.2.B.1: Write original imaginative texts:
        
        2.2.B.1.a: create characters, simple plot and setting
        
        2.2.B.1.b: use rhythm and rhyme to create short poems and songs
        
        2.2.B.1.c: use dialogue to create short plays
        
        2.2.B.1.d: use vivid and playful language
        
        2.2.B.1.e: use descriptive language to create an image
        
        2.2.B.2: Write interpretive and responsive essays in order to, for example:
        
        2.2.B.2.a: identify title, author, and illustrator
        
        2.2.B.2.b: describe literary elements such as plot, setting, characters
        
        2.2.B.2.c: describe themes of imaginative texts
        
        2.2.B.2.d: express a personal response to literature
        
        2.2.B.2.e: compare and contrast elements of text
        
        2.2.B.3: Produce clear, well-organized responses to stories read or listened to, supporting the understanding of themes, characters, and events with details from story
        
        2.2.B.4: Produce imaginative stories and personal narratives that show insight, development, organization, and effective language
        
        2.2.B.5: Use resources such as personal experiences and themes from other texts and performances to stimulate own writing
        
        2.2.B.6: Use a computer to create, respond to, and interpret imaginative texts
        
        2.2.B.7: Maintain a portfolio that includes imaginative and interpretive writing as a method of reviewing work with teachers and parents/caregivers.
        
        2.2.C: What Students Do Across All Four English Language Arts Standards
        
        2.2.C.1: Begin to develop a voice in writing
        
        2.2.C.10: Use revision strategies to develop writing, including conferring with teachers and peers, and cut and paste
        
        2.2.C.11: Determine the intended audience before writing
        
        2.2.C.12: Use legible print and/or cursive writing
        
        2.2.C.13: Use word processing.
        
        2.2.C.2: Spell frequently used words correctly
        
        2.2.C.3: Use basic punctuation correctly, such as commas, periods, exclamation points, and question marks
        
        2.2.C.4: Use correct verb tense
        
        2.2.C.5: Use specific vocabulary and varied sentence structure
        
        2.2.C.6: Write sentences in logical order to develop ideas and create paragraphs
        
        2.2.C.7: Use an organizational format that reflects a beginning, middle, and end
        
        2.2.C.8: Develop an idea within a brief text
        
        2.2.C.9: Learn and use the “writing process” (prewriting, drafting, revising, proofreading)
        
        2.3: Students will listen on a daily basis.
        
        2.3.A: What Students Listen To for Literary Response and Expression
        
        2.3.A.1: Listen to comprehend, interpret, and respond to imaginative texts and performances, such as:
        
        2.3.A.1.a: stories
        
        2.3.A.1.b: poems and songs
        
        2.3.A.1.c: folktales and fables
        
        2.3.A.1.d: plays
        
        2.3.A.1.e: films and video productions.
        
        2.3.B: What Students Do for Literary Response and Expression
        
        2.3.B.1: Listen in order to:
        
        2.3.B.1.a: identify elements of character, plot, and setting to understand author’s message or intent
        
        2.3.B.1.b: connect imaginative texts to previous reading and life experiences to enhance understanding and appreciation
        
        2.3.B.1.c: identify author’s use of rhythm, repetition, and rhyme
        
        2.3.B.1.d: compare and contrast ideas of others to own ideas
        
        2.3.B.2: Use note taking and webbing strategies to organize information and ideas recalled from stories read aloud.
        
        2.3.C: What Students Do Across All Four English Language Arts Standards
        
        2.3.C.1: Listen respectfully and responsively
        
        2.3.C.2: Attend to a listening activity for an extended period of time
        
        2.3.C.3: Avoid interrupting
        
        2.3.C.4: Respond appropriately to what is heard.
        
        2.4: Students will speak on a daily basis.
        
        2.4.A: When Students Speak for Literary Response and Expression
        
        2.4.A.1: Speak to present interpretations and responses to imaginative texts in, for example:
        
        2.4.A.1.a: class and group discussions
        
        2.4.A.1.b: role play and creative drama
        
        2.4.A.1.c: conferences with teacher
        
        2.4.A.1.d: book reviews.
        
        2.4.B: What Students Do for Literary Response and Expression
        
        2.4.B.1: Speak in order to:
        
        2.4.B.1.a: present original works such as stories, poems, and plays to classmates
        
        2.4.B.1.b: give book reviews
        
        2.4.B.1.c: describe characters, setting, and plot
        
        2.4.B.1.d: make inferences and draw conclusions
        
        2.4.B.1.e: compare imaginative texts and performances to personal experiences and prior knowledge
        
        2.4.B.1.f: explain cultural and ethnic features in imaginative texts
        
        2.4.B.1.g: ask questions to clarify and interpret imaginative texts and performances
        
        2.4.B.1.h: discuss themes of imaginative texts
        
        2.4.B.2: Use complete sentences, correct verb tense, age-appropriate vocabulary, and logical order in oral presentation.
        
        2.4.C: What Students Do Across All Four English Language Arts Standards
        
        2.4.C.1: Respond respectfully
        
        2.4.C.2: Initiate communication with peers and familiar adults
        
        2.4.C.3: Use age-appropriate vocabulary
        
        2.4.C.4: Speak in grammatically correct sentences
        
        2.4.C.5: Use gestures appropriate to conveying meaning
        
        2.4.C.6: Establish eye contact to engage the audience
        
        2.4.C.7: Speak loudly enough to be heard by the audience.
      - 3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        3.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        3.1.A: What Students Read for Critical Analysis and Evaluation
        
        3.1.A.1: Read to analyze and evaluate information, ideas, and experiences from resources, such as:
        
        3.1.A.1.a: children’s books
        
        3.1.A.1.b: children’s articles
        
        3.1.A.1.c: editorials in student newspapers
        
        3.1.A.1.d: advertisements
        
        3.1.A.1.e: electronic resources.
        
        3.1.B: What Students Do for Critical Analysis and Evaluation
        
        3.1.B.1: Evaluate the content by identifying:
        
        3.1.B.1.a: the author’s purpose
        
        3.1.B.1.b: important and unimportant details
        
        3.1.B.1.c: whether events, actions, characters, and/or settings are realistic
        
        3.1.B.1.d: recurring themes across works in print and media
        
        3.1.B.2: Compare and contrast characters, plot, and setting in two literary works
        
        3.1.B.3: Analyze ideas and information based on prior knowledge and personal experience
        
        3.1.B.4: Recognize how language and illustrations are used to persuade in printed and filmed advertisements and texts such as letters to the editor
        
        3.1.B.5: Judge truthfulness or accuracy of content with assistance from teachers and parents/caregivers in order to gather facts and form opinions
        
        3.1.B.6: Use opinions and reactions of teachers and classmates to evaluate personal interpretation of ideas, information, and experience.
        
        3.1.C: What Students Do Across All Four English Language Arts Standards
        
        3.1.C.1: Identify purpose for reading
        
        3.1.C.10: Recognize and discriminate among a variety of informational texts
        
        3.1.C.11: Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources
        
        3.1.C.12: Read aloud at appropriate rate
        
        3.1.C.13: Read with increasing fluency and confidence from a variety of texts
        
        3.1.C.14: Maintain a personal reading list to reflect reading goals and accomplishments
        
        3.1.C.15: Use computer software to support reading.
        
        3.1.C.2: Use letter/sound correspondence, knowledge of grammar, and overall context to determine meaning
        
        3.1.C.3: Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (root words, prefixes, and suffixes)
        
        3.1.C.4: Use self-monitoring strategies, such as rereading and cross-checking
        
        3.1.C.5: Apply corrective strategies, using classroom resources such as teachers, peers, and reference tools
        
        3.1.C.6: Recognize the difference between phrases and sentences
        
        3.1.C.7: Read with attention to sentence structure and punctuation, such as periods, question marks, and commas to assist in comprehension
        
        3.1.C.8: Engage in independent silent reading
        
        3.1.C.9: Locate the name of the author, illustrator, the title page, table of contents, index, and chapter headings
        
        3.2: Students will write an average of 1000 words per month across all content areas and standards.
        
        3.2.A: What Students Write for Critical Analysis and Evaluation
        
        3.2.A.1: Write the following to analyze and evaluate ideas, information, and experiences:
        
        3.2.A.1.a: persuasive essays
        
        3.2.A.1.b: editorials for classroom and school newspapers
        
        3.2.A.1.c: movie and book reviews
        
        3.2.A.1.d: reports and essays
        
        3.2.A.1.e: advertisements.
        
        3.2.B: What Students Do for Critical Analysis and Evaluation
        
        3.2.B.1: Use prewriting tools such as semantic webs and concept maps to organize ideas and information
        
        3.2.B.10: Use ideas from two or more sources of information to generalize about causes, effects, or other relationships
        
        3.2.B.11: Maintain a portfolio that includes written analysis and evaluation as a method of reviewing work with teachers and parents/caregivers.
        
        3.2.B.2: State a main idea, theme, or opinion and provide supporting details from the text
        
        3.2.B.3: Use relevant examples, reasons, and explanations to support ideas
        
        3.2.B.4: Express opinions and make judgments that demonstrate a personal point of view
        
        3.2.B.5: Use personal experiences and knowledge to analyze and evaluate new ideas
        
        3.2.B.6: Analyze and evaluate the author’s use of setting, plot, character, rhyme, rhythm, and language in written and visual text
        
        3.2.B.7: Create an advertisement, using words and pictures, in order to illustrate an opinion about a product
        
        3.2.B.8: Use effective vocabulary in persuasive and expository writing
        
        3.2.B.9: Use details from stories or informational texts to predict, explain, or show relationships between information and events
        
        3.2.C: What Students Do Across All Four English Language Arts Standards
        
        3.2.C.1: Begin to develop a voice in writing
        
        3.2.C.10: Use revision strategies to develop writing, including conferring with teachers and peers, and cut and paste
        
        3.2.C.11: Determine the intended audience before writing
        
        3.2.C.12: Use legible print and/or cursive writing
        
        3.2.C.13: Use word processing.
        
        3.2.C.2: Spell frequently used words correctly
        
        3.2.C.3: Use basic punctuation correctly, such as commas, periods, exclamation points, and question marks
        
        3.2.C.4: Use correct verb tense
        
        3.2.C.5: Use specific vocabulary and varied sentence structure
        
        3.2.C.6: Write sentences in logical order to develop ideas and create paragraphs
        
        3.2.C.7: Use an organizational format that reflects a beginning, middle, and end
        
        3.2.C.8: Develop an idea within a brief text
        
        3.2.C.9: Learn and use the “writing process” (prewriting, drafting, revising, proofreading)
        
        3.3: Students will listen on a daily basis.
        
        3.3.A: What Students Listen To for Critical Analysis and Evaluation
        
        3.3.A.1: Listen to analyze and evaluate ideas, information, and experiences in, for example:
        
        3.3.A.1.a: class and group discussions
        
        3.3.A.1.b: conferences with teacher
        
        3.3.A.1.c: role plays
        
        3.3.A.1.d: classroom presentations, such as oral book reviews
        
        3.3.A.1.e: individual or group viewing of advertisements, videos, and movies.
        
        3.3.B: What Students Do for Critical Analysis and Evaluation
        
        3.3.B.1: Listen in order to:
        
        3.3.B.1.a: distinguish between information in media texts such as live action news coverage, and fictional material in dramatic productions
        
        3.3.B.1.b: form a personal opinion about the quality of texts read aloud based on criteria such as characters, plot, and setting
        
        3.3.B.1.c: recognize the perspectives of others
        
        3.3.B.1.d: form an opinion about the message of advertisements, based on the language
        
        3.3.B.1.e: distinguish between fact and opinion
        
        3.3.B.1.f: evaluate the speaker’s style of delivery by using criteria such as volume and tone of voice.
        
        3.3.C: What Students Do Across All Four English Language Arts Standards
        
        3.3.C.1: Listen respectfully and responsively
        
        3.3.C.2: Attend to a listening activity for an extended period of time
        
        3.3.C.3: Avoid interrupting
        
        3.3.C.4: Respond appropriately to what is heard.
        
        3.4: Students will speak on a daily basis.
        
        3.4.A: When Students Speak for Critical Analysis and Evaluation
        
        3.4.A.1: Speak to express opinions and judgments in, for example:
        
        3.4.A.1.a: class and group discussions
        
        3.4.A.1.b: role plays
        
        3.4.A.1.c: conferences with teacher
        
        3.4.A.1.d: book reviews
        
        3.4.A.1.e: presentations.
        
        3.4.B: What Students Do for Critical Analysis and Evaluation
        
        3.4.B.1: Speak in order to:
        
        3.4.B.1.a: explain the reasons for a character's actions, considering both the situation and the motivation of the character
        
        3.4.B.1.b: express an opinion or judgment about a character, setting, and plot in a variety of works
        
        3.4.B.1.c: discuss the impact of vocabulary, format, illustrations, and titles in evaluating ideas, information, and experiences
        
        3.4.B.1.d: express an opinion or judgment about school or community issues
        
        3.4.B.1.e: use personal experience and knowledge to analyze and evaluate new ideas
        
        3.4.B.1.f: express an opinion about the accuracy and truthfulness of the content of literary works, editorials, reviews, and advertisements supported by the text
        
        3.4.B.1.g: role play to communicate an interpretation or evaluation of real or imaginary people or events
        
        3.4.B.1.h: ask and respond to questions
        
        3.4.B.1.i: use appropriate eye contact and gestures in presentations and responses
        
        3.4.B.1.j: speak with appropriate rate and volume for the audience
        
        3.4.B.1.k: take turns speaking in a group.
        
        3.4.C: What Students Do Across All Four English Language Arts Standards
        
        3.4.C.1: Respond respectfully
        
        3.4.C.2: Initiate communication with peers and familiar adults
        
        3.4.C.3: Use age-appropriate vocabulary
        
        3.4.C.4: Speak in grammatically correct sentences
        
        3.4.C.5: Use gestures appropriate to conveying meaning
        
        3.4.C.6: Establish eye contact to engage the audience
        
        3.4.C.7: Speak loudly enough to be heard by the audience.
      - 4: Students will read, write, listen, and speak for social interaction.
        
        4.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        4.1.A: What Students Read for Social Interaction
        
        4.1.A.1: Read the following to establish, maintain, and enhance personal relationships:
        
        4.1.A.1.a: friendly letters, notes, cards, and messages
        
        4.1.A.1.b: published diaries and journals.
        
        4.1.B: What Students Do for Social Interaction
        
        4.1.B.1: Share reading experiences to build relationships with peers or adults; for example, reading together silently or aloud
        
        4.1.B.2: Respect the age, gender, position, and cultural traditions of the writer
        
        4.1.B.3: Recognize the types of language appropriate to social communication; for example, informal vocabulary and jargon.
        
        4.1.C: What Students Do Across All Four English Language Arts Standards
        
        4.1.C.1: Identify purpose for reading
        
        4.1.C.10: Recognize and discriminate a variety of informational texts
        
        4.1.C.11: Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources
        
        4.1.C.12: Read aloud at appropriate rate
        
        4.1.C.13: Read with increasing fluency and confidence from a variety of texts
        
        4.1.C.14: Maintain a personal reading list to reflect reading goals and accomplishments
        
        4.1.C.15: Use computer software to support reading.
        
        4.1.C.2: Use letter/sound correspondence, knowledge of grammar, and overall context to determine meaning
        
        4.1.C.3: Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (root words, prefixes, and suffixes)
        
        4.1.C.4: Use self-monitoring strategies, such as rereading and cross-checking
        
        4.1.C.5: Apply corrective strategies, using classroom resources such as teachers, peers, and reference tools
        
        4.1.C.6: Recognize the difference between phrases and sentences
        
        4.1.C.7: Read with attention to sentence structure and punctuation, such as periods, question marks, and commas to assist in comprehension
        
        4.1.C.8: Engage in independent silent reading
        
        4.1.C.9: Locate the name of the author, illustrator, the title page, table of contents, index, and chapter headings
        
        4.2: Students will write an average of 1000 words per month across all content areas and standards.
        
        4.2.A: What Students Write for Social Interaction
        
        4.2.A.1: Write the following to establish, maintain, and enhance personal relationships:
        
        4.2.A.1.a: friendly letters, notes, and cards to friends, relatives, and pen pals
        
        4.2.A.1.b: personal journals.
        
        4.2.B: What Students Do for Social Interaction
        
        4.2.B.1: Share the process of writing for social communication with peers and adults; for example, write with a partner
        
        4.2.B.2: Respect age, gender, position, and cultural traditions of the recipient when writing for social communication
        
        4.2.B.3: Develop a personal “voice” that enables the reader to get to know the writer
        
        4.2.B.4: Use the tone, vocabulary, and sentence structure of informal conversation
        
        4.2.B.5: Maintain a portfolio that includes writing for social interaction as a method of reviewing work with teachers and parents/caregivers.
        
        4.2.C: What Students Do Across All Four English Language Arts Standards
        
        4.2.C.1: Begin to develop a voice in writing
        
        4.2.C.10: Use revision strategies to develop writing, including conferring with teachers and peers, and cut and paste
        
        4.2.C.11: Determine the intended audience before writing
        
        4.2.C.12: Use legible print and/or cursive writing
        
        4.2.C.13: Use word processing.
        
        4.2.C.2: Spell frequently used words correctly
        
        4.2.C.3: Use basic punctuation correctly, such as commas, periods, exclamation points, and question marks
        
        4.2.C.4: Use correct verb tense
        
        4.2.C.5: Use specific vocabulary and varied sentence structure
        
        4.2.C.6: Write sentences in logical order to develop ideas and create paragraphs
        
        4.2.C.7: Use an organizational format that reflects a beginning, middle, and end
        
        4.2.C.8: Develop an idea within a brief text
        
        4.2.C.9: Learn and use the “writing process” (prewriting, drafting, revising, proofreading)
        
        4.3: Students will listen on a daily basis.
        
        4.3.A: What Students Listen To for Social Interaction
        
        4.3.A.1: Listen to establish, maintain, and enhance personal relationships in, for example:
        
        4.3.A.1.a: class and group discussions
        
        4.3.A.1.b: conferences with teacher
        
        4.3.A.1.c: role play.
        
        4.3.B: What Students Do for Social Interaction
        
        4.3.B.1: Respect the age, gender, position, and culture of the speaker
        
        4.3.B.2: Listen to friendly notes, cards, letters, and personal narratives read aloud to get to know the writer and/or classmates and fellow listeners
        
        4.3.B.3: Listen for the tone of voice and content that signal friendly communication.
        
        4.3.C: What Students Do Across All Four English Language Arts Standards
        
        4.3.C.1: Listen respectfully and responsively
        
        4.3.C.2: Attend to a listening activity for an extended period of time
        
        4.3.C.3: Avoid interrupting
        
        4.3.C.4: Respond appropriately to what is heard.
        
        4.4: Students will speak on a daily basis.
        
        4.4.A: When Students Speak for Social Interaction
        
        4.4.A.1: Speak to establish, maintain, and enhance personal relationships in, for example:
        
        4.4.A.1.a: informal conversations with peers and familiar adults
        
        4.4.A.1.b: small group discussions
        
        4.4.A.1.c: conferences with teacher.
        
        4.4.B: What Students Do for Social Interaction
        
        4.4.B.1: Respect age, gender, position, and cultural traditions of the listener when speaking
        
        4.4.B.2: Discuss the content of friendly notes, cards, letters, and personal narrative with a partner or small group in order to get to know the writer and each other
        
        4.4.B.3: Avoid interrupting in social conversation.
        
        4.4.C: What Students Do Across All Four English Language Arts Standards
        
        4.4.C.1: Respond respectfully
        
        4.4.C.2: Initiate communication with peers and familiar adults
        
        4.4.C.3: Use age-appropriate vocabulary
        
        4.4.C.4: Speak in grammatically correct sentences
        
        4.4.C.5: Use gestures appropriate to conveying meaning
        
        4.4.C.6: Establish eye contact to engage the audience
        
        4.4.C.7: Speak loudly enough to be heard by the audience.
    - Grades: 5-6
      - 1: Students will read, write, listen, and speak for information and understanding.
        
        1.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        1.1.A: What Students Read for Information and Understanding
        
        1.1.A.1: Read from informational texts such as:
        
        1.1.A.1.a: textbooks related to all school subjects
        
        1.1.A.1.b: reference materials
        
        1.1.A.1.c: primary sources
        
        1.1.A.1.d: biographies and autobiographies
        
        1.1.A.1.e: essays
        
        1.1.A.1.f: newspapers and magazines
        
        1.1.A.1.g: age-appropriate online and electronic databases and web sites.
        
        1.1.B: What Student Do for Information and Understanding
        
        1.1.B.1: Locate and use school and public library resources, with some direction, to acquire information
        
        1.1.B.10: Identify information that is implied rather than stated
        
        1.1.B.11: Compare and contrast information about one topic from different sources
        
        1.1.B.12: Recognize how new information is related to prior knowledge or experience.
        
        1.1.B.2: Use table of contents and indexes to locate information
        
        1.1.B.3: Read to collect and interpret data, facts, and ideas
        
        1.1.B.4: Read the steps of a procedure in order to accomplish a task, for example, complete a science experiment or install software
        
        1.1.B.5: Skim materials to gain an overview of content or locate specific information
        
        1.1.B.6: Use text features such as headings, captions, and titles, to understand and interpret informational text
        
        1.1.B.7: Recognize organizational formats to assist in comprehension of informational text
        
        1.1.B.8: Identify missing information and irrelevant information
        
        1.1.B.9: Distinguish between fact and opinion
        
        1.1.C: What Students Do Across All Four English Language Arts Standards
        
        1.1.C.1: Identify purpose of reading
        
        1.1.C.2: Adjust reading rate according to purpose for reading
        
        1.1.C.3: Use word recognition and context clues to read fluently
        
        1.1.C.4: Determine the meaning of unfamiliar words by using context clues, a dictionary, or a glossary
        
        1.1.C.5: Identify signal words (finally or in addition) that provide clues to organizational formats such as time order
        
        1.1.C.6: Use knowledge of punctuation to assist in comprehension
        
        1.1.C.7: Apply corrective strategies to assist in comprehension (such as rereading, discussion with teacher, peers, or parents/caregivers)
        
        1.1.C.8: Read aloud, using inflection and intonation appropriate to text read and audience
        
        1.1.C.9: Maintain a personal reading list to reflect reading goals and accomplishments.
        
        1.2: Students will write an average of 1000 words per month across all content areas and standards.
        
        1.2.A: What Students Write for Information and Understanding
        
        1.2.A.1: Write the following in order to transmit information:
        
        1.2.A.1.a: business letters
        
        1.2.A.1.b: directions
        
        1.2.A.1.c: news articles
        
        1.2.A.1.d: summaries
        
        1.2.A.1.e: reports of approximately one to five pages.
        
        1.2.B: What Students Do for Information and Understanding
        
        1.2.B.1: Use at least three sources of information with appropriate citations to develop reports
        
        1.2.B.2: Take notes to record and organize relevant data, facts, and ideas
        
        1.2.B.3: State a main idea and support it with details and examples
        
        1.2.B.4: Compare and contrast ideas and information among two or three sources
        
        1.2.B.5: Write labels or captions for graphics such as charts, maps, graphs, and diagrams used to convey information
        
        1.2.B.6: Adopt an organizational format such as chronological order that is appropriate for informational writing
        
        1.2.B.7: Use paragraphing to organize ideas and information
        
        1.2.B.8: Maintain a portfolio that includes informational writing.
        
        1.2.C: What Students Do Across All Four English Language Arts Standards
        
        1.2.C.1: Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings
        
        1.2.C.10: Use dictionaries, thesauruses, and style manuals
        
        1.2.C.11: Use word processing skills.
        
        1.2.C.2: Determine the intended audience before writing
        
        1.2.C.3: Use tone and language appropriate for audience and purpose
        
        1.2.C.4: Use prewriting activities; for example, brainstorming, freewriting, note taking, and outlining
        
        1.2.C.5: Use the “writing process” (prewriting, drafting, revising, proofreading, and editing)
        
        1.2.C.6: Use teacher conferences and peer review to revise written work
        
        1.2.C.7: Observe rules of punctuation, capitalization, and spelling:
        
        1.2.C.7.a: punctuation of simple and compound sentences, of dialogue, of titles of articles
        
        1.2.C.7.b: spelling of commonly misspelled words, of homonyms, of content-area vocabulary
        
        1.2.C.8: Use correct grammatical construction:
        
        1.2.C.8.a: parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating and subordinating), prepositions and prepositional phrases, and interjections
        
        1.2.C.8.b: complete simple, compound, and complex sentences, using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents
        
        1.2.C.9: Use signal words to provide clues to the organizational format; for example, in addition, finally, as a result, similarly, on the other hand
        
        1.3: Students will listen on a daily basis.
        
        1.3.A: What Students Listen To for Information and Understanding
        
        1.3.A.1: Listen to interpret data, facts, and ideas in, for example:
        
        1.3.A.1.a: short lectures
        
        1.3.A.1.b: class discussions
        
        1.3.A.1.c: interviews
        
        1.3.A.1.d: presentations
        
        1.3.A.1.e: multimedia presentations
        
        1.3.A.1.f: newscasts.
        
        1.3.B: What Students Do for Information and Understanding
        
        1.3.B.1: Listen in order to:
        
        1.3.B.1.a: follow instructions which provide information about a task or an assignment
        
        1.3.B.1.b: identify essential details for note taking
        
        1.3.B.1.c: distinguish between fact and opinion
        
        1.3.B.1.d: identify information that is implicit rather than stated
        
        1.3.B.1.e: connect new information to prior knowledge or experience.
        
        1.3.C: What Students Do Across All Four English Language Arts Standards
        
        1.3.C.1: Listen respectfully and responsively
        
        1.3.C.2: Identify own purpose for listening
        
        1.3.C.3: Recognize content-specific vocabulary or terminology
        
        1.3.C.4: Listen for unfamiliar words and learn their meaning.
        
        1.4: Students will speak on a daily basis.
        
        1.4.A: When Students Speak for Information and Understanding
        
        1.4.A.1: Speak to share data, facts, and ideas in, for example:
        
        1.4.A.1.a: small and large group class discussions
        
        1.4.A.1.b: presentations to classmates and other students
        
        1.4.A.1.c: school assemblies.
        
        1.4.B: What Students Do for Information and Understanding
        
        1.4.B.1: Speak in order to:
        
        1.4.B.1.a: ask probing questions
        
        1.4.B.1.b: interview peers
        
        1.4.B.1.c: share information from personal experience
        
        1.4.B.1.d: share information from a variety of texts
        
        1.4.B.1.e: synthesize and paraphrase information
        
        1.4.B.1.f: state a main idea and support it with facts, details, and examples
        
        1.4.B.1.g: compare and contrast information
        
        1.4.B.1.h: make connections between sources of information
        
        1.4.B.2: Present reports of five to seven minutes for teachers and peers on topics related to all school subjects
        
        1.4.B.3: Summarize main points as part of the conclusion
        
        1.4.B.4: Use notes or outlines appropriate to the presentation.
        
        1.4.C: What Students Do Across All Four English Language Arts Standards
        
        1.4.C.1: Respond respectfully
        
        1.4.C.2: Initiate communication with peers, teachers, and others in the school community
        
        1.4.C.3: Use language and grammar appropriate to purpose for speaking
        
        1.4.C.4: Use facial expressions and gestures which enhance communication
        
        1.4.C.5: Establish eye contact during presentations and group discussions
        
        1.4.C.6: Use audible voice and pacing appropriate to content and audience
        
        1.4.C.7: Use visual aids to support the presentation.
      - 2: Students will read, write, listen, and speak for literary response and expression.
        
        2.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        2.1.A: What Students Read for Literary Response and Expression
        
        2.1.A.1: Read, view, and interpret imaginative texts and performances, such as:
        
        2.1.A.1.a: short stories
        
        2.1.A.1.b: short novels
        
        2.1.A.1.c: plays
        
        2.1.A.1.d: myths and legends
        
        2.1.A.1.e: folktales
        
        2.1.A.1.f: poems
        
        2.1.A.1.g: films and video productions
        
        2.1.A.1.h: electronic books.
        
        2.1.B: What Students Do for Literary Response and Expression
        
        2.1.B.1: Read, view, and interpret imaginative texts from a variety of genres
        
        2.1.B.10: Compare characters in literature to people in own lives.
        
        2.1.B.2: Define the characteristics of different genres
        
        2.1.B.3: Select imaginative text based on personal needs and interests and read silently for enjoyment for extended periods
        
        2.1.B.4: Read aloud from a variety of genres, for example, read the lines of a play or recite a poem
        
        2.1.B.5: Recognize that the same story can be told in different genres; for example, novel, poem, or play
        
        2.1.B.6: Identify literary elements (setting, plot, character, rhythm, and rhyme) of different genres
        
        2.1.B.7: Recognize how the author uses devices such as simile, metaphor, and personification to create meaning
        
        2.1.B.8: Recognize how authors treat similar themes
        
        2.1.B.9: Identify the ways in which characters change and develop throughout a story
        
        2.1.C: What Students Do Across All Four English Language Arts Standards
        
        2.1.C.1: Identify purpose of reading
        
        2.1.C.2: Adjust reading rate according to purpose for reading
        
        2.1.C.3: Use word recognition and context clues to read fluently
        
        2.1.C.4: Determine the meaning of unfamiliar words by using context clues, a dictionary, or a glossary
        
        2.1.C.5: Identify signal words (finally or in addition) that provide clues to organizational formats such as time order
        
        2.1.C.6: Use knowledge of punctuation to assist in comprehension
        
        2.1.C.7: Apply corrective strategies to assist in comprehension (such as rereading, discussion with teacher, peers, or parents/caregivers)
        
        2.1.C.8: Read aloud using inflection and intonation appropriate to text read and audience
        
        2.1.C.9: Maintain a personal reading list to reflect reading goals and accomplishments.
        
        2.2: Students will write an average of 1000 words per month across all content areas and standards.
        
        2.2.A: What Students Write for Literary Response and Expression
        
        2.2.A.1: Write original imaginative texts, such as:
        
        2.2.A.1.a: stories
        
        2.2.A.1.b: poems and songs
        
        2.2.A.1.c: plays
        
        2.2.A.2: Write interpretive and responsive essays.
        
        2.2.B: What Students Do Grades for Literary Response and Expression
        
        2.2.B.1: Write original imaginative texts:
        
        2.2.B.1.a: use organizing structures such as stanzas, chapters, scenes, and verses
        
        2.2.B.1.b: create a lead that attracts the reader’s interest
        
        2.2.B.1.c: provide a title that interests the readers
        
        2.2.B.1.d: develop characters, create a setting, and establish a plot
        
        2.2.B.1.e: use examples of literary devices such as rhythm, rhyme, simile, and personification
        
        2.2.B.1.f: establish consistent point of view; for example, first or third person
        
        2.2.B.1.g: use vocabulary to create a desired effect
        
        2.2.B.2: Write interpretive essays, in order to:
        
        2.2.B.2.a: summarize the plot
        
        2.2.B.2.b: describe the characters and how they change
        
        2.2.B.2.c: describe the setting and recognize its importance to the story
        
        2.2.B.2.d: draw a conclusion about the work
        
        2.2.B.2.e: interpret the impact of literary devices such as simile and personification
        
        2.2.B.2.f: recognize the impact of rhythm and rhyme
        
        2.2.B.3: Respond to literature, connecting the response to personal experience
        
        2.2.B.4: Use resources such as personal experience and themes from other texts and performances to plan and create imaginative text
        
        2.2.B.5: Maintain a writing portfolio that includes imaginative, interpretive, and responsive writing.
        
        2.2.C: What Students Do Across All Four English Language Arts Standards
        
        2.2.C.1: Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings
        
        2.2.C.10: Use dictionaries, thesauruses, and style manuals
        
        2.2.C.11: Use word processing skills.
        
        2.2.C.2: Determine the intended audience before writing
        
        2.2.C.3: Use tone and language appropriate for audience and purpose
        
        2.2.C.4: Use prewriting activities; for example, brainstorming, freewriting, note taking, and outlining
        
        2.2.C.5: Use the “writing process” (prewriting, drafting, revising, proofreading, and editing)
        
        2.2.C.6: Use teacher conferences and peer review to revise written work
        
        2.2.C.7: Observe rules of punctuation, capitalization, and spelling:
        
        2.2.C.7.a: punctuation of simple and compound sentences, of dialogue, of titles of articles
        
        2.2.C.7.b: spelling of commonly misspelled words, of homonyms, of content-area vocabulary
        
        2.2.C.8: Use correct grammatical construction:
        
        2.2.C.8.a: parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating and subordinating), prepositions and prepositional phrases, and interjections
        
        2.2.C.8.b: complete simple, compound, and complex sentences, using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents
        
        2.2.C.9: Use signal words to provide clues to the organizational format; for example, in addition, finally, as a result, similarly, on the other hand
        
        2.3: Students will listen on a daily basis.
        
        2.3.A: What Students Listen To for Literary Response and Expression
        
        2.3.A.1: Listen to comprehend, interpret, and respond to imaginative texts and performances such as:
        
        2.3.A.1.a: stories
        
        2.3.A.1.b: plays
        
        2.3.A.1.c: poems and songs
        
        2.3.A.1.d: films and video productions.
        
        2.3.B: What Students Do for Literary Response and Expression
        
        2.3.B.1: Listen in order to:
        
        2.3.B.1.a: distinguish different genres, such as story, biography, poem, or play
        
        2.3.B.1.b: identify characters’ motivation
        
        2.3.B.1.c: recognize the use of literary devices, such as simile, personification, rhythm, and rhyme in presentation of imaginative texts and determine their impact on meaning
        
        2.3.B.1.d: use personal experience and prior knowledge to interpret and respond to imaginative texts and performances
        
        2.3.B.1.e: identify cultural and historical influences in texts and performances.
        
        2.3.C: What Students Do Across All Four English Language Arts Standards
        
        2.3.C.1: Listen respectfully and responsively
        
        2.3.C.2: Identify own purpose for listening
        
        2.3.C.3: Recognize content-specific vocabulary or terminology
        
        2.3.C.4: Listen for unfamiliar words and learn their meaning.
        
        2.4: Students will speak on a daily basis.
        
        2.4.A: When Students Speak for Literary Response and Expression
        
        2.4.A.1: Speak to present interpretations and responses to imaginative texts in, for example:
        
        2.4.A.1.a: class and small group discussions
        
        2.4.A.1.b: formal presentations to classmates
        
        2.4.A.1.c: group and individual conferences with teachers
        
        2.4.A.1.d: school assemblies.
        
        2.4.B: What Students Do for Literary Response and Expression
        
        2.4.B.1: Speak in order to:
        
        2.4.B.1.a: present original works such as stories, poems, and plays to adults and peers
        
        2.4.B.1.b: share book reviews
        
        2.4.B.1.c: summarize the plot, describe motivation of characters, and explain the importance of setting
        
        2.4.B.1.d: connect a personal response to literature to prior experience or knowledge
        
        2.4.B.1.e: recognize the importance of cultural, ethnic, and historical characteristics in texts and performances
        
        2.4.B.1.f: ask questions and respond to questions for clarification
        
        2.4.B.2: Use notes or outlines appropriately in presentations.
        
        2.4.C: What Students Do Across All Four English Language Arts Standards
        
        2.4.C.1: Respond respectfully
        
        2.4.C.2: Initiate communication with peers, teachers, and others in the school community
        
        2.4.C.3: Use language and grammar appropriate to the purpose for speaking
        
        2.4.C.4: Use facial expressions and gestures which enhance communication
        
        2.4.C.5: Establish eye contact during presentations and group discussions
        
        2.4.C.6: Use audible voice and pacing appropriate to content and audience
        
        2.4.C.7: Use visual aids to support the presentation.
      - 3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        3.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        3.1.A: What Students Read for Critical Analysis and Evaluation
        
        3.1.A.1: Read to analyze and evaluate information, ideas, opinions, themes, and experiences from the following:
        
        3.1.A.1.a: books, fiction and nonfiction
        
        3.1.A.1.b: essays including scientific and historical essays
        
        3.1.A.1.c: newspapers and magazines
        
        3.1.A.1.d: advertisements
        
        3.1.A.1.e: electronic resources.
        
        3.1.B: What Students Do for Critical Analysis and Evaluation
        
        3.1.B.1: Evaluate information, ideas, opinions, and themes in texts by identifying:
        
        3.1.B.1.a: the central idea and supporting details
        
        3.1.B.1.b: details that are primary and those that are less important
        
        3.1.B.1.c: precise and vague language
        
        3.1.B.1.d: statements of fact, opinion, and exaggeration
        
        3.1.B.1.e: missing or unclear information
        
        3.1.B.2: Use established and personal criteria to analyze and evaluate the quality of ideas and information in text
        
        3.1.B.3: Identify different perspectives (such as social, cultural, ethnic, historical) on an issue presented in more than one text
        
        3.1.B.4: Recognize how one's own point of view contributes to forming an opinion about information and ideas.
        
        3.1.C: What Students Do Across All Four English Language Arts Standards
        
        3.1.C.1: Identify purpose of reading
        
        3.1.C.2: Adjust reading rate according to purpose for reading
        
        3.1.C.3: Use word recognition and context clues to read fluently
        
        3.1.C.4: Determine the meaning of unfamiliar words by using context clues, a dictionary, or a glossary
        
        3.1.C.5: Identify signal words (finally or in addition) that provide clues to organizational formats such as time order
        
        3.1.C.6: Use knowledge of punctuation to assist in comprehension
        
        3.1.C.7: Apply corrective strategies to assist in comprehension (such as rereading, discussion with teacher, peers, or parents/caregivers)
        
        3.1.C.8: Read aloud, using inflection and intonation appropriate to text read and audience
        
        3.1.C.9: Maintain a personal reading list to reflect reading goals and accomplishments.
        
        3.2: Students will write an average of 1000 words per month across all content areas and standards.
        
        3.2.A: What Students Write for Critical Analysis and Evaluation
        
        3.2.A.1: Write the following to analyze and evaluate ideas, information, themes and experiences:
        
        3.2.A.1.a: expository essays
        
        3.2.A.1.b: persuasive texts
        
        3.2.A.1.c: movie and book reviews
        
        3.2.A.1.d: advertisements.
        
        3.2.B: What Students Do for Critical Analysis and Evaluation
        
        3.2.B.1: Use strategies such as note taking, semantic webbing or mapping, and outlining to plan and organize writing
        
        3.2.B.2: Use supporting evidence from text to evaluate ideas, information, themes, or experiences
        
        3.2.B.3: Analyze the impact of an event or issue from personal, peer group, and school community perspectives
        
        3.2.B.4: Analyze literary elements in order to evaluate the quality of ideas and information in text
        
        3.2.B.5: Use information and ideas from other subject areas and personal experiences to form and express opinions and judgments
        
        3.2.B.6: Adopt an organizational format appropriate for critical analysis and evaluation such as compare/contrast
        
        3.2.B.7: Use precise vocabulary in writing analysis and evaluation
        
        3.2.B.8: Maintain a writing portfolio that includes writing for critical analysis and evaluation.
        
        3.2.C: What Students Do Across All Four English Language Arts Standards
        
        3.2.C.1: Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings
        
        3.2.C.10: Use dictionaries, thesauruses, and style manuals
        
        3.2.C.11: Use word processing skills.
        
        3.2.C.2: Determine the intended audience before writing
        
        3.2.C.3: Use tone and language appropriate for audience and purpose
        
        3.2.C.4: Use pre-writing activities; for example, brainstorming, freewriting, note taking, and outlining
        
        3.2.C.5: Use the “writing process” (prewriting, drafting, revising, proofreading, and editing)
        
        3.2.C.6: Use teacher conferences and peer review to revise written work
        
        3.2.C.7: Observe rules of punctuation, capitalization, and spelling:
        
        3.2.C.7.a: punctuation of simple and compound sentences, of dialogue, of titles of articles
        
        3.2.C.7.b: spelling of commonly misspelled words, of homonyms, of content-area vocabulary
        
        3.2.C.8: Use correct grammatical construction:
        
        3.2.C.8.a: parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating and subordinating), prepositions and prepositional phrases, and interjections
        
        3.2.C.8.b: complete simple, compound, and complex sentences, using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents
        
        3.2.C.9: Use signal words to provide clues to the organizational format; for example, in addition, finally, as a result, similarly, on the other hand
        
        3.3: Students will listen on a daily basis.
        
        3.3.A: What Students Listen To for Critical Analysis and Evaluation
        
        3.3.A.1: Listen to analyze and evaluate information, ideas, opinions, themes, and experiences in, for example:
        
        3.3.A.1.a: discussions in small and large group settings
        
        3.3.A.1.b: speeches in class and group settings, such as assemblies
        
        3.3.A.1.c: reviews of books, films, and stage plays
        
        3.3.A.1.d: panel presentations
        
        3.3.A.1.e: multimedia presentations.
        
        3.3.B: What Students Do for Critical Analysis and Evaluation
        
        3.3.B.1: Listen in order to:
        
        3.3.B.1.a: form an opinion on a subject based on information, ideas, and themes expressed in presentations
        
        3.3.B.1.b: recognize that the criteria used to analyze and evaluate presentations may be influenced by one's point of view and purpose for listening
        
        3.3.B.1.c: recognize and use the perspectives of others, including teachers and peers, in order to analyze and evaluate presentations
        
        3.3.B.1.d: use prior knowledge and experiences in order to more fully evaluate and analyze content of presentations
        
        3.3.B.1.e: recognize persuasive presentations and identify the techniques used to accomplish that purpose, such as choice of language and use of sound effects
        
        3.3.B.1.f: evaluate the quality of the speaker’s presentation style by using criteria such as volume, tone of voice, and rate.
        
        3.3.C: What Students Do Across All Four English Language Arts Standards
        
        3.3.C.1: Listen respectfully and responsively
        
        3.3.C.2: Identify own purpose for listening
        
        3.3.C.3: Recognize content-specific vocabulary or terminology
        
        3.3.C.4: Listen for unfamiliar words and learn their meaning.
        
        3.4: Students will speak on a daily basis.
        
        3.4.A: When Students Speak for Critical Analysis and Evaluation
        
        3.4.A.1: Speak to present opinions and judgments in, for example:
        
        3.4.A.1.a: class and group discussions
        
        3.4.A.1.b: formal presentations to classmates
        
        3.4.A.1.c: individual/group conferences with teachers
        
        3.4.A.1.d: presentations at school assemblies.
        
        3.4.B: What Students Do for Critical Analysis and Evaluation
        
        3.4.B.1: Speak in order to:
        
        3.4.B.1.a: ask questions and respond to questions for clarification
        
        3.4.B.1.b: express an opinion or a judgment about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements
        
        3.4.B.1.c: use role play as a strategy to analyze or evaluate an event or issue
        
        3.4.B.1.d: use information and ideas from other subject areas and from personal experiences to form and express opinions and judgments
        
        3.4.B.1.e: articulate a thesis statement and support it with details, examples, and reasons
        
        3.4.B.1.f: persuade, using appropriate language, tone, volume, and gestures
        
        3.4.B.2: Use notes or outlines appropriately in presentations.
        
        3.4.C: What Students Do Across All Four English Language Arts Standards
        
        3.4.C.1: Respond respectfully
        
        3.4.C.2: Initiate communication with peers, teachers, and others in the school community
        
        3.4.C.3: Use language and grammar appropriate to the purpose for speaking
        
        3.4.C.4: Use facial expressions and gestures which enhance communication
        
        3.4.C.5: Establish eye contact during presentations and group discussions
        
        3.4.C.6: Use audible voice and pacing appropriate to content and audience
        
        3.4.C.7: Use visual aids to support the presentation.
      - 4: Students will read, write, listen, and speak for social interaction.
        
        4.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        4.1.A: What Students Read for Social Interaction
        
        4.1.A.1: Read the following to establish, maintain, and enhance personal relationships:
        
        4.1.A.1.a: friendly letters, notes, cards
        
        4.1.A.1.b: published diaries and journals
        
        4.1.A.1.c: electronic mail (e-mail).
        
        4.1.B: What Students Do for Social Interaction
        
        4.1.B.1: Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups
        
        4.1.B.2: Respect the age, gender, position, and cultural traditions of the writer
        
        4.1.B.3: Recognize conversational tone in friendly communication
        
        4.1.B.4: Recognize the types of language appropriate to social communication; for example, jargon/colloquialisms, informal, and conventions of e-mail.
        
        4.1.C: What Students Do Across All Four English Language Arts Standards
        
        4.1.C.1: Identify purpose of reading
        
        4.1.C.2: Adjust reading rate according to purpose for reading
        
        4.1.C.3: Use word recognition and context clues to read fluently
        
        4.1.C.4: Determine the meaning of unfamiliar words by using context clues, a dictionary, or a glossary
        
        4.1.C.5: Identify signal words (finally or in addition) that provide clues to organizational formats such as time order
        
        4.1.C.6: Use knowledge of punctuation to assist in comprehension
        
        4.1.C.7: Apply corrective strategies to assist in comprehension (such as rereading, discussion with teacher, peers, or parents/caregivers)
        
        4.1.C.8: Read aloud, using inflection and intonation appropriate to text read and audience
        
        4.1.C.9: Maintain a personal reading list to reflect reading goals and accomplishments.
        
        4.2: Students will write an average of 1000 words per month across all content areas and standards.
        
        4.2.A: What Students Write for Social Interaction
        
        4.2.A.1: Write the following to establish, maintain, and enhance personal relationships:
        
        4.2.A.1.a: friendly letters, notes, and cards
        
        4.2.A.1.b: personal journals
        
        4.2.A.1.c: friendly electronic messages (e-mail).
        
        4.2.B: What Students Do for Social Interaction
        
        4.2.B.1: Share the process of writing for social communication with peers and adults; for example, write a condolence note, get well card, or thank you letter with a writing partner or in small groups
        
        4.2.B.2: Respect age, gender, position, and cultural traditions of the recipient
        
        4.2.B.3: Develop a personal voice that enables the reader to get to know the writer
        
        4.2.B.4: Write personal reactions to experiences, events, and observations, using a form of social communication
        
        4.2.B.5: Maintain a portfolio that includes writing for social communication.
        
        4.2.C: What Students Do Across All Four English Language Arts Standards
        
        4.2.C.1: Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings
        
        4.2.C.10: Use dictionaries, thesauruses, and style manuals
        
        4.2.C.11: Use word processing skills.
        
        4.2.C.2: Determine the intended audience before writing
        
        4.2.C.3: Use tone and language appropriate for audience and purpose
        
        4.2.C.4: Use prewriting activities; for example, brainstorming, freewriting, note taking, and outlining
        
        4.2.C.5: Use the “writing process” (prewriting, drafting, revising, proofreading, and editing)
        
        4.2.C.6: Use teacher conferences and peer review to revise written work
        
        4.2.C.7: Observe rules of punctuation, capitalization, and spelling:
        
        4.2.C.7.a: punctuation of simple and compound sentences, of dialogue, of titles of articles
        
        4.2.C.7.b: spelling of commonly misspelled words, of homonyms, of content-area vocabulary
        
        4.2.C.8: Use correct grammatical construction:
        
        4.2.C.8.a: parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating and subordinating), prepositions and prepositional phrases, and interjections
        
        4.2.C.8.b: complete simple, compound, and complex sentences, using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents
        
        4.2.C.9: Use signal words to provide clues to the organizational format; for example, in addition, finally, as a result, similarly, on the other hand
        
        4.3: Students will listen on a daily basis.
        
        4.3.A: What Students Listen To for Social Interaction
        
        4.3.A.1: Listen in the classroom and school environment to establish, maintain, and enhance personal relationships in, for example:
        
        4.3.A.1.a: conversations
        
        4.3.A.1.b: small and large group discussions
        
        4.3.A.1.c: conferences with teacher.
        
        4.3.B: What Students Do for Social Interaction
        
        4.3.B.1: Respect the age, gender, position, and cultural traditions of the speaker
        
        4.3.B.2: Recognize friendly communication based on volume, tone, and rate of the speaker’s voice
        
        4.3.B.3: Recognize that social communication may include informal language such as jargon and colloquialisms
        
        4.3.B.4: Recognize the meaning of speakers’ nonverbal cues.
        
        4.3.C: What Students Do Across All Four English Language Arts Standards
        
        4.3.C.1: Listen respectfully and responsively
        
        4.3.C.2: Identify own purpose for listening
        
        4.3.C.3: Recognize content-specific vocabulary or terminology
        
        4.3.C.4: Listen for unfamiliar words and learn their meaning.
        
        4.4: Students will speak on a daily basis.
        
        4.4.A: When Students Speak for Social Interaction
        
        4.4.A.1: Speak in the classroom and school environment to establish, maintain, and enhance personal relationships in, for example:
        
        4.4.A.1.a: conversations
        
        4.4.A.1.b: small and large group activities
        
        4.4.A.1.c: conferences with teacher.
        
        4.4.B: What Students Do for Social Interaction
        
        4.4.B.1: Discuss the content of friendly notes, cards, and letters with a teacher or classmate in order to get to know the writer and each other
        
        4.4.B.2: Use the informal language of social communication
        
        4.4.B.3: Respect the age, gender, culture, and interests of the listener.
        
        4.4.C: What Students Do Across All Four English Language Arts Standards
        
        4.4.C.1: Respond respectfully
        
        4.4.C.2: Initiate communication with peers, teachers, and others in the school community
        
        4.4.C.3: Use language and grammar appropriate to the purpose for speaking
        
        4.4.C.4: Use facial expressions and gestures that enhance communication
        
        4.4.C.5: Establish eye contact during presentations and group discussions
        
        4.4.C.6: Use audible voice and pacing appropriate to content and audience
        
        4.4.C.7: Use visual aids to support the presentation.
    - Grades: 7-8
      - 1: Students will read, write, listen, and speak for information and understanding.
        
        1.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        1.1.A: What Students Read for Information and Understanding
        
        1.1.A.1: Read from informational texts such as:
        
        1.1.A.1.a: textbooks
        
        1.1.A.1.b: biographies and autobiographies
        
        1.1.A.1.c: essays
        
        1.1.A.1.d: reference materials
        
        1.1.A.1.e: graphs, charts, diagrams
        
        1.1.A.1.f: magazines and newspapers
        
        1.1.A.1.g: primary sources
        
        1.1.A.1.h: online and electronic databases and web sites.
        
        1.1.B: What Student Do for Information and Understanding
        
        1.1.B.1: Locate and use school and public library resources independently to acquire information
        
        1.1.B.10: Compare and contrast information from a variety of different sources
        
        1.1.B.11: Condense, combine, or categorize information from one or more sources
        
        1.1.B.12: Relate new information to prior reading and experience
        
        1.1.B.13: Draw conclusions and make inferences based on explicit and implied information
        
        1.1.B.14: Make, confirm, or revise predictions.
        
        1.1.B.2: Apply thinking skills such as define, classify, and infer to interpret data, facts, and ideas from informational texts
        
        1.1.B.3: Read and follow written multistep directions or procedures to accomplish a task or complete an assignment
        
        1.1.B.4: Preview informational texts to assess content and organization, and select texts useful for the task
        
        1.1.B.5: Use indexes to locate information and glossaries to define terms
        
        1.1.B.6: Use knowledge of structure, content, and vocabulary to understand informational text
        
        1.1.B.7: Distinguish between relevant and irrelevant information
        
        1.1.B.8: Identify missing, conflicting, and/or unclear information
        
        1.1.B.9: Formulate questions to be answered by reading informational text
        
        1.1.C: What Students Do Across All Four English Language Arts Standards
        
        1.1.C.1: Identify purpose for reading
        
        1.1.C.10: Maintain a personal reading list to reflect reading goals and accomplishments.
        
        1.1.C.2: Adjust reading rate according to purpose for reading
        
        1.1.C.3: Use word recognition and context clues to read fluently
        
        1.1.C.4: Determine the meaning of unfamiliar words by using context clues, a dictionary, a glossary, and structural analysis (roots, prefixes, suffixes) of words
        
        1.1.C.5: Distinguish between dictionary meaning and implied meaning of the author’s words
        
        1.1.C.6: Identify transitional words or phrases (furthermore or in comparison) that provide clues to organizational formats such as compare/contrast
        
        1.1.C.7: Use knowledge of punctuation to assist in comprehension
        
        1.1.C.8: Apply corrective strategies (such as discussing with others and monitoring for misunderstandings) to assist in comprehension
        
        1.1.C.9: Seek opportunities for improvement in reading comprehension by choosing more challenging writers, topics, and texts
        
        1.2: Students will write at least 1000 words per month across all content areas and standards.
        
        1.2.A: What Students Write for Information and Understanding
        
        1.2.A.1: Write the following in order to transmit information
        
        1.2.A.1.a: informational essays
        
        1.2.A.1.b: business letters
        
        1.2.A.1.c: multistep directions
        
        1.2.A.1.d: news articles
        
        1.2.A.1.e: summaries, brochures, guides
        
        1.2.A.1.f: research reports of approximately five pages.
        
        1.2.B: What Students Do for Information and Understanding
        
        1.2.B.1: Use several sources of information (in addition to an encyclopedia) in developing research reports
        
        1.2.B.10: Cite sources in footnotes and bibliography, using correct form
        
        1.2.B.11: Write accurate and complete responses to questions about informational material
        
        1.2.B.12: Maintain a portfolio that includes informational writing.
        
        1.2.B.2: Identify appropriate format for sharing information with intended audience and comply with the accepted features of that format
        
        1.2.B.3: Take research notes, using a note taking process
        
        1.2.B.4: Use outlines and graphic organizers such as semantic webs to plan reports
        
        1.2.B.5: Include relevant information and exclude irrelevant information
        
        1.2.B.6: Use paraphrase and quotation correctly
        
        1.2.B.7: Connect, compare, and contrast ideas and information from one or more sources
        
        1.2.B.8: Support ideas with examples, definitions, analogies, and direct references to the text
        
        1.2.B.9: Use graphics such as graphs, charts, and diagrams to enhance the communication of information
        
        1.2.C: What Students Do Across All Four English Language Arts Standards
        
        1.2.C.1: Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings
        
        1.2.C.10: Use dictionaries, thesauruses, and style manuals
        
        1.2.C.11: Use computer software to support the “writing process”; for example, use word processing, import graphics
        
        1.2.C.12: Write for authentic purpose, including publication.
        
        1.2.C.2: Identify the intended audience
        
        1.2.C.3: Use tone and language appropriate for audience and purpose
        
        1.2.C.4: Use prewriting activities; for example, brainstorming, freewriting, note taking, and outlining
        
        1.2.C.5: Use the “writing process” (prewriting, drafting, revising, proofreading, and editing)
        
        1.2.C.6: Write clear, concise sentences
        
        1.2.C.7: Observe rules of punctuation, capitalization, and spelling:
        
        1.2.C.7.a: punctuation of simple and compound sentences, of dialogue, of titles of articles
        
        1.2.C.7.b: spelling of commonly misspelled words, of homonyms, of content-area vocabulary
        
        1.2.C.8: Use correct grammatical construction:
        
        1.2.C.8.a: parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating, subordinating, and correlative), prepositions and prepositional phrases, and interjections
        
        1.2.C.8.b: complete simple, compound, and complex sentences, using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents
        
        1.2.C.9: Use transitional words or phrases (first, next, in addition) to produce organized cohesive text
        
        1.3: Students will listen on a daily basis.
        
        1.3.A: What Students Listen To for Information and Understanding
        
        1.3.A.1: Listen to collect and interpret data, facts, and ideas in, for example:
        
        1.3.A.1.a: lectures
        
        1.3.A.1.b: small group and classroom discussions
        
        1.3.A.1.c: presentations
        
        1.3.A.1.d: multimedia presentations
        
        1.3.A.1.e: interviews
        
        1.3.A.1.f: directions/instructions.
        
        1.3.B: What Students Do for Information and Understanding
        
        1.3.B.1: Identify essential information for note taking
        
        1.3.B.2: Listen in planning or brainstorming sessions with peers
        
        1.3.B.3: Listen to and follow multistep directions which provide information about a task or an assignment
        
        1.3.B.4: Recall significant ideas and details and relationships between and among them
        
        1.3.B.5: Distinguish between relevant and irrelevant oral information
        
        1.3.B.6: Identify missing, conflicting or unclear information
        
        1.3.B.7: Make, confirm, or revise predictions
        
        1.3.B.8: Draw conclusions and make inferences based on explicit and implied information
        
        1.3.B.9: Recognize that the speaker’s voice quality and delivery impact communication.
        
        1.3.C: What Students Do Across All Four English Language Arts Standards
        
        1.3.C.1: Adapt listening strategies to different purposes and settings
        
        1.3.C.2: Listen respectfully and responsively
        
        1.3.C.3: Identify own purpose for listening
        
        1.3.C.4: Recognize content-specific vocabulary or terminology.
        
        1.4: Students will speak on a daily basis.
        
        1.4.A: When Students Speak for Information and Understanding
        
        1.4.A.1: Speak to share data, facts, and ideas in, for example:
        
        1.4.A.1.a: discussions, class meetings
        
        1.4.A.1.b: multimedia presentations
        
        1.4.A.1.c: debates, mock trials, and panel discussions
        
        1.4.A.1.d: interviews of school and community representatives
        
        1.4.A.1.e: reports for adults and peers.
        
        1.4.B: What Students Do for Information and Understanding
        
        1.4.B.1: Prepare and give presentations on informational topics
        
        1.4.B.2: Contribute to group discussions by offering comments to clarify and interpret ideas and information
        
        1.4.B.3: Present information to address audience needs and to anticipate questions
        
        1.4.B.4: Present examples, definitions, analogies, and direct references to the text in support of ideas
        
        1.4.B.5: Connect, compare, and contrast ideas and information
        
        1.4.B.6: Use the conventions of the presentational format for panel discussions, debates, and mock trials
        
        1.4.B.7: Ask and respond to questions to clarify information.
        
        1.4.C: What Students Do Across All Four English Language Arts Standards
        
        1.4.C.1: Respond respectfully
        
        1.4.C.2: Initiate communication with peers and adults in the school and local community
        
        1.4.C.3: Adapt language and presentational features for the audience and purpose
        
        1.4.C.4: Use language and grammar appropriate to the purpose for speaking
        
        1.4.C.5: Use volume, tone, pitch, and rate appropriate to content and audience
        
        1.4.C.6: Use effective nonverbal communication
        
        1.4.C.7: Use visual aids to enhance the presentation
        
        1.4.C.8: Establish and maintain eye contact with audience.
      - 2: Students will read, write, listen, and speak for literary response and expression.
        
        2.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        2.1.A: What Students Read for Literary Response and Expression
        
        2.1.A.1: Read, view, and interpret imaginative texts and performances, such as:
        
        2.1.A.1.a: short stories
        
        2.1.A.1.b: novels
        
        2.1.A.1.c: myths and legends
        
        2.1.A.1.d: plays
        
        2.1.A.1.e: lyric and narrative poems
        
        2.1.A.1.f: ballads
        
        2.1.A.1.g: films, video productions
        
        2.1.A.1.h: electronic books.
        
        2.1.B: What Students Do for Literary Response and Expression
        
        2.1.B.1: Read silently and aloud from a variety of genres, authors, and themes
        
        2.1.B.10: Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in own lives
        
        2.1.B.11: Identify social context and other characteristics of the time period in order to enhance understanding and appreciation of text
        
        2.1.B.12: Compare a film, video, or stage version of a literary work with the written version.
        
        2.1.B.2: Recognize that one text may generate multiple interpretations
        
        2.1.B.3: Interpret characters, plot, setting, theme, and dialogue, using evidence from the text
        
        2.1.B.4: Identify author’s point of view, such as first person narrator and omniscient narrator
        
        2.1.B.5: Recognize recurring themes in a variety of literary works
        
        2.1.B.6: Determine how the use and meaning of literary devices such as symbolism, metaphor and simile, alliteration, personification, flashback and foreshadowing convey the author’s message or intent
        
        2.1.B.7: Recognize how the author’s use of language creates images or feelings
        
        2.1.B.8: Identify poetic elements such as repetition, rhythm, and rhyming patterns in order to interpret poetry
        
        2.1.B.9: Identify questions of personal importance and interest and literature that addresses them
        
        2.1.C: What Students Do Across All Four English Language Arts Standards
        
        2.1.C.1: Identify purpose for reading
        
        2.1.C.10: Maintain a personal reading list to reflect reading goals and accomplishments.
        
        2.1.C.2: Adjust reading rate according to purpose for reading
        
        2.1.C.3: Use word recognition and context clues to read fluently
        
        2.1.C.4: Determine the meaning of unfamiliar words by using context clues, a dictionary, a glossary, and structural analysis (roots, prefixes, suffixes) of words
        
        2.1.C.5: Distinguish between dictionary meaning and implied meaning of the author’s words
        
        2.1.C.6: Identify transitional words or phrases (furthermore or in comparison) that provide clues to organizational formats such as compare/contrast
        
        2.1.C.7: Use knowledge of punctuation to assist in comprehension
        
        2.1.C.8: Apply corrective strategies (such as discussing with others and monitoring for misunderstandings) to assist in comprehension
        
        2.1.C.9: Seek opportunities for improvement in reading comprehension by choosing more challenging writers, topics, and texts
        
        2.2: Students will write at least 1000 words per month across all content areas and standards.
        
        2.2.A: What Students Write for Literary Response and Expression
        
        2.2.A.1: Write original imaginative texts, such as:
        
        2.2.A.1.a: stories
        
        2.2.A.1.b: poems
        
        2.2.A.1.c: songs
        
        2.2.A.1.d: plays
        
        2.2.A.1.e: video scripts
        
        2.2.A.2: Write interpretive and responsive essays.
        
        2.2.B: What Students Do Grades for Literary Response and Expression
        
        2.2.B.1: Write original imaginative texts:
        
        2.2.B.1.a: develop a narrative, using an organizational plan such as chronology or flashback
        
        2.2.B.1.b: sequence events to advance a plot (rising action, conflict, climax, falling action, and resolution)
        
        2.2.B.1.c: develop complex characters and create a setting
        
        2.2.B.1.d: use literary devices
        
        2.2.B.1.e: maintain a consistent point of view that enhances the message and/or establishes the mood
        
        2.2.B.1.f: select a genre and use appropriate conventions such as dialogue, rhythm, and rhyme
        
        2.2.B.1.g: use language that is creative
        
        2.2.B.2: Write interpretive and responsive essays of approximately three to five pages in order to:
        
        2.2.B.2.a: express opinions and support them through specific references to the text
        
        2.2.B.2.b: demonstrate understanding of plot and theme
        
        2.2.B.2.c: identify and describe characters and their motivations
        
        2.2.B.2.d: analyze the impact of the setting
        
        2.2.B.2.e: identify and interpret how the use of literary devices (such as symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) affects meaning
        
        2.2.B.2.f: draw conclusions and provide reasons for the conclusions
        
        2.2.B.2.g: compare and contrast characters, setting, mood, and voice in more than one literary text or performance
        
        2.2.B.2.h: make connections between literary text and personal experience or knowledge
        
        2.2.B.3: Maintain a writing portfolio that includes imaginative, interpretive, and responsive writing.
        
        2.2.C: What Students Do Across All Four English Language Arts Standards
        
        2.2.C.1: Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings
        
        2.2.C.10: Use dictionaries, thesauruses, and style manuals
        
        2.2.C.11: Use computer software to support the “writing process”; for example, use word processing, import graphics
        
        2.2.C.12: Write for authentic purpose, including publication.
        
        2.2.C.2: Identify the intended audience
        
        2.2.C.3: Use tone and language appropriate for audience and purpose
        
        2.2.C.4: Use prewriting activities; for example, brainstorming, freewriting, note taking, and outlining
        
        2.2.C.5: Use the “writing process” (prewriting, drafting, revising, proofreading, and editing)
        
        2.2.C.6: Write clear, concise sentences
        
        2.2.C.7: Observe rules of punctuation, capitalization, and spelling:
        
        2.2.C.7.a: punctuation of simple and compound sentences, of dialogue, of titles of articles
        
        2.2.C.7.b: spelling of commonly misspelled words, of homonyms, of content-area vocabulary
        
        2.2.C.8: Use correct grammatical construction:
        
        2.2.C.8.a: parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating, subordinating, and correlative), prepositions and prepositional phrases, and interjections
        
        2.2.C.8.b: complete simple, compound, and complex sentences, using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents
        
        2.2.C.9: Use transitional words or phrases (first, next, in addition) to produce organized cohesive text
        
        2.3: Students will listen on a daily basis.
        
        2.3.A: What Students Listen To for Literary Response and Expression
        
        2.3.A.1: Listen to comprehend, interpret, and respond to imaginative texts and performances, such as:
        
        2.3.A.1.a: stage plays
        
        2.3.A.1.b: dramatic readings
        
        2.3.A.1.c: film and video productions.
        
        2.3.B: What Students Do for Literary Response and Expression
        
        2.3.B.1: Interpret and respond to texts on a variety of themes from different genres and authors
        
        2.3.B.2: Listen to class lectures, small group and classroom discussions to comprehend, interpret, and critique literary text
        
        2.3.B.3: Recognize different levels of meaning in presentations
        
        2.3.B.4: Identify how the author's choice of words, characterization, and use of other literary devices affects the listener's interpretation of the oral text
        
        2.3.B.5: Identify how the poet’s use of repetition, rhythm, and rhyming patterns affects the listener’s interpretation of poetry
        
        2.3.B.6: Recognize that meaning of the spoken word can vary based on tone, volume, pitch, and rate
        
        2.3.B.7: Recognize how posture, facial expression, and gestures of a speaker or actor are used to evoke a response
        
        2.3.B.8: Identify questions of personal importance and interest and seek to address them by listening to and interpreting films, plays, and dramatic readings
        
        2.3.B.9: Recognize social, historical, and cultural features in presentations of imaginative texts.
        
        2.3.C: What Students Do Across All Four English Language Arts Standards
        
        2.3.C.1: Adapt listening strategies to different purposes and settings
        
        2.3.C.2: Listen respectfully and responsively
        
        2.3.C.3: Identify own purpose for listening
        
        2.3.C.4: Recognize content-specific vocabulary or terminology.
        
        2.4: Students will speak on a daily basis.
        
        2.4.A: When Students Speak for Literary Response and Expression
        
        2.4.A.1: Speak to present interpretations and responses to imaginative texts and performances in, for example:
        
        2.4.A.1.a: class and small group discussions
        
        2.4.A.1.b: panel presentations
        
        2.4.A.1.c: formal presentations to peers and adults
        
        2.4.A.1.d: class dramatic productions or readings
        
        2.4.A.1.e: teacher conferences.
        
        2.4.B: What Students Do for Literary Response and Expression
        
        2.4.B.1: Express interpretations and support them through specific references to the text
        
        2.4.B.2: Explain the social, historical, and cultural features of imaginative text
        
        2.4.B.3: Present original imaginative texts, using language and text structures that are inventive; for example:
        
        2.4.B.3.a: use conventions of the literary genre (story, poem, play)
        
        2.4.B.3.b: use rhyme, rhythm, and repetition to create an emotional or aesthetic effect
        
        2.4.B.3.c: use an introduction that catches and excites the interest of the listener
        
        2.4.B.4: Ask and respond to questions to clarify an interpretation or response to imaginative texts and performances.
        
        2.4.C: What Students Do Across All Four English Language Arts Standards
        
        2.4.C.1: Respond respectfully
        
        2.4.C.2: Initiate communication with peers and adults in the school and local community
        
        2.4.C.3: Adapt language and presentational features for the audience and purpose
        
        2.4.C.4: Use language and grammar appropriate to the purpose for speaking
        
        2.4.C.5: Use volume, tone, pitch, and rate appropriate to content and audience
        
        2.4.C.6: Use visual aids and nonverbal communication to enhance the presentation
        
        2.4.C.7: Establish and maintain eye contact with audience.
      - 3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        3.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        3.1.A: What Students Read for Critical Analysis and Evaluation
        
        3.1.A.1: Read to analyze and evaluate information, ideas, opinions, issues, themes, and experiences in the following:
        
        3.1.A.1.a: literary texts
        
        3.1.A.1.b: scientific and historical articles
        
        3.1.A.1.c: public documents for general audiences
        
        3.1.A.1.d: editorials and articles from newspapers and magazines
        
        3.1.A.1.e: book and film reviews
        
        3.1.A.1.f: advertisements
        
        3.1.A.1.g: electronic resources.
        
        3.1.B: What Students Do for Critical Analysis and Evaluation
        
        3.1.B.1: Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text including:
        
        3.1.B.1.a: identify conflicting information
        
        3.1.B.1.b: consider the background and qualifications of the writer
        
        3.1.B.1.c: question writers’ assumptions, beliefs, intentions, and biases
        
        3.1.B.1.d: evaluate examples, details, or reasons used to support ideas
        
        3.1.B.1.e: identify fallacies of logic that lead to unsupported conclusions
        
        3.1.B.1.f: discriminate between apparent message and hidden agenda
        
        3.1.B.1.g: identify propaganda and evaluate its effectiveness
        
        3.1.B.1.h: identify techniques an author uses to persuade; for example, emotional and ethical appeals
        
        3.1.B.1.i: identify differing points of view in texts and presentations
        
        3.1.B.1.j: identify cultural and ethnic values and their impact on content
        
        3.1.B.1.k: identify multiple levels of meaning
        
        3.1.B.2: Judge a text by using evaluative criteria from a variety of perspectives, such as literary, political, and personal
        
        3.1.B.3: Recognize the effect of one's own point of view in evaluating ideas, information, opinions, and issues
        
        3.1.B.4: Suspend judgment until all information has been presented.
        
        3.1.C: What Students Do Across All Four English Language Arts Standards
        
        3.1.C.1: Identify purpose for reading
        
        3.1.C.10: Maintain a personal reading list to reflect reading goals and accomplishments.
        
        3.1.C.2: Adjust reading rate according to purpose for reading
        
        3.1.C.3: Use word recognition and context clues to read fluently
        
        3.1.C.4: Determine the meaning of unfamiliar words by using context clues, a dictionary, a glossary, and structural analysis (roots, prefixes, suffixes) of words
        
        3.1.C.5: Distinguish between dictionary meaning and implied meaning of the author’s words
        
        3.1.C.6: Identify transitional words or phrases (furthermore or in comparison) that provide clues to organizational formats such as compare/contrast
        
        3.1.C.7: Use knowledge of punctuation to assist in comprehension
        
        3.1.C.8: Apply corrective strategies (such as discussing with others and monitoring for misunderstandings) to assist in comprehension
        
        3.1.C.9: Seek opportunities for improvement in reading comprehension by choosing more challenging writers, topics, and texts
        
        3.2: Students will write at least 1000 words per month across all content areas and standards.
        
        3.2.A: What Students Write for Critical Analysis and Evaluation
        
        3.2.A.1: Write the following to analyze and evaluate information, ideas, issues, opinions, themes, and experiences:
        
        3.2.A.1.a: expository essays
        
        3.2.A.1.b: literary critiques
        
        3.2.A.1.c: editorials for school, local, and regional newspapers
        
        3.2.A.1.d: speeches
        
        3.2.A.1.e: reviews of plays, books, poems, and films.
        
        3.2.B: What Students Do for Critical Analysis and Evaluation
        
        3.2.B.1: Present clear analyses, using examples, details, and reasons from the text
        
        3.2.B.2: Present a hypothesis and predict possible outcomes from one or more perspectives
        
        3.2.B.3: Select content and choose strategies for written presentation based on audience, purpose, and content
        
        3.2.B.4: Present a subject from more than one perspective by using resources such as news articles, nonfiction texts, personal experiences, and other school subjects
        
        3.2.B.5: Explain connections between and among texts to extend the meaning of each individual text
        
        3.2.B.6: Compare and contrast use of literary elements in more than one genre by more than one author
        
        3.2.B.7: Maintain a writing portfolio that includes writing for critical analysis and evaluation.
        
        3.2.C: What Students Do Across All Four English Language Arts Standards
        
        3.2.C.1: Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings
        
        3.2.C.10: Use dictionaries, thesauruses, and style manuals
        
        3.2.C.11: Use computer software to support the “writing process”; for example, use word processing, import graphics
        
        3.2.C.12: Write for authentic purpose, including publication.
        
        3.2.C.2: Identify the intended audience
        
        3.2.C.3: Use tone and language appropriate for audience and purpose
        
        3.2.C.4: Use prewriting activities; for example, brainstorming, freewriting, note taking, and outlining
        
        3.2.C.5: Use the “writing process” (prewriting, drafting, revising, proofreading, and editing)
        
        3.2.C.6: Write clear, concise sentences
        
        3.2.C.7: Observe rules of punctuation, capitalization, and spelling:
        
        3.2.C.7.a: punctuation of simple and compound sentences, of dialogue, of titles of articles
        
        3.2.C.7.b: spelling of commonly misspelled words, of homonyms, of content-area vocabulary
        
        3.2.C.8: Use correct grammatical construction:
        
        3.2.C.8.a: parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating, subordinating, and correlative), prepositions and prepositional phrases, and interjections
        
        3.2.C.8.b: complete simple, compound, and complex sentences, using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents
        
        3.2.C.9: Use transitional words or phrases (first, next, in addition) to produce organized cohesive text
        
        3.3: Students will listen on a daily basis.
        
        3.3.A: What Students Listen To for Critical Analysis and Evaluation
        
        3.3.A.1: Listen to analyze and evaluate information, ideas, opinions, issues, themes, and experiences in, for example:
        
        3.3.A.1.a: small and large group discussions
        
        3.3.A.1.b: public speeches and editorials
        
        3.3.A.1.c: reviews of books, films, and plays
        
        3.3.A.1.d: interviews
        
        3.3.A.1.e: debates
        
        3.3.A.1.f: multimedia presentations
        
        3.3.A.1.g: advertisements.
        
        3.3.B: What Students Do for Critical Analysis and Evaluation
        
        3.3.B.1: Form an opinion or judgment about the validity and accuracy of information, ideas, opinions, issues, themes, and experiences
        
        3.3.B.2: Recognize multiple levels of meaning
        
        3.3.B.3: Use personal experiences and knowledge, and the opinions of speakers in school and community settings to make judgments from a variety of perspectives
        
        3.3.B.4: Recognize persuasive techniques, such as emotional and ethical appeals in presentations
        
        3.3.B.5: Consider the experience, qualifications, and possible biases of speakers in analyzing and evaluating presentations
        
        3.3.B.6: Identify conflicting, missing, or unclear information
        
        3.3.B.7: Suspend judgment until all information has been presented
        
        3.3.B.8: Evaluate organization of presentations
        
        3.3.B.9: Evaluate the quality of speaker’s presentation style by using criteria such as voice quality, enunciation, and delivery.
        
        3.3.C: What Students Do Across All Four English Language Arts Standards
        
        3.3.C.1: Adapt listening strategies to different purposes and settings
        
        3.3.C.2: Listen respectfully and responsively
        
        3.3.C.3: Identify own purpose for listening
        
        3.3.C.4: Recognize content-specific vocabulary or terminology.
        
        3.4: Students will speak on a daily basis.
        
        3.4.A: When Students Speak for Critical Analysis and Evaluation
        
        3.4.A.1: Speak to present opinions and judgments in, for example:
        
        3.4.A.1.a: small and large group discussions and presentations
        
        3.4.A.1.b: speeches
        
        3.4.A.1.c: debates
        
        3.4.A.1.d: interviews
        
        3.4.A.1.e: multimedia presentations.
        
        3.4.B: What Students Do for Critical Analysis and Evaluation
        
        3.4.B.1: Express opinions or judgments about information, ideas, opinions, issues, themes, and experiences
        
        3.4.B.2: Use an organizational format (for example question/answer, compare/contrast, cause/effect) so that ideas and information are clear
        
        3.4.B.3: State a hypothesis and predict possible outcomes from one or more perspectives
        
        3.4.B.4: Present content, using strategies designed for the audience, purpose, and context
        
        3.4.B.5: Present a subject from one or more perspective
        
        3.4.B.6: Credit sources of information and opinions accurately in presentations and handouts
        
        3.4.B.7: Ask and respond to questions to clarify an opinion or judgment.
        
        3.4.C: What Students Do Across All Four English Language Arts Standards
        
        3.4.C.1: Respond respectfully
        
        3.4.C.2: Initiate communication with peers and adults in the school and local community
        
        3.4.C.3: Adapt language and presentational features for the audience and purpose
        
        3.4.C.4: Use language and grammar appropriate to the purpose for speaking
        
        3.4.C.5: Use volume, tone, pitch, and rate appropriate to content and audience
        
        3.4.C.6: Use visual aids and nonverbal communication to enhance the presentation
        
        3.4.C.7: Establish and maintain eye contact with audience.
      - 4: Students will read, write, listen, and speak for social interaction.
        
        4.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        4.1.A: What Students Read for Social Interaction
        
        4.1.A.1: Read the following to establish, maintain, and enhance personal relationships:
        
        4.1.A.1.a: friendly letters, notes, and cards
        
        4.1.A.1.b: published letters, diaries, and journals
        
        4.1.A.1.c: friendly electronic mail (e-mail).
        
        4.1.B: What Students Do for Social Interaction
        
        4.1.B.1: Share reading experiences to build a relationship with a peer or adult; for example, read together silently or aloud with a partner or in small groups
        
        4.1.B.2: Consider age, gender, social position, and cultural traditions of the writer
        
        4.1.B.3: Recognize conversational tone in social communication
        
        4.1.B.4: Recognize the types of language appropriate to social communication; for example, informal, culture-specific, jargon, colloquialisms, and e-mail conventions.
        
        4.1.C: What Students Do Across All Four English Language Arts Standards
        
        4.1.C.1: Identify purpose for reading
        
        4.1.C.10: Maintain a personal reading list to reflect reading goals and accomplishments.
        
        4.1.C.2: Adjust reading rate according to purpose for reading
        
        4.1.C.3: Use word recognition and context clues to read fluently
        
        4.1.C.4: Determine the meaning of unfamiliar words by using context clues, a dictionary, a glossary, and structural analysis (roots, prefixes, suffixes) of words
        
        4.1.C.5: Distinguish between dictionary meaning and implied meaning of the author’s words
        
        4.1.C.6: Identify transitional words or phrases (furthermore or in comparison) that provide clues to organizational formats such as compare/contrast
        
        4.1.C.7: Use knowledge of punctuation to assist in comprehension
        
        4.1.C.8: Apply corrective strategies (such as discussing with others and monitoring for misunderstandings) to assist in comprehension
        
        4.1.C.9: Seek opportunities for improvement in reading comprehension by choosing more challenging writers, topics, and texts
        
        4.2: Students will write at least 1000 words per month across all content areas and standards.
        
        4.2.A: What Students Write for Social Interaction
        
        4.2.A.1: Write the following to establish, maintain, and enhance personal relationships:
        
        4.2.A.1.a: friendly letters, notes, and cards
        
        4.2.A.1.b: personal journals
        
        4.2.A.1.c: friendly electronic mail (e-mail).
        
        4.2.B: What Students Do for Social Interaction
        
        4.2.B.1: Share the process of writing with peers and adults; for example, write a condolence note, get well card, or thank you letter with a writing partner or in small groups
        
        4.2.B.2: Respect age, gender, position, and cultural traditions of the recipient
        
        4.2.B.3: Develop a personal voice that enables the reader to get to know the writer
        
        4.2.B.4: Write personal reactions to experiences, events, and observations using a form of social communication
        
        4.2.B.5: Identify and model the social communication techniques of published writers
        
        4.2.B.6: Maintain a portfolio of writing that includes social communication
        
        4.2.B.7: Use the conventions of electronic mail.
        
        4.2.C: What Students Do Across All Four English Language Arts Standards
        
        4.2.C.1: Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings
        
        4.2.C.10: Use dictionaries, thesauruses, and style manuals
        
        4.2.C.11: Use computer software to support the “writing process”; for example, use word processing, import graphics
        
        4.2.C.12: Write for authentic purpose, including publication.
        
        4.2.C.2: Identify the intended audience
        
        4.2.C.3: Use tone and language appropriate for audience and purpose
        
        4.2.C.4: Use prewriting activities; for example, brainstorming, freewriting, note taking, and outlining
        
        4.2.C.5: Use the “writing process” (prewriting, drafting, revising, proofreading, and editing)
        
        4.2.C.6: Write clear, concise sentences
        
        4.2.C.7: Observe rules of punctuation, capitalization, and spelling:
        
        4.2.C.7.a: punctuation of simple and compound sentences, of dialogue, of titles of articles
        
        4.2.C.7.b: spelling of commonly misspelled words, of homonyms, of content-area vocabulary
        
        4.2.C.8: Use correct grammatical construction:
        
        4.2.C.8.a: parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating, subordinating, and correlative), prepositions and prepositional phrases, and interjections
        
        4.2.C.8.b: complete simple, compound, and complex sentences, using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents
        
        4.2.C.9: Use transitional words or phrases (first, next, in addition) to produce organized, cohesive text
        
        4.3: Students will listen on a daily basis.
        
        4.3.A: What Students Listen To for Social Interaction
        
        4.3.A.1: Listen to peers and adults to establish, maintain, and enhance personal relationships at home, in school, and in the community.
        
        4.3.B: What Students Do for Social Interaction
        
        4.3.B.1: Participate as a listener in social conversation with one or more people who are friends or acquaintances
        
        4.3.B.2: Respect the age, gender, position, and cultural traditions of the speaker
        
        4.3.B.3: Listen for more than one level of meaning, articulated and unspoken
        
        4.3.B.4: Encourage the speaker with appropriate facial expressions and gestures
        
        4.3.B.5: Withhold judgment
        
        4.3.B.6: Appreciate a speaker’s uniqueness.
        
        4.3.C: What Students Do Across All Four English Language Arts Standards
        
        4.3.C.1: Adapt listening strategies to different purposes and settings
        
        4.3.C.2: Listen respectfully and responsively
        
        4.3.C.3: Identify own purpose for listening
        
        4.3.C.4: Recognize content-specific vocabulary or terminology.
        
        4.4: Students will speak on a daily basis.
        
        4.4.A: When Students Speak for Social Interaction
        
        4.4.A.1: Speak with peers and adults to establish, maintain, and enhance personal relationships at home, in school, and in the community.
        
        4.4.B: What Students Do for Social Interaction
        
        4.4.B.1: Respect age, gender, and cultural traditions of the listener when speaking for social interaction
        
        4.4.B.2: Provide feedback by asking questions designed to encourage further conversation
        
        4.4.B.3: Avoid sarcasm, ridicule, dominating the conversation, and interrupting
        
        4.4.B.4: Use culture-specific language, jargon, colloquialism, and gesture appropriate to the purpose, occasion, and listener
        
        4.4.B.5: Respond to listener interests, needs, and reactions to social conversation
        
        4.4.B.6: Adopt conventions of e-mail to establish friendly tone in electronic-based social communication.
        
        4.4.C: What Students Do Across All Four English Language Arts Standards
        
        4.4.C.1: Respond respectfully
        
        4.4.C.2: Initiate communication with peers and adults in the school and local community
        
        4.4.C.3: Adapt language and presentational features for the audience and purpose
        
        4.4.C.4: Use language and grammar appropriate to the purpose for speaking
        
        4.4.C.5: Use volume, tone, pitch, and rate appropriate to content and audience
        
        4.4.C.6: Use visual aids and nonverbal communication to enhance the presentation
        
        4.4.C.7: Establish and maintain eye contact with audience.
    - Grades: 9-12
      - 1: Students will read, write, listen, and speak for information and understanding.
        
        1.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        1.1.A: What Students Read for Information and Understanding
        
        1.1.A.1: Read from informational texts such as:
        
        1.1.A.1.a: reference materials
        
        1.1.A.1.b: primary and secondary sources
        
        1.1.A.1.c: technical manuals
        
        1.1.A.1.d: workplace documents
        
        1.1.A.1.e: national and international newspapers, periodicals, and journals
        
        1.1.A.1.f: biographies and autobiographies
        
        1.1.A.1.g: online and electronic databases and web sites.
        
        1.1.B: What Student Do for Information and Understanding
        
        1.1.B.1: Locate and use school, public, academic, and special library resources for information and research
        
        1.1.B.10: Check consistency of hypothesis with given information and assumption
        
        1.1.B.11: Analyze and synthesize information from different sources by making connections and showing relationships to other texts, ideas, and subjects, and to the world at large.
        
        1.1.B.2: Use specialized reference sources such as glossaries, directories, and abstracts
        
        1.1.B.3: Read and follow written complex directions and procedures to solve problems and accomplish tasks
        
        1.1.B.4: Skim texts to gain an overall impression and scan texts for particular information
        
        1.1.B.5: Recognize the defining features and structures of informational texts
        
        1.1.B.6: Interpret and evaluate data, facts, and ideas in informational texts
        
        1.1.B.7: Identify and evaluate the reliability and validity of informational sources
        
        1.1.B.8: Recognize unstated assumptions
        
        1.1.B.9: Distinguish verifiable statement from hypothesis
        
        1.1.C: What Students Do Across All Four English Language Arts Standards
        
        1.1.C.1: Identify purpose for reading
        
        1.1.C.10: Identify opportunities for improvement of reading comprehension skills, such as exposure to wider range of writers, topics, and styles
        
        1.1.C.11: Maintain a personal reading list to reflect reading goals and accomplishments.
        
        1.1.C.2: Adjust reading rate according to purpose for reading
        
        1.1.C.3: Determine the meaning of unfamiliar words by using classroom and other resources
        
        1.1.C.4: Distinguish between dictionary meaning and implied meaning of the writer’s words
        
        1.1.C.5: Follow the logic of compound/complex sentence structure
        
        1.1.C.6: Use knowledge of punctuation to assist in comprehension
        
        1.1.C.7: Identify transitional words or phrases that make text cohesive, such as finally, in addition, and in contrast
        
        1.1.C.8: Recognize organizational format such as hierarchical, chronological, and cause/effect
        
        1.1.C.9: Use strategies (such as discussing with others, reading guides and summaries, reading aloud) to assist in comprehension
        
        1.2: Students will write at least 1000 words per month across all content areas and standards.
        
        1.2.A: What Students Write for Information and Understanding
        
        1.2.A.1: Write the following in order to transmit information:
        
        1.2.A.1.a: research reports of approximately eight to ten pages
        
        1.2.A.1.b: thesis/support papers
        
        1.2.A.1.c: feature articles
        
        1.2.A.1.d: technical reports or instructional manuals.
        
        1.2.B: What Students Do for Information and Understanding
        
        1.2.B.1: Use both primary and secondary sources of information for research
        
        1.2.B.10: Use charts, graphs, and diagrams to support and illustrate informational text
        
        1.2.B.11: Use the language of research such as documentation, source, paraphrase, citation, bibliography, and footnote
        
        1.2.B.12: Maintain a portfolio that includes informational writing.
        
        1.2.B.2: Select and limit topics for informational writing
        
        1.2.B.3: Analyze and integrate data, facts, and ideas to communicate information
        
        1.2.B.4: Take notes and organize information from written and oral texts, such as lectures and interviews
        
        1.2.B.5: Use a range of organizational strategies to present information
        
        1.2.B.6: Apply new information in different contexts and situations
        
        1.2.B.7: Cite primary and secondary sources of information in bibliography and footnotes, using an approved style sheet
        
        1.2.B.8: Define the meaning and understand the consequences of plagiarism
        
        1.2.B.9: Use paraphrase and quotation in order to communicate information most effectively
        
        1.2.C: What Students Do Across All Four English Language Arts Standards
        
        1.2.C.1: Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings
        
        1.2.C.10: Use an organizational format that provides direction, coherence, and/or unity
        
        1.2.C.11: Use computer technology to create, manipulate, and edit text.
        
        1.2.C.2: Identify the intended audience
        
        1.2.C.3: Use tone and language appropriate for audience and purpose
        
        1.2.C.4: Use prewriting activities; for example, brainstorming, freewriting, note taking, and outlining
        
        1.2.C.5: Use the “writing process” (prewriting, drafting, revising, proofreading, and editing)
        
        1.2.C.6: Write clear, concise sentences
        
        1.2.C.7: Observe rules of punctuation, capitalization, and spelling:
        
        1.2.C.7.a: punctuation of simple and compound sentences, of dialogue, of titles of articles
        
        1.2.C.7.b: spelling of commonly misspelled words, of homonyms, of content-area vocabulary
        
        1.2.C.8: Use correct grammatical construction:
        
        1.2.C.8.a: parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating, subordinating, and correlative), prepositions and prepositional phrases, and interjections
        
        1.2.C.8.b: complete simple, compound, and complex sentences of varied structure containing dependent clauses and using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents
        
        1.2.C.9: Use dictionaries, thesauruses, and style manuals
        
        1.3: Students will listen on a daily basis.
        
        1.3.A: What Students Listen To for Information and Understanding
        
        1.3.A.1: Listen to the following to interpret information and ideas in, for example:
        
        1.3.A.1.a: small and large group discussions
        
        1.3.A.1.b: school and public lectures or speeches
        
        1.3.A.1.c: school and public forums and debates
        
        1.3.A.1.d: school and public panel discussions
        
        1.3.A.1.e: interviews
        
        1.3.A.1.f: multimedia presentations.
        
        1.3.B: What Students Do for Information and Understanding
        
        1.3.B.1: Interpret information from media presentations such as documentary films, news broadcasts, taped interviews
        
        1.3.B.2: Listen to and follow complex directions or instructions
        
        1.3.B.3: Identify speaker’s purpose and motive for communicating information
        
        1.3.B.4: Anticipate speaker’s points and assess their validity
        
        1.3.B.5: Determine the need for more information for clarification
        
        1.3.B.6: Synthesize information from different sources by condensing, combining, or categorizing data, facts, and ideas
        
        1.3.B.7: Recognize appropriate voice, tone, diction, and syntax.
        
        1.3.C: What Students Do Across All Four English Language Arts Standards
        
        1.3.C.1: Listen respectfully and responsively
        
        1.3.C.2: Recognize the use and impact of effective language
        
        1.3.C.3: Demonstrate appropriate body language as a listener
        
        1.3.C.4: Identify own purpose for listening
        
        1.3.C.5: Recognize content-specific vocabulary, terminology, or jargon unique to particular groups of people.
        
        1.4: Students will speak on a daily basis.
        
        1.4.A: Speaking Students Engage in Information and Understanding
        
        1.4.A.1: Speak to share information and ideas in, for example:
        
        1.4.A.1.a: small or large group discussions
        
        1.4.A.1.b: debates before a school or public audience
        
        1.4.A.1.c: panel discussions before a school or public audience
        
        1.4.A.1.d: interviews
        
        1.4.A.1.e: presentations and/or multimedia presentations
        
        1.4.A.1.f: campaign speeches.
        
        1.4.B: What Students Do for Information and Understanding
        
        1.4.B.1: Prepare and give presentations to a variety of audiences on a range of informational topics
        
        1.4.B.2: Use notes or speaking points to assist in delivery
        
        1.4.B.3: Express a point of view providing facts and details in support
        
        1.4.B.4: Use figures of speech such as similes and metaphors to make new ideas and complex information clearer to listeners
        
        1.4.B.5: Anticipate and respond to listener’s points of view
        
        1.4.B.6: Give directions and explain a process
        
        1.4.B.7: Ask and respond to probing and challenging questions to acquire information.
        
        1.4.C: What Students Do Across All Four English Language Arts Standards
        
        1.4.C.1: Respond respectfully
        
        1.4.C.2: Initiate communication with peers and adults in the school and local community
        
        1.4.C.3: Use a presentational format appropriate for the audience and purpose
        
        1.4.C.4: Use the conventions of standard spoken English appropriate to the message and audience
        
        1.4.C.5: Apply delivery techniques such as voice projection, and demonstrate physical poise
        
        1.4.C.6: Use nonverbal communication techniques to help disclose message
        
        1.4.C.7: Use visual aids and props effectively
        
        1.4.C.8: Respond to audience reaction and adapt presentation
        
        1.4.C.9: Establish and maintain eye contact with audience.
      - 2: Students will read, write, listen, and speak for literary response and expression.
        
        2.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        2.1.A: What Students Read for Literary Response and Expression
        
        2.1.A.1: Read, view, and interpret imaginative texts and performances in every medium from a wide variety of authors, subjects, and genres, such as:
        
        2.1.A.1.a: short stories
        
        2.1.A.1.b: novels
        
        2.1.A.1.c: plays
        
        2.1.A.1.d: films and video productions
        
        2.1.A.1.e: poems
        
        2.1.A.1.f: essays
        
        2.1.A.1.g: literary criticism
        
        2.1.A.1.h: electronic books.
        
        2.1.B: What Students Do for Literary Response and Expression
        
        2.1.B.1: Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives
        
        2.1.B.10: Interpret multiple levels of meaning and subtleties in text
        
        2.1.B.11: Recognize relevance of literature to contemporary and/or personal events and situations.
        
        2.1.B.2: Read literary criticism to increase comprehension and appreciation of imaginative texts
        
        2.1.B.3: Recognize a range of literary elements and techniques such as figurative language, allegory, irony, symbolism, and stream of consciousness, and use these elements to interpret the work
        
        2.1.B.4: Recognize how the author uses tone to express an attitude toward the subject matter or the audience
        
        2.1.B.5: Distinguish between different forms of poetry such as sonnet, lyric, elegy, narrative, epic, and ode, and recognize how the author uses poetic form to convey message or intent
        
        2.1.B.6: Compare a film, video, or stage version of a literary work with the written version
        
        2.1.B.7: Read imaginative texts aloud to convey an interpretation of the work
        
        2.1.B.8: Interpret literary texts based on understanding of the genre and the literary period
        
        2.1.B.9: Read works with a common theme and compare the treatment of that theme by different authors
        
        2.1.C: What Students Do Across All Four English Language Arts Standards
        
        2.1.C.1: Identify purpose for reading
        
        2.1.C.10: Identify opportunities for improvement of reading comprehension skills, such as exposure to wider range of writers, topics, and styles
        
        2.1.C.11: Maintain a personal reading list to reflect reading goals and accomplishments.
        
        2.1.C.2: Adjust reading rate according to purpose for reading
        
        2.1.C.3: Determine the meaning of unfamiliar words by using classroom and other resources
        
        2.1.C.4: Distinguish between dictionary meaning and implied meaning of the writer’s words
        
        2.1.C.5: Follow the logic of compound/complex sentence structure
        
        2.1.C.6: Use knowledge of punctuation to assist in comprehension
        
        2.1.C.7: Identify transitional words or phrases that make text cohesive, such as finally, in addition, and in contrast
        
        2.1.C.8: Recognize organizational format such as hierarchical, chronological, and cause/effect
        
        2.1.C.9: Use strategies (such as discussing with others, reading guides and summaries, reading aloud) to assist in comprehension
        
        2.2: Students will write at least 1000 words per month across all content areas and standards.
        
        2.2.A: What Students Write for Literary Response and Expression
        
        2.2.A.1: Write original imaginative texts, including:
        
        2.2.A.1.a: stories
        
        2.2.A.1.b: poems
        
        2.2.A.1.c: plays for stage and screen
        
        2.2.A.1.d: video scripts
        
        2.2.A.1.e: autobiographical sketches
        
        2.2.A.2: Write interpretive and responsive essays.
        
        2.2.B: What Students Do Grades for Literary Response and Expression
        
        2.2.B.1: Write imaginative texts:
        
        2.2.B.1.a: use elements of imaginative text such as plot, character, setting, dialogue, conflict, and suspense to engage the reader
        
        2.2.B.1.b: maintain consistent point of view including first person, third person, or omniscient narrator
        
        2.2.B.1.c: use literary devices such as figurative language, allegory, irony, symbolism, and stream of consciousness
        
        2.2.B.1.d: create social, historical, and/or cultural context
        
        2.2.B.1.e: create multiple levels of meaning
        
        2.2.B.1.f: use language and sentence structure creatively to elicit reader's emotional response
        
        2.2.B.1.g: create a personal voice
        
        2.2.B.2: Write interpretive and responsive essays of approximately five pages in order to:
        
        2.2.B.2.a: express judgments and support them through references to the text, using direct quotations and paraphrase
        
        2.2.B.2.b: explain how the author’s use of literary devices (such as allegory, stream of consciousness, irony) affects meaning
        
        2.2.B.2.c: examine development and impact of literary elements such as character (protagonist, antagonist); action (conflict, intrigue, suspense, climax); and setting (locale, time period) in literary texts and performances
        
        2.2.B.2.d: compare and contrast the treatment of literary elements in different genres and by more than one author
        
        2.2.B.2.e: use literary criticism to expand personal analysis of the literary text
        
        2.2.B.3: Use resources such as personal experience, knowledge from other content areas, and independent reading to create imaginative, interpretive, and responsive texts
        
        2.2.B.4: Maintain a portfolio that includes imaginative, interpretive, and responsive writing.
        
        2.2.C: What Students Do Across All Four English Language Arts Standards
        
        2.2.C.1: Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings
        
        2.2.C.10: Use an organizational format that provides direction, coherence, and/or unity
        
        2.2.C.11: Use computer technology to create, manipulate, and edit text.
        
        2.2.C.2: Identify the intended audience
        
        2.2.C.3: Use tone and language appropriate for audience and purpose
        
        2.2.C.4: Use prewriting activities; for example, brainstorming, freewriting, note taking, and outlining
        
        2.2.C.5: Use the “writing process” (prewriting, drafting, revising, proofreading, and editing)
        
        2.2.C.6: Write clear, concise sentences
        
        2.2.C.7: Observe rules of punctuation, capitalization, and spelling:
        
        2.2.C.7.a: punctuation of simple and compound sentences, of dialogue, of titles of articles
        
        2.2.C.7.b: spelling of commonly misspelled words, of homonyms, of content-area vocabulary
        
        2.2.C.8: Use correct grammatical construction:
        
        2.2.C.8.a: parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating, subordinating, and correlative), prepositions and prepositional phrases, and interjections
        
        2.2.C.8.b: complete simple, compound, and complex sentences of varied structure containing dependent clauses and using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents
        
        2.2.C.9: Use dictionaries, thesauruses, and style manuals
        
        2.3: Students will listen on a daily basis.
        
        2.3.A: What Students Listen To for Literary Response and Expression
        
        2.3.A.1: Listen to comprehend, interpret, and respond to imaginative texts and performances such as:
        
        2.3.A.1.a: stage plays
        
        2.3.A.1.b: dramatic readings
        
        2.3.A.1.c: film and video productions
        
        2.3.A.1.d: reviews and critiques of literary works.
        
        2.3.B: What Students Do for Literary Response and Expression
        
        2.3.B.1: Interpret and respond to texts from a variety of genres, authors, and subjects
        
        2.3.B.2: Respond to authors’ reading and discussing their works
        
        2.3.B.3: Recognize features of literary genres in interpreting and responding to presentations of literary text
        
        2.3.B.4: Recognize and respond to historical and contemporary social, political, and cultural conditions in presentation of literary text
        
        2.3.B.5: Identify how format and language are used in presentations to communicate the author’s message and to evoke a response
        
        2.3.B.6: Recognize how presentation style affects emotional response of listener
        
        2.3.B.7: Connect imaginative texts to prior knowledge, personal experience, and contemporary situations
        
        2.3.B.8: Identify multiple levels of meaning in presentation of imaginative texts.
        
        2.3.C: What Students Do Across All Four English Language Arts Standards
        
        2.3.C.1: Listen respectfully and responsively
        
        2.3.C.2: Recognize the use and impact of effective language
        
        2.3.C.3: Demonstrate appropriate body language as a listener
        
        2.3.C.4: Identify own purpose for listening
        
        2.3.C.5: Recognize content-specific vocabulary, terminology, or jargon unique to particular groups of people.
        
        2.4: Students will speak on a daily basis.
        
        2.4.A: Speaking Students Engage in Literary Response and Expression
        
        2.4.A.1: Speak to present interpretations and responses to imaginative texts and performances in, for example:
        
        2.4.A.1.a: small and large group discussions
        
        2.4.A.1.b: panel presentations
        
        2.4.A.1.c: presentations and multimedia presentations to school and public audiences
        
        2.4.A.1.d: dramatic productions or readings
        
        2.4.A.1.e: teacher conferences.
        
        2.4.B: What Students Do for Literary Response and Expression
        
        2.4.B.1: Express opinions and support them through specific references to the text
        
        2.4.B.2: Describe the features of the genre and the period to interpret and respond to imaginative texts
        
        2.4.B.3: Use devices such as voice, tone, volume, pitch, rate, body language, rhyme, rhythm, and repetition to create an emotional or aesthetic response
        
        2.4.B.4: Use media to support presentation of original and interpretive texts
        
        2.4.B.5: Ask and respond to questions and follow-up questions to clarify interpretation.
        
        2.4.C: What Students Do Across All Four English Language Arts Standards
        
        2.4.C.1: Respond respectfully
        
        2.4.C.2: Initiate communication with peers and adults in the school and local community
        
        2.4.C.3: Use a presentational format appropriate for the audience and purpose
        
        2.4.C.4: Use the conventions of standard spoken English appropriate to the message and audience
        
        2.4.C.5: Apply delivery techniques such as voice projection, and demonstrate physical poise
        
        2.4.C.6: Use nonverbal communication techniques to help disclose message
        
        2.4.C.7: Use visual aids and props effectively
        
        2.4.C.8: Respond to audience reaction and adapt presentation
        
        2.4.C.9: Establish and maintain eye contact with audience.
      - 3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        3.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        3.1.A: What Students Read for Critical Analysis and Evaluation
        
        3.1.A.1: Read to analyze and evaluate ideas, information, opinions, issues, and experiences from academic and nonacademic sources, such as:
        
        3.1.A.1.a: literary texts
        
        3.1.A.1.b: editorials
        
        3.1.A.1.c: book, drama, and film reviews
        
        3.1.A.1.d: literary criticism
        
        3.1.A.1.e: professional journals and technical manuals
        
        3.1.A.1.f: public documents
        
        3.1.A.1.g: electronic resources including listservs
        
        3.1.A.1.h: periodicals
        
        3.1.A.1.i: texts of speeches
        
        3.1.A.1.j: position papers
        
        3.1.A.1.k: advertisements.
        
        3.1.B: What Students Do for Critical Analysis and Evaluation
        
        3.1.B.1: Form opinions and make judgments about the validity and accuracy of informational, interpretive, imaginative, and persuasive texts
        
        3.1.B.2: Generate a list of significant questions to assist with analysis and evaluation of texts
        
        3.1.B.3: Analyze and evaluate nonfiction texts including:
        
        3.1.B.3.a: determine significance and reliability of information
        
        3.1.B.3.b: determine writer's perspectives, purposes, and intended audiences
        
        3.1.B.3.c: identify tone, style, and use of language
        
        3.1.B.3.d: recognize format and its significance to content
        
        3.1.B.4: Analyze and evaluate poetry in order to recognize the use and effect of:
        
        3.1.B.4.a: rhythm, rhyme, and sound pattern
        
        3.1.B.4.b: repetition
        
        3.1.B.4.c: sensory imagery
        
        3.1.B.4.d: figurative language
        
        3.1.B.4.e: verse form
        
        3.1.B.4.f: differences between language of the poem and everyday language of readers
        
        3.1.B.5: Analyze and evaluate fiction including:
        
        3.1.B.5.a: the development of central idea or theme
        
        3.1.B.5.b: the development of characters and their actions
        
        3.1.B.5.c: the elements of plot, such as conflict, climax, and resolution
        
        3.1.B.5.d: the background in which text is written
        
        3.1.B.5.e: the effect of diction and figurative language
        
        3.1.B.5.f: the effect created by author's tone or mood
        
        3.1.B.5.g: the significance of title
        
        3.1.B.6: Form opinions and make judgments about literary works by analyzing and evaluating texts from more than one critical perspective, such as: cultural, historical, psychological, and social
        
        3.1.B.7: Select, reject, and reconcile ideas and information in light of prior knowledge, experiences, beliefs, and biases
        
        3.1.B.8: Make judgments about the quality of literary texts and performances by applying personal and academic criteria, such as that found in literary criticism, political, historical, and scientific analyses
        
        3.1.B.9: Analyze and evaluate the intellectual and/or emotional impact on the reader of specific texts.
        
        3.1.C: What Students Do Across All Four English Language Arts Standards
        
        3.1.C.1: Identify purpose for reading
        
        3.1.C.10: Identify opportunities for improvement of reading comprehension skills, such as exposure to wider range of writers, topics, and styles
        
        3.1.C.11: Maintain a personal reading list to reflect reading goals and accomplishments.
        
        3.1.C.2: Adjust reading rate according to purpose for reading
        
        3.1.C.3: Determine the meaning of unfamiliar words by using classroom and other resources
        
        3.1.C.4: Distinguish between dictionary meaning and implied meaning of the writer’s words
        
        3.1.C.5: Follow the logic of compound/complex sentence structure
        
        3.1.C.6: Use knowledge of punctuation to assist in comprehension
        
        3.1.C.7: Identify transitional words or phrases that make text cohesive, such as finally, in addition, and in contrast
        
        3.1.C.8: Recognize organizational format such as hierarchical, chronological, and cause/effect
        
        3.1.C.9: Use strategies (such as discussing with others, reading guides and summaries, reading aloud) to assist in comprehension
        
        3.2: Students will write at least 1000 words per month across all content areas and standards.
        
        3.2.A: What Students Write for Critical Analysis and Evaluation
        
        3.2.A.1: Write the following to analyze and evaluate ideas, information, issues, and experiences:
        
        3.2.A.1.a: expository essays
        
        3.2.A.1.b: literary critiques
        
        3.2.A.1.c: reviews of books, drama, and films
        
        3.2.A.1.d: editorials for newspapers and magazines
        
        3.2.A.1.e: political speeches
        
        3.2.A.1.f: responses to Internet listserv discussion groups
        
        3.2.A.1.g: advertisements.
        
        3.2.B: What Students Do for Critical Analysis and Evaluation
        
        3.2.B.1: State an opinion, or present a judgment by developing a thesis and providing supporting evidence, arguments and details
        
        3.2.B.2: Articulate one or more perspectives (such as one's own and/or those of a special interest group) to summarize arguments on different sides of issues
        
        3.2.B.3: Develop critiques from more than one perspective, such as historical, cultural, social, and psychological
        
        3.2.B.4: Analyze a variety of texts using resources such as recognized experts, knowledge from school subjects and reading, and personal experience
        
        3.2.B.5: Use strategies designed to influence or to persuade in writing speeches, editorials, and advertisements
        
        3.2.B.6: Use telecommunications in order to participate in listserv discussion groups
        
        3.2.B.7: Maintain a writing portfolio that includes writing for critical analysis and evaluation.
        
        3.2.C: What Students Do Across All Four English Language Arts Standards
        
        3.2.C.1: Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings
        
        3.2.C.10: Use an organizational format that provides direction, coherence, and/or unity
        
        3.2.C.11: Use computer technology to create, manipulate, and edit text.
        
        3.2.C.2: Identify the intended audience
        
        3.2.C.3: Use tone and language appropriate for audience and purpose
        
        3.2.C.4: Use prewriting activities; for example, brainstorming, freewriting, note taking, and outlining
        
        3.2.C.5: Use the “writing process” (prewriting, drafting, revising, proofreading, and editing)
        
        3.2.C.6: Write clear, concise sentences
        
        3.2.C.7: Observe rules of punctuation, capitalization, and spelling:
        
        3.2.C.7.a: punctuation of simple and compound sentences, of dialogue, of titles of articles
        
        3.2.C.7.b: spelling of commonly misspelled words, of homonyms, of content-area vocabulary
        
        3.2.C.8: Use correct grammatical construction:
        
        3.2.C.8.a: parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating, subordinating, and correlative), prepositions and prepositional phrases, and interjections
        
        3.2.C.8.b: complete simple, compound, and complex sentences of varied structure containing dependent clauses and using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents
        
        3.2.C.9: Use dictionaries, thesauruses, and style manuals
        
        3.3: Students will listen on a daily basis.
        
        3.3.A: What Students Listen To for Critical Analysis and Evaluation
        
        3.3.A.1: Listen to analyze and evaluate information, ideas, opinions, issues, themes, and experiences from a range of academic and nonacademic presentations, including:
        
        3.3.A.1.a: small and large group school or community discussions
        
        3.3.A.1.b: speeches, interviews
        
        3.3.A.1.c: reviews of books, films, and plays
        
        3.3.A.1.d: debates
        
        3.3.A.1.e: multimedia presentations
        
        3.3.A.1.f: advertisements and editorials.
        
        3.3.B: What Students Do for Critical Analysis and Evaluation
        
        3.3.B.1: Recognize and acknowledge various perspectives on issues of local, national, and world concern
        
        3.3.B.2: Determine points of view, clarify positions, make judgments, and form opinions
        
        3.3.B.3: Use the perspectives of other individuals, groups, recognized experts, and prior knowledge to analyze and evaluate presentations
        
        3.3.B.4: Evaluate content and organization of the presentations, applying criteria such as appropriateness and completeness of reasons, examples, details; relevance of statements in relation to topic; validity of speaker’s conclusion
        
        3.3.B.5: Evaluate the expertise and possible bias of the speaker in order to judge the validity of the content
        
        3.3.B.6: Recognize the use of protocols and traditional practices of debating, public speaking, interviewing, reviewing literary works, and other forms of speaking
        
        3.3.B.7: Evaluate impact of medium on message.
        
        3.3.C: What Students Do Across All Four English Language Arts Standards
        
        3.3.C.1: Listen respectfully and responsively
        
        3.3.C.2: Recognize the use and impact of effective language
        
        3.3.C.3: Demonstrate appropriate body language as a listener
        
        3.3.C.4: Identify own purpose for listening
        
        3.3.C.5: Recognize content-specific vocabulary, terminology, or jargon unique to particular groups of people.
        
        3.4: Students will speak on a daily basis.
        
        3.4.A: Speaking Students Engage in Critical Analysis and Evaluation
        
        3.4.A.1: Speak to present opinions, judgments, ideas, information, issues, and experiences in, for example:
        
        3.4.A.1.a: small and large group presentations
        
        3.4.A.1.b: reviews of books, films, and plays
        
        3.4.A.1.c: debates, speeches, interviews
        
        3.4.A.1.d: Internet listserv discussion groups.
        
        3.4.B: What Students Do for Critical Analysis and Evaluation
        
        3.4.B.1: Express opinions or make judgments about ideas, information, experience, and issues in literary, scientific, and historic articles, public documents, and advertisements
        
        3.4.B.10: Ask and respond to questions to seek clarity or to suggest different perspectives.
        
        3.4.B.2: Articulate personal opinions to clarify stated positions, persuade or influence groups, or state preferences about topics
        
        3.4.B.3: Present content that is clearly organized and based on knowledge of audience needs and interests
        
        3.4.B.4: Present reasons, examples, and details from sources cited to defend opinions or judgments
        
        3.4.B.5: Present arguments from different perspectives
        
        3.4.B.6: Modify content and presentation strategies based on audience response during presentation
        
        3.4.B.7: Speak extemporaneously to clarify or elaborate
        
        3.4.B.8: Respond to constructive criticism
        
        3.4.B.9: Use visuals and technology to enhance presentation
        
        3.4.C: What Students Do Across All Four English Language Arts Standards
        
        3.4.C.1: Respond respectfully
        
        3.4.C.2: Initiate communication with peers and adults in the school and local community
        
        3.4.C.3: Use a presentational format appropriate for the audience and purpose
        
        3.4.C.4: Use the conventions of standard spoken English appropriate to the message and audience
        
        3.4.C.5: Apply delivery techniques such as voice projection, and demonstrate physical poise
        
        3.4.C.6: Use nonverbal communication techniques to help disclose message
        
        3.4.C.7: Use visual aids and props effectively
        
        3.4.C.8: Respond to audience reaction and adapt presentation
        
        3.4.C.9: Establish and maintain eye contact with audience.
      - 4: Students will read, write, listen, and speak for social interaction.
        
        4.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        4.1.A: What Students Read for Social Interaction
        
        4.1.A.1: Read the following to establish, maintain, and enhance personal relationships, for example:
        
        4.1.A.1.a: notes, cards, and letters from friends and family
        
        4.1.A.1.b: published letters, diaries, and journals
        
        4.1.A.1.c: electronic mail (e-mail).
        
        4.1.B: What Students Do for Social Interaction
        
        4.1.B.1: Share reading experiences to build a relationship with a peer or adult; for example, by reading together silently or aloud, by discussing reactions to texts
        
        4.1.B.2: Consider age, gender, and cultural traditions of the writer
        
        4.1.B.3: Recognize conversational tone in social communication
        
        4.1.B.4: Recognize the types of language appropriate to social communication; for example, informal, culture-specific, jargon, colloquialisms, and e-mail conventions.
        
        4.1.C: What Students Do Across All Four English Language Arts Standards
        
        4.1.C.1: Identify purpose for reading
        
        4.1.C.10: Identify opportunities for improvement of reading comprehension skills, such as exposure to wider range of writers, topics, and styles.
        
        4.1.C.2: Adjust reading rate according to purpose for reading
        
        4.1.C.3: Determine the meaning of unfamiliar words by using classroom and other resources
        
        4.1.C.4: Distinguish between dictionary meaning and implied meaning of the writer’s words
        
        4.1.C.5: Identify transitional words or phrases (for example, final ly, in addition, in contrast, and because) that make the text cohesive
        
        4.1.C.6: Follow the logic of compound/complex sentence structure
        
        4.1.C.7: Use knowledge of punctuation to assist in comprehension
        
        4.1.C.8: Recognize organizational format such as hierarchical, chronological, cause/effect
        
        4.1.C.9: Use strategies (such as discussing with others, reading guides and summaries, reading aloud) to assist in comprehension
        
        4.2: Students will write at least 1000 words per month across all content areas and standards.
        
        4.2.A: What Students Write for Social Interaction
        
        4.2.A.1: Write the following to establish, maintain, and enhance personal relationships, for example:
        
        4.2.A.1.a: friendly letters, notes, and cards
        
        4.2.A.1.b: personal journals
        
        4.2.A.1.c: friendly electronic mail (e-mail).
        
        4.2.B: What Students Do for Social Interaction
        
        4.2.B.1: Share the process of writing with peers and adults; for example, write a condolence note, get well card, or thank you letter with writing partner(s)
        
        4.2.B.2: Respect age, gender, and cultural traditions of the recipient
        
        4.2.B.3: Develop a personal voice that enables the reader to get to know the writer
        
        4.2.B.4: Write and share personal reactions to experiences, events, and observations, using a form of social communication
        
        4.2.B.5: Identify and model the social communication techniques of published writers
        
        4.2.B.6: Use the conventions of electronic mail
        
        4.2.B.7: Maintain a portfolio that includes writing for social interaction.
        
        4.2.C: What Students Do Across All Four English Language Arts Standards
        
        4.2.C.1: Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings
        
        4.2.C.10: Use an organizational format that provides direction, coherence, and/or unity
        
        4.2.C.11: Use computer technology to create, manipulate, and edit text.
        
        4.2.C.2: Identify the intended audience
        
        4.2.C.3: Use tone and language appropriate for audience and purpose
        
        4.2.C.4: Use prewriting activities; for example brainstorming, freewriting, note taking, and outlining
        
        4.2.C.5: Use the “writing process” (prewriting, drafting, revising, proofreading, and editing)
        
        4.2.C.6: Write clear, concise sentences
        
        4.2.C.7: Observe rules of punctuation, capitalization, and spelling:
        
        4.2.C.7.a: punctuation of simple and compound sentences, of dialogue, of titles of articles
        
        4.2.C.7.b: spelling of commonly misspelled words, of homonyms, of content-area vocabulary
        
        4.2.C.8: Use correct grammatical construction:
        
        4.2.C.8.a: parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating, subordinating and correlative), prepositions and prepositional phrases, and interjections
        
        4.2.C.8.b: complete simple, compound, and complex sentences of varied structure containing dependent clauses and using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents
        
        4.2.C.9: Use dictionaries, thesauruses, and style manuals
        
        4.3: Students will listen on a daily basis.
        
        4.3.A: What Students Listen To for Social Interaction
        
        4.3.A.1: Listen to establish, maintain, and enhance personal relationships at home, in school, and in the social and business community.
        
        4.3.B: What Students Do for Social Interaction
        
        4.3.B.1: Participate as a listener in social conversation with one or more people who are friends, acquaintances, or strangers
        
        4.3.B.2: Respect age, gender, position, and cultural traditions of the speaker
        
        4.3.B.3: Listen for multiple levels of meaning, articulated and unspoken
        
        4.3.B.4: Encourage the speaker with appropriate facial expressions and gestures
        
        4.3.B.5: Withhold judgment
        
        4.3.B.6: Appreciate a speaker’s uniqueness.
        
        4.3.C: What Students Do Across All Four English Language Arts Standards
        
        4.3.C.1: Listen respectfully and responsively
        
        4.3.C.2: Adapt listening strategies to different purposes and settings
        
        4.3.C.3: Identify own purpose for listening
        
        4.3.C.4: Recognize content-specific vocabulary, terminology, or jargon unique to particular groups of people.
        
        4.4: Students will speak on a daily basis.
        
        4.4.A: Speaking Students Engage in Social Interaction
        
        4.4.A.1: Speak with peers and adults to initiate conversations to establish, maintain, and enhance personal relationships at home, in school, and in the social and business community.
        
        4.4.B: What Students Do for Social Interaction
        
        4.4.B.1: Speak informally with familiar and unfamiliar people, individually and in group settings
        
        4.4.B.2: Respect age, gender, position, and cultural traditions of the listener
        
        4.4.B.3: Provide feedback by asking questions designed to encourage further conversation
        
        4.4.B.4: Respond to listener's interests, needs, and reactions to social conversations
        
        4.4.B.5: Use courtesy; for example, avoid sarcasm, ridicule, dominating conversation, and interrupting
        
        4.4.B.6: Select language and behavior appropriate to the purpose, occasion, and listener; for example, culture specific, jargon, colloquialism, and gesture
        
        4.4.B.7: Use social communication in workplace settings to foster trust and build goodwill
        
        4.4.B.8: Adopt conventions of e-mail to establish friendly tone in electronic-based social communication.
        
        4.4.B.9: Respond respectfully
        
        4.4.C: What Students Do Across All Four English Language Arts Standards
        
        4.4.C.1: Initiate communication with peers and adults in the school and local community
        
        4.4.C.2: Use a presentational format appropriate for the audience and purpose
        
        4.4.C.3: Use the conventions of standard spoken English appropriate to the message and audience
        
        4.4.C.4: Apply delivery techniques such as voice projection, and demonstrate physical poise
        
        4.4.C.5: Use nonverbal communication techniques to help disclose message
        
        4.4.C.6: Use visual aids and props effectively
        
        4.4.C.7: Respond to audience reaction and adapt presentation
        
        4.4.C.8: Establish and maintain eye contact with audience.
    - PreK-1
      - 1: Students will read, write, listen, and speak for information and understanding.
        
        1.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        1.1.A: What Students Read for Information and Understanding
        
        1.1.A.1: Read from informational texts, such as:
        
        1.1.A.1.a: picture books, dictionaries, and encyclopedias
        
        1.1.A.1.b: classroom displays, charts, posters, and picture maps
        
        1.1.A.1.c: signs and labels in the classroom or school
        
        1.1.A.1.d: experience charts
        
        1.1.A.1.e: how-to books
        
        1.1.A.1.f: alphabet books
        
        1.1.A.1.g: electronic books.
        
        1.1.B: What Student Do for Information and Understanding
        
        1.1.B.1: Locate and use classroom and library media center resources, with assistance, to acquire information
        
        1.1.B.2: Read informational texts with repetitive language and simple illustrations to begin to collect data, facts, and ideas
        
        1.1.B.3: Interpret information represented in pictures, illustrations, and simple charts and webs
        
        1.1.B.4: Recognize and interpret familiar signs and symbols from the environment; for example, labels on classroom furniture, equipment, and STOP signs
        
        1.1.B.5: Distinguish between texts with stories and texts with information
        
        1.1.B.6: Draw on prior experience to understand new data, facts, and ideas
        
        1.1.B.7: Use a picture dictionary as resource for vocabulary
        
        1.1.B.8: Select books, with teacher assistance, to meet informational needs.
        
        1.1.C: What Students Do Across All Four English Language Arts Standards
        
        1.1.C.1: Distinguish between print and pictures
        
        1.1.C.10: Point to words in a text or on a chart when read aloud, matching spoken word to print
        
        1.1.C.11: Recognize the singular and plural of frequently used words
        
        1.1.C.12: Recognize own name and the names of friends and family in print
        
        1.1.C.13: Recognize letter/sound correspondence (phonetic awareness)
        
        1.1.C.14: Recognize that words consist of a combination of sounds (phonemic awareness)
        
        1.1.C.15: Identify rhyming words
        
        1.1.C.16: Monitor own reading by applying strategies such as sounding out of letters, using context, grammar, picture clues, and rereading to determine meaning
        
        1.1.C.17: Read aloud with expression and fluency
        
        1.1.C.18: Use computer software to support early reading development.
        
        1.1.C.2: Recognize the difference between letters and words
        
        1.1.C.3: Follow left to right and top to bottom direction when reading
        
        1.1.C.4: Locate parts of a book
        
        1.1.C.5: Recognize and identify letters of the alphabet
        
        1.1.C.6: Alphabetize high frequency words according to the first letter
        
        1.1.C.7: Distinguish the difference between vowels and consonants
        
        1.1.C.8: Use beginning and ending consonants as well as vowel sounds to identify words
        
        1.1.C.9: Recognize the different sounds that make up a word
        
        1.2: Students will write on a daily basis across all content areas and standards.
        
        1.2.A: What Students Write for Information and Understanding
        
        1.2.A.1: Write the following in order to begin to transmit information:
        
        1.2.A.1.a: pictures and drawings
        
        1.2.A.1.b: letters of the alphabet
        
        1.2.A.1.c: numbers
        
        1.2.A.1.d: words, phrases, and factual sentences that explain or describe a picture, fact, or concept
        
        1.2.A.1.e: lists and labels
        
        1.2.A.1.f: names of persons, places, and things.
        
        1.2.B: What Students Do for Information and Understanding
        
        1.2.B.1: Copy words, phrases, and sentences from books, magazines, signs, charts, and own dictation
        
        1.2.B.2: Write own name on pictures, drawings, paintings, and written products
        
        1.2.B.3: Write data, facts, and ideas gathered from personal experiences
        
        1.2.B.4: Use graphics (for example, posters) to communicate information from personal experience
        
        1.2.B.5: Maintain, with teacher assistance, a portfolio of informational writings and drawings.
        
        1.2.C: What Students Do Across All Four English Language Arts Standards
        
        1.2.C.1: Create a drawing, picture, sign, or other graphic to represent a word or concept
        
        1.2.C.10: Use beginning of sentence capitalization and end punctuation
        
        1.2.C.11: Use classroom resources (word walls, picture dictionaries, teachers, peers) to support the writing process
        
        1.2.C.12: Give and seek constructive feedback in order to improve writing
        
        1.2.C.13: Use computer software to support development of early writing skills.
        
        1.2.C.2: Follow left to right and top to bottom direction when writing
        
        1.2.C.3: Use spacing between letters and words when writing on a line
        
        1.2.C.4: Write recognizable upper- and lowercase letters in manuscript
        
        1.2.C.5: Capitalize proper names and the letter “I”
        
        1.2.C.6: Write letters of own first and last name
        
        1.2.C.7: Spell high frequency words correctly
        
        1.2.C.8: Use the singular and plural of high frequency words
        
        1.2.C.9: Put words together in sentence format
        
        1.3: Students will listen on a daily basis.
        
        1.3.A: What Students Listen To for Information and Understanding
        
        1.3.A.1: Listen for data, facts, and ideas in, for example:
        
        1.3.A.1.a: circle time, group discussions
        
        1.3.A.1.b: group project reports
        
        1.3.A.1.c: media presentations
        
        1.3.A.1.d: role play.
        
        1.3.B: What Students Do for Information and Understanding
        
        1.3.B.1: Listen in order to:
        
        1.3.B.1.a: acquire information from nonfiction text
        
        1.3.B.1.b: identify words and sentences on a chart
        
        1.3.B.1.c: follow directions involving a few steps
        
        1.3.B.1.d: identify and respond to environmental sounds that provide information, such as a school bell or a fire alarm
        
        1.3.B.1.e: identify similarities and differences in information about people, places, and events.
        
        1.3.C: What Students Do Across All Four English Language Arts Standards
        
        1.3.C.1: Listen respectfully and responsively
        
        1.3.C.2: Attend to a listening activity for a specified period of time
        
        1.3.C.3: Avoid interrupting
        
        1.3.C.4: Respond with expression appropriate to what is heard.
        
        1.4: Students will speak on a daily basis.
        
        1.4.A: When Students Speak for Information and Understanding
        
        1.4.A.1: Speak to share data, facts, and ideas in, for example:
        
        1.4.A.1.a: role play
        
        1.4.A.1.b: small and large group discussions
        
        1.4.A.1.c: reports on, for example, classroom projects, field trips.
        
        1.4.B: What Students Do for Information and Understanding
        
        1.4.B.1: Speak in order to:
        
        1.4.B.1.a: dictate information
        
        1.4.B.1.b: report information briefly to peers and familiar adults
        
        1.4.B.1.c: connect information from personal experiences to information from nonfiction texts
        
        1.4.B.1.d: retell more than one piece of information in sequence
        
        1.4.B.1.e: share observations from classroom, home, or community
        
        1.4.B.1.f: ask questions to clarify topics, directions, and/or classroom routines
        
        1.4.B.1.g: respond verbally to questions and/or directions
        
        1.4.B.2: Use appropriate visual aids (for example, puppets, toys, pictures) to illustrate a word or concept when speaking to share information.
        
        1.4.C: What Students Do Across All Four English Language Arts Standards
        
        1.4.C.1: Respond respectfully
        
        1.4.C.2: Use age-appropriate vocabulary
        
        1.4.C.3: Take turns speaking in a group
        
        1.4.C.4: Correct the pronunciation of words by using classroom resources, such as teachers, peers, audio- and video tapes, and computer software
        
        1.4.C.5: Speak in complete sentences when required
        
        1.4.C.6: Stay on topic
        
        1.4.C.7: Speak audibly
        
        1.4.C.8: Speak with expression appropriate to the occasion.
      - 2: Students will read, write, listen, and speak for literary response and expression.
        
        2.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        2.1.A: What Students Read for Literary Response and Expression
        
        2.1.A.1: Read books with limited text, repetitive language, and simple illustrations, such as:
        
        2.1.A.1.a: picture and concept books
        
        2.1.A.1.b: poems and rhymes
        
        2.1.A.1.c: dictated stories
        
        2.1.A.1.d: beginning books
        
        2.1.A.1.e: electronic books.
        
        2.1.B: What Students Do for Literary Response and Expression
        
        2.1.B.1: Comprehend, interpret, and respond to imaginative texts and performances
        
        2.1.B.2: Engage in prereading and reading activities in order to:
        
        2.1.B.2.a: select books, tapes, and poems based on personal choice/interest or teacher-selected criteria such as a theme/topic
        
        2.1.B.2.b: make connections between personal experiences and stories read
        
        2.1.B.2.c: connect a picture or illustration to a story
        
        2.1.B.2.d: predict what might happen next in a story
        
        2.1.B.2.e: draw conclusions from a story
        
        2.1.B.2.f: identify characters, settings, and events in a story
        
        2.1.B.2.g: retell a story
        
        2.1.B.2.h: distinguish between what is real and what is imaginary
        
        2.1.B.3: Dramatize or retell stories, using puppets, toys, and other props.
        
        2.1.C: What Students Do Across All Four English Language Arts Standards
        
        2.1.C.1: Distinguish between print and pictures
        
        2.1.C.10: Point to words in a text or on a chart when read aloud, matching spoken word to print
        
        2.1.C.11: Recognize the singular and plural of frequently used words
        
        2.1.C.12: Recognize own name and the names of friends and family in print
        
        2.1.C.13: Recognize letter/sound correspondence (phonetic awareness)
        
        2.1.C.14: Recognize that words consist of a combination of sounds (phonemic awareness)
        
        2.1.C.15: Identify rhyming words
        
        2.1.C.16: Monitor own reading by applying strategies such as sounding out of letters, using context, grammar, picture clues, and rereading to determine meaning
        
        2.1.C.17: Read aloud with expression and fluency
        
        2.1.C.18: Use computer software to support early reading development.
        
        2.1.C.2: Recognize the difference between letters and words
        
        2.1.C.3: Follow left to right and top to bottom direction when reading
        
        2.1.C.4: Locate parts of a book
        
        2.1.C.5: Recognize and identify letters of the alphabet
        
        2.1.C.6: Alphabetize high frequency words according to the first letter
        
        2.1.C.7: Distinguish the difference between vowels and consonants
        
        2.1.C.8: Use beginning and ending consonants as well as vowel sounds to identify words
        
        2.1.C.9: Recognize the different sounds that make up a word
        
        2.2: Students will write on a daily basis across all content areas and standards.
        
        2.2.A: What Students Write for Literary Response and Expression
        
        2.2.A.1: Write original imaginative texts, such as:
        
        2.2.A.1.a: stories
        
        2.2.A.1.b: poems, jingles
        
        2.2.A.2: Write the following in order to interpret and respond to imaginative texts:
        
        2.2.A.2.a: descriptive sentences
        
        2.2.A.2.b: short paragraphs
        
        2.2.A.2.c: captions under pictures or illustrations
        
        2.2.A.2.d: names of characters, places, and events
        
        2.2.A.2.e: original stories, poems, and songs.
        
        2.2.B: What Students Do for Literary Response and Expression
        
        2.2.B.1: Write original imaginative texts:
        
        2.2.B.1.a: create a story with a beginning, middle, and end, using pictures/drawings and some words
        
        2.2.B.1.b: create poems or jingles, using pictures/drawings and some words
        
        2.2.B.2: Write in order to respond to text:
        
        2.2.B.2.a: express feelings about characters or events in one or more stories
        
        2.2.B.2.b: describe characters, settings, or events
        
        2.2.B.2.c: list a sequence of events in a story
        
        2.2.B.2.d: retell a story, using words and pictures
        
        2.2.B.2.e: identify the problem and solution in a simple story
        
        2.2.B.3: Maintain, with teacher assistance, a portfolio of writings and drawings in response to literature.
        
        2.2.C: What Students Do Across All Four English Language Arts Standards
        
        2.2.C.1: Create a drawing, picture, sign, or other graphic to represent a word or concept
        
        2.2.C.10: Use beginning-of-sentence capitalization and end punctuation
        
        2.2.C.11: Use classroom resources (word walls, picture dictionaries, teachers, peers) to support the writing process
        
        2.2.C.12: Give and seek constructive feedback in order to improve writing
        
        2.2.C.13: Use computer software to support development of early writing skills.
        
        2.2.C.2: Follow left to right and top to bottom direction when writing
        
        2.2.C.3: Use spacing between letters and words when writing on a line
        
        2.2.C.4: Write recognizable upper- and lowercase letters in manuscript
        
        2.2.C.5: Capitalize proper names and the letter “I”
        
        2.2.C.6: Write letters of own first and last name
        
        2.2.C.7: Spell high frequency words correctly
        
        2.2.C.8: Use the singular and plural of high frequency words
        
        2.2.C.9: Put words together in sentence format
        
        2.3: Students will listen on a daily basis.
        
        2.3.A: What Students Listen To for Literary Response and Expression
        
        2.3.A.1: Listen to comprehend, interpret, and respond to imaginative texts and performances, such as:
        
        2.3.A.1.a: storytelling and choral reading
        
        2.3.A.1.b: group discussions of a story, song, rhyme, finger play, or poem
        
        2.3.A.1.c: videotape presentations
        
        2.3.A.1.d: puppet shows
        
        2.3.A.1.e: dramatic productions.
        
        2.3.B: What Students Do for Literary Response and Expression
        
        2.3.B.1: Listen to imaginative texts and performances in order to:
        
        2.3.B.1.a: appreciate and enjoy literary works
        
        2.3.B.1.b: match spoken words with pictures
        
        2.3.B.1.c: recall sequence of events from a personal experience or story
        
        2.3.B.1.d: identify character, setting, plot
        
        2.3.B.1.e: respond to vivid language; for example, nonsense words
        
        2.3.B.1.f: identify specific people, places, and events
        
        2.3.B.1.g: distinguish between a story and a poem.
        
        2.3.C: What Students Do Across All Four English Language Arts Standards
        
        2.3.C.1: Listen respectfully and responsively
        
        2.3.C.2: Attend to a listening activity for a specified period of time
        
        2.3.C.3: Avoid interrupting
        
        2.3.C.4: Respond with expression appropriate to what is heard.
        
        2.4: Students will speak on a daily basis.
        
        2.4.A: When Students Speak for Literary Response and Expression
        
        2.4.A.1: Speak to present interpretations and responses to imaginative texts in, for example:
        
        2.4.A.1.a: book talks
        
        2.4.A.1.b: role play/creative dramatics/choral speaking
        
        2.4.A.1.c: circle time, group discussions
        
        2.4.A.1.d: guided reading sessions
        
        2.4.A.1.e: individual conferences with teacher.
        
        2.4.B: What Students Do for Literary Response and Expression
        
        2.4.B.1: Speak in order to:
        
        2.4.B.1.a: interpret words of characters in stories
        
        2.4.B.1.b: engage in conversations with adults and peers regarding pictures, books, and experiences
        
        2.4.B.1.c: role play characters or events from stories
        
        2.4.B.1.d: express feelings about a work of fiction or poetry
        
        2.4.B.1.e: respond to stories, legends, and songs from different cultural and ethnic groups
        
        2.4.B.1.f: compare stories from personal experience with stories heard or read
        
        2.4.B.1.g: dictate stories with a beginning, middle, and end
        
        2.4.B.1.h: express the mood or emotion of a story by using a variety of words
        
        2.4.B.1.i: describe the actions of characters in a story
        
        2.4.B.1.j: tell real or imaginative stories based on response to illustrations
        
        2.4.B.1.k: retell familiar stories in a logical sequence
        
        2.4.B.1.l: ask for clarification of events in a story
        
        2.4.B.1.m: describe familiar persons, places, or objects
        
        2.4.B.1.n: recite short poems, nursery rhymes, and finger plays.
        
        2.4.C: What Students Do Across All Four English Language Arts Standards
        
        2.4.C.1: Respond respectfully
        
        2.4.C.2: Use age-appropriate vocabulary
        
        2.4.C.3: Take turns speaking in a group
        
        2.4.C.4: Correct the pronunciation of words by using classroom resources, such as teachers, peers, audio- and videotapes, and computer software
        
        2.4.C.5: Speak in complete sentences when required
        
        2.4.C.6: Stay on topic
        
        2.4.C.7: Speak audibly
        
        2.4.C.8: Speak with expression appropriate to the occasion.
      - 3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        3.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        3.1.A: What Students Read for Critical Analysis and Evaluation
        
        3.1.A.1: Read a variety of material with limited text, repetitive language, and simple illustrations on a daily basis, including:
        
        3.1.A.1.a: picture and concept books
        
        3.1.A.1.b: poems and rhymes
        
        3.1.A.1.c: simple articles
        
        3.1.A.1.d: posters
        
        3.1.A.1.e: electronic resources
        
        3.1.A.1.f: advertisements, such as simple slogans or jingles
        
        3.1.A.1.g: dictated language experience stories.
        
        3.1.B: What Students Do for Critical Analysis and Evaluation
        
        3.1.B.1: Identify, explain, and evaluate ideas, themes, and experiences from texts and performances
        
        3.1.B.2: Engage in pre-reading and reading activities in order to:
        
        3.1.B.2.a: identify what they know, want to know, and have learned (KWL process) about a specific story, theme, or topic
        
        3.1.B.2.b: use illustrations to assist in understanding the content of a text and to anticipate what will happen next
        
        3.1.B.2.c: predict what could happen next or the outcome of a story or article
        
        3.1.B.2.d: change the sequence of events in a story to create a different ending
        
        3.1.B.2.e: compare a character in a story or article to a person with the same career or experience
        
        3.1.B.2.f: form an opinion about the differences between events in a story and events in their own lives
        
        3.1.B.2.g: evaluate and select books, poems, or tapes based on personal choice or teacher-selected criteria such as theme, topic, author, and illustrations
        
        3.1.B.2.h: identify the characters in a story and what each contributes to the events of the story
        
        3.1.B.2.i: recognize different plots in books by the same author
        
        3.1.B.2.j: distinguish between real and imaginary stories.
        
        3.1.C: What Students Do Across All Four English Language Arts Standards
        
        3.1.C.1: Distinguish between print and pictures
        
        3.1.C.10: Point to words in a text or on a chart when read aloud, matching spoken word to print
        
        3.1.C.11: Recognize the singular and plural of frequently used words
        
        3.1.C.12: Recognize own name and the names of friends and family in print
        
        3.1.C.13: Recognize letter/sound correspondence (phonetic awareness)
        
        3.1.C.14: Recognize that words consist of a combination of sounds (phonemic awareness)
        
        3.1.C.15: Identify rhyming words
        
        3.1.C.16: Monitor own reading by applying strategies such as sounding out of letters, using context, grammar, picture clues, and rereading to determine meaning
        
        3.1.C.17: Read aloud with expression and fluency
        
        3.1.C.18: Use computer software to support early reading development.
        
        3.1.C.2: Recognize the difference between letters and words
        
        3.1.C.3: Follow left to right and top to bottom direction when reading
        
        3.1.C.4: Locate parts of a book
        
        3.1.C.5: Recognize and identify letters of the alphabet
        
        3.1.C.6: Alphabetize high frequency words according to the first letter
        
        3.1.C.7: Distinguish the difference between vowels and consonants
        
        3.1.C.8: Use beginning and ending consonants as well as vowel sounds to identify words
        
        3.1.C.9: Recognize the different sounds that make up a word
        
        3.2: Students will write on a daily basis across all content areas and standards.
        
        3.2.A: What Students Write for Critical Analysis and Evaluation
        
        3.2.A.1: Write the following to begin to express opinions and make judgments:
        
        3.2.A.1.a: experience charts
        
        3.2.A.1.b: posters
        
        3.2.A.1.c: advertisements, including simple slogans or jingles
        
        3.2.A.1.d: statements about likes and dislikes.
        
        3.2.B: What Students Do for Critical Analysis and Evaluation
        
        3.2.B.1: Write to express opinions and judgments in order to:
        
        3.2.B.1.a: share what they know, want to know, and have learned (KWL process) about a theme or topic
        
        3.2.B.1.b: respond in pictures or words to an experience or event shared by a classmate
        
        3.2.B.1.c: depict an opinion about statements, illustrations, characters, and events in written and visual texts
        
        3.2.B.1.d: compare characters, settings, and events within and between stories
        
        3.2.B.1.e: describe the differences between real and imaginary experiences
        
        3.2.B.1.f: describe the connections between personal experiences, and ideas and information in written and visual texts
        
        3.2.B.2: Maintain, with teacher assistance, a portfolio of writings and drawings that express opinions and judgments.
        
        3.2.C: What Students Do Across All Four English Language Arts Standards
        
        3.2.C.1: Create a drawing, picture, sign, or other graphic to represent a word or concept
        
        3.2.C.10: Use beginning-of-sentence capitalization and end punctuation
        
        3.2.C.11: Use classroom resources (word walls, picture dictionaries, teachers, peers) to support the writing process
        
        3.2.C.12: Give and seek constructive feedback in order to improve writing
        
        3.2.C.13: Use computer software to support development of early writing skills.
        
        3.2.C.2: Follow left to right and top to bottom direction when writing
        
        3.2.C.3: Use spacing between letters and words when writing on a line
        
        3.2.C.4: Write recognizable upper- and lowercase letters in manuscript
        
        3.2.C.5: Capitalize proper names and the letter “I”
        
        3.2.C.6: Write letters of own first and last name
        
        3.2.C.7: Spell high frequency words correctly
        
        3.2.C.8: Use the singular and plural of high frequency words
        
        3.2.C.9: Put words together in sentence format
        
        3.3: Students will listen on a daily basis.
        
        3.3.A: What Students Listen To for Critical Analysis and Evaluation
        
        3.3.A.1: Listen for differences in opinions and viewpoints in, for example:
        
        3.3.A.1.a: circle time, group discussions
        
        3.3.A.1.b: read-aloud situations
        
        3.3.A.1.c: individual conferences with teacher
        
        3.3.A.1.d: paired discussions
        
        3.3.A.1.e: role plays
        
        3.3.A.1.f: individual or group viewing of advertisements, videos, movies.
        
        3.3.B: What Students Do for Critical Analysis and Evaluation
        
        3.3.B.1: Listen in order to:
        
        3.3.B.1.a: form an opinion or evaluate information based on information in the world around them
        
        3.3.B.1.b: form an opinion about a book read aloud by using established criteria to judge books, such as the choice of title and vocabulary
        
        3.3.B.1.c: recognize differences in two or more versions of a familiar story, song, or finger play
        
        3.3.B.1.d: identify messages in advertisements by listening to the words, music, and sound effects.
        
        3.3.C: What Students Do Across All Four English Language Arts Standards
        
        3.3.C.1: Listen respectfully and responsively
        
        3.3.C.2: Attend to a listening activity for a specified period of time
        
        3.3.C.3: Avoid interrupting
        
        3.3.C.4: Respond with expression appropriate to what is heard.
        
        3.4: Students will speak on a daily basis.
        
        3.4.A: When Students Speak for Critical Analysis and Evaluation
        
        3.4.A.1: Speak to express opinions in, for example:
        
        3.4.A.1.a: circle time
        
        3.4.A.1.b: small and large group discussions
        
        3.4.A.1.c: read-aloud situations
        
        3.4.A.1.d: paired discussions
        
        3.4.A.1.e: individual conferences with teacher
        
        3.4.A.1.f: role play.
        
        3.4.B: What Students Do for Critical Analysis and Evaluation
        
        3.4.B.1: Speak in order to:
        
        3.4.B.1.a: share what they know, want to know, and have learned (KWLprocess) about a theme or topic
        
        3.4.B.1.b: express an opinion or judgment about a story, poem, finger play, poster, or advertisement
        
        3.4.B.1.c: compare characters, settings, or events in two or more stories
        
        3.4.B.1.d: express an opinion about the color, form, and style of illustrations
        
        3.4.B.1.e: explain personal criteria (for example, color, pictures, and vocabulary) for choosing a book, poem, or story
        
        3.4.B.1.f: dramatize differences and similarities in characters
        
        3.4.B.1.g: brainstorm to create an experience chart
        
        3.4.B.1.h: compare and contrast different versions of the same story
        
        3.4.B.1.i: explain why two different characters view the same action or event differently
        
        3.4.B.1.j: compare and contrast events or characters in a story with own lives.
        
        3.4.C: What Students Do Across All Four English Language Arts Standards
        
        3.4.C.1: Respond respectfully
        
        3.4.C.2: Use age-appropriate vocabulary
        
        3.4.C.3: Take turns speaking in a group
        
        3.4.C.4: Correct the pronunciation of words by using classroom resources, such as teachers, peers, audio- videotapes, and computer software
        
        3.4.C.5: Speak in complete sentences when required
        
        3.4.C.6: Stay on topic
        
        3.4.C.7: Speak audibly
        
        3.4.C.8: Speak with expression appropriate to the occasion.
      - 4: Students will read, write, listen, and speak for social interaction.
        
        4.1: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.
        
        4.1.A: What Students Read for Social Interaction
        
        4.1.A.1: Read a variety of material with limited text, repetitive language, and simple illustrations on a daily basis, such as:
        
        4.1.A.1.a: text and pictures
        
        4.1.A.1.b: morning messages
        
        4.1.A.1.c: daily routine charts
        
        4.1.A.1.d: experience charts
        
        4.1.A.1.e: notes, cards, and letters.
        
        4.1.B: What Students Do for Social Interaction
        
        4.1.B.1: Share reading experiences to establish, maintain, and enhance a personal relationship with peers or adults; for example, reading together silently or aloud
        
        4.1.B.2: Respect age, gender, and cultural traditions of the writer
        
        4.1.B.3: Recognize the vocabulary of social communication; for example, the language of salutations and closings.
        
        4.1.C: What Students Do Across All Four English Language Arts Standards
        
        4.1.C.1: Distinguish between print and pictures
        
        4.1.C.10: Point to words in a text or on a chart when read aloud, matching spoken word to print
        
        4.1.C.11: Recognize the singular and plural of frequently used words
        
        4.1.C.12: Recognize own name and the names of friends and family in print
        
        4.1.C.13: Recognize letter/sound correspondence (phonetic awareness)
        
        4.1.C.14: Recognize that words consist of a combination of sounds (phonemic awareness)
        
        4.1.C.15: Identify rhyming words
        
        4.1.C.16: Monitor own reading by applying strategies such as sounding out of letters, using context, grammar, picture clues, and rereading to determine meaning
        
        4.1.C.17: Read aloud with expression and fluency
        
        4.1.C.18: Use computer software to support early reading development.
        
        4.1.C.2: Recognize the difference between letters and words
        
        4.1.C.3: Follow left to right and top to bottom direction when reading
        
        4.1.C.4: Locate parts of a book
        
        4.1.C.5: Recognize and identify letters of the alphabet
        
        4.1.C.6: Alphabetize high frequency words according to the first letter
        
        4.1.C.7: Distinguish the difference between vowels and consonants
        
        4.1.C.8: Use beginning and ending consonants as well as vowel sounds to identify words
        
        4.1.C.9: Recognize the different sounds that make up a word
        
        4.2: Students will write on a daily basis across all content areas and standards.
        
        4.2.A: What Students Write for Social Interaction
        
        4.2.A.1: Write the following to establish, maintain, and enhance personal relationships:
        
        4.2.A.1.a: letters of the alphabet
        
        4.2.A.1.b: numbers
        
        4.2.A.1.c: words and pictures
        
        4.2.A.1.d: cards, notes, and letters
        
        4.2.A.1.e: personal experience stories.
        
        4.2.B: What Students Do for Social Interaction
        
        4.2.B.1: Share the process of writing with peers or adults; for example, write with a partner or in a cooperative group
        
        4.2.B.2: Respect the age, gender, and culture of the recipient
        
        4.2.B.3: Write friendly letters to others, using salutation and closing
        
        4.2.B.4: Maintain, with teacher assistance, a portfolio of writings and drawings for social interaction.
        
        4.2.C: What Students Do Across All Four English Language Arts Standards
        
        4.2.C.1: Create a drawing, picture, sign, or other graphic to represent a word or concept
        
        4.2.C.10: Use beginning-of-sentence capitalization and end punctuation
        
        4.2.C.11: Use classroom resources (word walls, picture dictionaries, teachers, peers) to support the writing process
        
        4.2.C.12: Give and seek constructive feedback in order to improve writing
        
        4.2.C.13: Use computer software to support development of early writing skills.
        
        4.2.C.2: Follow left to right and top to bottom direction when writing
        
        4.2.C.3: Use spacing between letters and words when writing on a line
        
        4.2.C.4: Write recognizable upper- and lowercase letters in manuscript
        
        4.2.C.5: Capitalize proper names and the letter “I”
        
        4.2.C.6: Write letters of own first and last name
        
        4.2.C.7: Spell high frequency words correctly
        
        4.2.C.8: Use the singular and plural of high frequency words
        
        4.2.C.9: Put words together in sentence format
        
        4.3: Students will listen on a daily basis.
        
        4.3.A: What Students Listen To for Social Interaction
        
        4.3.A.1: Listen to establish, maintain, and enhance personal relationships, for example:
        
        4.3.A.1.a: conversations
        
        4.3.A.1.b: circle time, group discussions
        
        4.3.A.1.c: parallel play
        
        4.3.A.1.d: role play
        
        4.3.A.1.e: shared reading and writing experiences.
        
        4.3.B: What Students Do for Social Interaction
        
        4.3.B.1: Respect the age, gender, and culture of the speaker
        
        4.3.B.2: Listen to friendly notes, cards, letters, and personal narratives read aloud to get to know the writer and/or classmates and fellow listeners
        
        4.3.B.3: Listen for the tone of voice and content that signal friendly communication.
        
        4.3.C: What Students Do Across All Four English Language Arts Standards
        
        4.3.C.1: Listen respectfully and responsively
        
        4.3.C.2: Attend to a listening activity for a specified period of time
        
        4.3.C.3: Avoid interrupting
        
        4.3.C.4: Respond with expression appropriate to what is heard.
        
        4.4: Students will speak on a daily basis.
        
        4.4.A: When Students Speak for Social Interaction
        
        4.4.A.1: Speak to establish, maintain, and enhance personal relationships in, for example:
        
        4.4.A.1.a: conversations
        
        4.4.A.1.b: circle time
        
        4.4.A.1.c: role play
        
        4.4.A.1.d: shared reading and writing experiences.
        
        4.4.B: What Students Do for Social Interaction
        
        4.4.B.1: Participate in small or large group storytelling, singing, and finger play in order to interact with classmates and adults in the classroom and school environment
        
        4.4.B.2: Share favorite anecdotes, riddles, and rhymes with peers and familiar adults
        
        4.4.B.3: Respect the age, gender, and interests of the listener
        
        4.4.B.4: Discuss the content of friendly notes, cards, letters, and personal narratives with a partner or in a small group to get to know the writer and each other.
        
        4.4.C: What Students Do Across All Four English Language Arts Standards
        
        4.4.C.1: Respond respectfully
        
        4.4.C.2: Use age-appropriate vocabulary
        
        4.4.C.3: Take turns speaking in a group
        
        4.4.C.4: Correct the pronunciation of words by using classroom resources, such as teachers, peers, audio- and videotapes, and computer software
        
        4.4.C.5: Speak in complete sentences when required
        
        4.4.C.6: Stay on topic
        
        4.4.C.7: Speak audibly
        
        4.4.C.8: Speak with expression appropriate to the occasion.
  - English Language Arts (2005)
    - Grade 1
      - L: The listening competencies common to all four ELA standards in which students are making adequate progress during grade 1 are
        
        L.1: Listening
        
        L.1.a: Listen attentively to spoken language, including grade-level books read aloud
        
        L.1.b: Listen attentively for different purposes
        
        L.1.c: Listen respectfully without interrupting when others speak
        
        L.1.d: Attend to a listening activity for a specified period of time
      - R: The reading competencies common to all four ELA standards in which students are making adequate progress during grade 1 are
        
        R.1: Phonemic Awareness
        
        R.1.a: Count the number of syllables in a word
        
        R.1.b: Blend spoken sounds to form words, manipulating letters to represent each sound of most one-syllable words
        
        R.1.c: Segment spoken words into component sounds, manipulating letters to represent each sound of most one-syllable words
        
        R.2: Decoding Including Phonics and Structural Analysis
        
        R.2.a: Identify and produce letter-sound correspondences, including consonants and short and long vowels
        
        R.2.b: Blend sounds using knowledge of letter-sound correspondences in order to decode unfamiliar, but decodable, one-syllable grade-level words
        
        R.2.c: Read common word families by blending the onset (/s/) and the rime (/it/, /at/) in grade-level words (s-it, s-at)
        
        R.2.d: Decode grade-level words using knowledge of root words, prefixes, suffixes, verb endings, plurals, contractions, and compounds
        
        R.2.e: Check accuracy of decoding using context to monitor and self-correct
        
        R.3: Print Awareness
        
        R.3.a: Identify parts of a book and their purposes including identification of author, illustrator, title page, table of contents, and chapter headings
        
        R.4: Fluency
        
        R.4.a: Sight-read automatically grade-level common, high-frequency words
        
        R.4.b: Sight-read automatically grade-level irregularly spelled words
        
        R.4.c: Sight-read automatically 300-500 words including sight and decodable words
        
        R.4.d: Use punctuation clues to read connected text with expression, accuracy and fluency
        
        R.4.e: Read grade-level texts with decodable and irregularly spelled words at appropriate speed, accuracy and expression (target benchmark at grade 1: 71 WPM)
        
        R.5: Background Knowledge and Vocabulary Development
        
        R.5.a: Study antonyms, synonyms, and homonyms to learn new grade-level vocabulary
        
        R.5.b: Study categories of words (e.g., animals, place names) to learn new grade-level vocabulary
        
        R.5.c: Study root words, prefixes, suffixes, verb endings, and plural nouns to learn new grade-level vocabulary
        
        R.5.d: Connect words and ideas in books to prior knowledge
        
        R.5.e: Learn new words indirectly from reading books and other print sources
        
        R.5.f: Increase background knowledge by elaborating and integrating new vocabulary and ideas from texts
        
        R.5.g: Use a dictionary to learn the meanings of words
        
        R.6: Comprehension Strategies
        
        R.6.a: Read grade-level texts for different purposes
        
        R.6.b: Use comprehension strategies (predict/confirm, reread, self-correct) to clarify meaning of text
        
        R.6.c: Work cooperatively with peers (e.g., peer pairs or small groups) to comprehend text
        
        R.6.d: Use graphic or semantic organizers to organize and categorize information
        
        R.6.e: Ask questions in response to texts
        
        R.6.f: Answer simple questions (such as how? why? what if?) in response to texts
        
        R.6.g: Sequence events in retelling stories
        
        R.6.h: Summarize main ideas from informational texts
        
        R.6.i: Follow simple written instructions
        
        R.6.j: Use own perspectives and opinions to comprehend text
        
        R.7: Motivation to Read
        
        R.7.a: Show interest in reading a range of grade-level children's texts from a variety of genres, such as stories, folktales, fairy tales, poems, and informational texts
        
        R.7.b: Read voluntarily familiar grade-level texts
        
        R.7.c: Show familiarity with title and author of grade-level books
      - S: The speaking competencies common to all four ELA standards in which students are making adequate progress during grade 1 are
        
        S.1: Speaking
        
        S.1.a: Use grade-level vocabulary and conventional grammar in own speech
        
        S.1.b: Speak for different purposes (e.g., share ideas or information, retell a story, dramatize an experience or event)
        
        S.1.c: Vary language style (e.g., formal or informal) according to purpose of communication (e.g., conversation with peers or presentation to a group)
        
        S.1.d: Speak audibly
        
        S.1.e: Speak with speed and expression appropriate to the purpose and audience
        
        S.1.f: Take turns in conversation or speaking in a group
        
        S.1.g: Respond appropriately to what others are saying
      - W: The writing competencies common to all four ELA standards in which students are making adequate progress during grade 1 are
        
        W.1: Spelling
        
        W.1.a: Use developing knowledge of letter-sound correspondence (e.g., sound spelling or invented spelling) to spell independently grade-level decodable words, including words in word families
        
        W.1.b: Represent most phonemes in invented spelling, although not necessarily with conventional spellings (e.g., /k/ /a/ /t/ for cat)
        
        W.1.c: Use conventional spelling to spell common grade-level irregularly spelled content and high-frequency words
        
        W.1.d: Spell correctly three- and four-letter short vowel words
        
        W.1.e: Understand the difference between conventional spelling, and sound or invented spelling
        
        W.2: Handwriting
        
        W.2.a: Write legibly most uppercase and lowercase manuscript letters
        
        W.2.b: Write letters legibly when dictated
        
        W.3: Composition
        
        W.3.a: Write stories and informational text that establish a topic and use words that can be understood by others
        
        W.3.b: Write compositions, beginning to use the writing process (e.g., prewriting, drafting, revising, proofreading, editing)
        
        W.3.c: Use conventional capitalization and punctuation to begin and end sentences
        
        W.3.d: Write compositions for different purposes and include text, illustrations, and other graphics
        
        W.4: Motivation to Write
        
        W.4.a: Write voluntarily to communicate to others
        
        W.4.b: Write voluntarily for different purposes (e.g., tell stories, share information, give directions, write to a friend)
        
        W.4.c: Share writing with others (e.g., participate in author's circle)
    - Grade 2
      - L: The listening competencies common to all four ELA standards that students are developing during grade 2 are
        
        L.1: Listening
        
        L.1.a: Listen attentively to spoken language, including grade-level books read aloud
        
        L.1.b: Listen attentively for different purposes
        
        L.1.c: Listen respectfully without interrupting when others speak
        
        L.1.d: Attend to a listening activity for a specified period of time
      - R: The reading competencies common to all four ELA standards that students are developing during grade 2 are
        
        R.1: Decoding Including Phonics and Structural Analysis
        
        R.1.a: Identify and produce all letter-sound correspondences, including consonant blends/digraphs and vowel digraphs/diphthongs
        
        R.1.b: Blend sounds using knowledge of letter-sound correspondences in order to decode unfamiliar, but decodable, multisyllabic grade-level words
        
        R.1.c: Decode by analogy using knowledge of known words in word families to read unfamiliar grade-level words (e.g., given the known word boat, read coat, moat, goat)
        
        R.1.d: Decode grade-level words using knowledge of word structure (e.g., roots, prefixes, suffixes, verb endings, plurals, contractions, and compounds)
        
        R.1.e: Check accuracy of decoding using context to monitor and self-correct
        
        R.2: Print Awareness
        
        R.2.a: Identify book parts and their purposes including identification of author, illustrator, title page, table of contents, index, and chapter headings
        
        R.3: Fluency
        
        R.3.a: Sight-read automatically grade-level, common, highfrequency words
        
        R.3.b: Sight-read automatically grade-level texts with decodable and irregularly spelled words at appropriate speed, accuracy, and expression (target benchmark at grade 2: 82 WPM)
        
        R.4: Background Knowledge and Vocabulary Development
        
        R.4.a: Study antonyms, synonyms, and homonyms to learn new grade-level vocabulary
        
        R.4.b: Study categories of words (e.g., transportation, sports) to learn new grade-level vocabulary
        
        R.4.c: Study root words, prefixes, suffixes, verb endings, plural nouns, contractions, and compound words to learn new grade-level vocabulary
        
        R.4.d: Connect words and ideas in books to spoken language vocabulary and background knowledge
        
        R.4.e: Learn new words indirectly from reading books and other print sources.
        
        R.4.f: Use a dictionary to learn the meanings of words
        
        R.5: Comprehension Strategies
        
        R.5.a: Read grade-level texts with comprehension and for different purposes
        
        R.5.b: Use comprehension strategies to monitor own reading (e.g., predict/confirm, reread, self-correct) to clarify meaning of text
        
        R.5.c: Work cooperatively with peers (e.g., peer pairs or groups) to comprehend text
        
        R.5.d: Organize text information by using graphic or semantic organizers
        
        R.5.e: Compare and contrast similarities and differences among characters and events across stories
        
        R.5.f: Compare and contrast similarities and differences in information from more than one informational text
        
        R.5.g: Comprehend and interpret information from a variety of graphic displays including diagrams, charts, and graphs
        
        R.5.h: Ask questions when listening to or reading texts
        
        R.5.i: Answer literal, inferential, and critical/application questions after listening to or reading imaginative and informational texts
        
        R.5.j: Summarize main ideas and supporting details from imaginative or informational text, both orally and in writing
        
        R.5.k: Support point of view with text information
        
        R.5.l: Lead or participate in discussion about grade-level books, integrating multiple strategies (e.g., ask questions, clarify misunderstandings, support point of view, summarize information)
        
        R.5.m: Demonstrate comprehension of grade-level text through creative response, such as writing, drama, and oral presentation
        
        R.6: Motivation to Read
        
        R.6.a: Show interest in a wide range of grade-level texts, including historical fiction, science fiction, folktales, fairy tales, poetry, and other imaginative and informational texts
        
        R.6.b: Read voluntarily for own purposes and interests
        
        R.6.c: Show familiarity with the title and author of gradelevel books
        
        R.6.d: Read independently and silently
      - S: The speaking competencies common to all four ELA standards that students are developing during grade 2 are
        
        S.1: Speaking
        
        S.1.a: Speak in response to the reading of imaginative and informational texts
        
        S.1.b: Use grade-level vocabulary to communicate ideas, emotions, or experiences for different purposes (e.g., share ideas about personal experience, books, or writing)
        
        S.1.c: Use conventional grammar in own speech
        
        S.1.d: Vary formality of language according to purpose (e.g., conversation with peers, presentation to adults)
        
        S.1.e: Speak with expression, volume, pace, and facial or body gestures appropriate to the purpose of communication, topic, and audience
        
        S.1.f: Take turns in conversation and respond respectfully when speaking in a group
        
        S.1.g: Participate in group discussions
        
        S.1.h: Offer feedback to others during conferences
      - W: The writing competencies common to all four ELA standards that students are developing during grade 2 are
        
        W.1: Spelling
        
        W.1.a: Spell correctly previously studied words (e.g., grade-level multisyllabic, decodable words; irregularly spelled content and high-frequency words) in writing
        
        W.1.b: Use spelling patterns (e.g., word families) in writing
        
        W.1.c: Represent all the sounds in a word when spelling independently
        
        W.2: Handwriting
        
        W.2.a: Write legibly all uppercase and lowercase manuscript letters
        
        W.3: Composition
        
        W.3.a: Write in response to the reading of imaginative and informational texts
        
        W.3.b: Write a variety of compositions with assistance, using different organizational patterns (e.g., informational reports, such as compare/contrast, and sequence of events; correspondence; and imaginative stories)
        
        W.3.c: Write original text using the writing process (e.g., prewriting, drafting, revising, proofreading, editing)
        
        W.3.d: Make judgments about relevant and irrelevant content to include in writing
        
        W.3.e: Write sentences in logical order and use paragraphs to organize topics
        
        W.3.f: Use capitalization, punctuation, and spelling rules to produce final products
        
        W.3.g: Vary the formality of language depending on purpose of writing (e.g., friendly letter, report)
        
        W.3.h: Begin to convey personal voice in writing
        
        W.3.i: Participate in writing conferences with teachers and peers to improve own writing and that of others
        
        W.4: Motivation to Read
        
        W.4.a: Write voluntarily to communicate ideas and emotions to a variety of audiences
        
        W.4.b: Write voluntarily for different purposes (e.g., tell stories, share information, give directions)
    - Grade 3
      - L: The listening competencies common to all four ELA standards that students are developing during grade 3 are
        
        L.1: Listening
        
        L.1.a: Listen attentively to books read aloud
        
        L.1.b: Listen attentively for different purposes
        
        L.1.c: Listen respectfully, without interrupting, when others speak
        
        L.1.d: Attend to a listening activity for a specified period of time
      - R: The reading competencies common to all four ELA standards that students are developing during grade 3 are
        
        R.1: Decoding Including Phonics and Structural Analysis
        
        R.1.a: Use knowledge of letter-sound correspondence to blend sounds when reading unfamiliar, but decodable, grade-level words
        
        R.1.b: Decode by analogy using knowledge of syllable patterns (e.g., CVC, CVCC, CVVC) to read unfamiliar words, including multisyllabic grade-level words that are part of word families
        
        R.1.c: Decode grade-level words using knowledge of word structure (e.g., roots, prefixes, suffixes, verb endings, plurals, contractions, and compounds)
        
        R.2: Fluency
        
        R.2.a: Sight-read automatically grade-level high-frequency words and irregularly spelled content words
        
        R.2.b: Read grade-level texts with decodable and irregularly spelled words at appropriate speed, accuracy, and expression (target benchmark at grade 3: 115 WPM)
        
        R.3: Background Knowledge and Vocabulary Development
        
        R.3.a: Study categories of words to learn gradelevel vocabulary
        
        R.3.b: Analyze word structure (e.g., roots, prefixes, suffixes) to learn word meaning
        
        R.3.c: Connect words and ideas in books to spoken language vocabulary and background knowledge
        
        R.3.d: Learn new vocabulary and concepts indirectly by reading books and other print sources
        
        R.3.e: Identify specific words causing comprehension difficulties in oral or written language
        
        R.3.f: Use a dictionary to learn the meanings of words and a thesaurus to identify synonyms and antonyms
        
        R.4: Comprehension Strategies
        
        R.4.a: Read grade-level texts with comprehension and for different purposes
        
        R.4.b: Use comprehension strategies to monitor own reading (e.g., predict/confirm, reread, attend to vocabulary, self-correct) to clarify meaning of text
        
        R.4.c: Work cooperatively with peers to comprehend text
        
        R.4.d: Organize and categorize text information by using knowledge of a variety of text structures (e.g., cause and effect, fact and opinion, directions, time sequence)
        
        R.4.e: Use knowledge of structure of imaginative text to identify and interpret plot, character, and events
        
        R.4.f: Listen to or read grade-level texts and ask questions to clarify understanding
        
        R.4.g: Listen to or read grade-level texts and answer literal, inferential, and critical/application questions
        
        R.4.h: Summarize main ideas of informational text and details from imaginative text orally and in writing
        
        R.4.i: Support point of view with details from the text
        
        R.4.j: Lead and participate in discussion about grade-level texts by integrating multiple strategies (e.g., ask questions, clarify misunderstandings, support point of view, summarize information)
        
        R.4.k: Demonstrate comprehension of grade-level text through creative responses, such as writing, drama, and oral presentations
        
        R.4.l: Infer underlying theme or message of written text
        
        R.5: Motivation to Read
        
        R.5.a: Show interest in a wide range of grade-level texts, including historical and science fiction, folktales and fairy tales, poetry, and other imaginative and informational texts
        
        R.5.b: Read voluntarily for own purposes and interests
        
        R.5.c: Show familiarity with titles and authors of well-known grade-level literature
        
        R.5.d: Read independently and silently, including longer fiction and chapter books
      - S: The speaking competencies common to all four ELA standards that students are developing during grade 3 are
        
        S.1: Speaking
        
        S.1.a: Speak in response to the reading of imaginative and informational texts
        
        S.1.b: Use grade-level vocabulary to communicate orally ideas, emotions, or experiences for different purposes (e.g., share ideas about personal experience, books, or writing)
        
        S.1.c: Use conventional grammar
        
        S.1.d: Recognize what is relevant and irrelevant for a particular audience
        
        S.1.e: Communicate ideas in an organized and cohesive manner
        
        S.1.f: Vary formality of language according to purpose (e.g., conversation with peers, presentation to adults)
        
        S.1.g: Speak with expression, volume, pace, and facial or body gestures appropriate to the purpose of communication, topic, and audience
        
        S.1.h: Take turns in conversation and respond respectfully when speaking in a group
        
        S.1.i: Participate in group discussions
        
        S.1.j: Offer feedback to others during conferences
      - W: The writing competencies common to all four ELA standards that students are developing during grade 3 are
        
        W.1: Spelling
        
        W.1.a: Spell correctly previously studied decodable and irregularly spelled words and spelling patterns in own writing
        
        W.2: Handwriting
        
        W.2.a: Write legibly all uppercase and lowercase manuscript letters
        
        W.2.b: Write legibly all uppercase and lowercase cursive letters
        
        W.3: Composition
        
        W.3.a: Write in response to the reading of imaginative and informational texts
        
        W.3.b: Write a variety of compositions, such as literary responses and informational reports, using different organizational patterns (e.g., cause and effect, compare/contrast)
        
        W.3.c: Write in a variety of formats, such as print and multimedia
        
        W.3.d: Write stories and reports using the writing process (e.g., prewriting, drafting, revising, proofreading, editing)
        
        W.3.e: Use grade-level vocabulary and sentence patterns in writing
        
        W.3.f: Write sentences in logical order and use paragraphs to organize topics
        
        W.3.g: Review work independently for spelling and conventional capitalization and punctuation
        
        W.3.h: Vary the formality of language depending on audience and purpose of writing (e.g., friendly letter, report)
        
        W.3.i: Convey personal voice in writing
        
        W.3.j: Begin to use literary elements in creative writing (e.g., figurative language)
        
        W.3.k: Combine information from multiple sources when writing reports
        
        W.3.l: Present and discuss own writing in conferences with teacher and peers, and respond with feedback
        
        W.4: Motivation to Write
        
        W.4.a: Write voluntarily to communicate ideas and emotions to a variety of audiences
        
        W.4.b: Write voluntarily for different purposes (e.g., tell stories, share information, give directions)
        
        W.4.c: Publish writing for classroom or school display
    - Grade 4
      - L: The listening competencies common to all four ELA standards that students demonstrate during grade 4 are
        
        L.1: Listening
        
        L.1.a: Listen attentively and respond appropriately to books read aloud
        
        L.1.b: Listen attentively for different purposes and for an extended period of time
        
        L.1.c: Respond appropriately to what is heard
        
        L.1.d: Listen respectfully, and without interrupting, when others speak
      - R: The reading competencies common to all four ELA standards that students demonstrate during grade 4 are
        
        R.1: Decoding Including Phonics and Structural Analysis
        
        R.1.a: Use knowledge of letter-sound correspondence to blend sounds when reading unfamiliar but decodable words
        
        R.1.b: Use decoding strategies (e.g., knowledge of syllable patterns, decoding by analogy and word structure) to read unfamiliar words
        
        R.1.c: Identify unfamiliar words using syntactic (grammar) cues
        
        R.1.d: Identify unfamiliar words using semantic (meaning) cues
        
        R.1.e: Integrate sources of information when word reading to decode and cross-check
        
        R.2: Fluency
        
        R.2.a: Sight-read automatically high-frequency words and irregularly spelled content words
        
        R.2.b: Read with confidence from a variety of grade-level texts with appropriate speed, accuracy, and expression
        
        R.3: Background Knowledge and Vocabulary Development
        
        R.3.a: Learn grade-level vocabulary through a variety of means
        
        R.3.b: Use word structure such as roots, prefixes, and suffixes to determine meaning
        
        R.3.c: Use prior knowledge and experience in order to understand ideas and vocabulary found in books
        
        R.3.d: Acquire new vocabulary by reading books and other print sources
        
        R.3.e: Use self-monitoring strategies to identify specific vocabulary that cause comprehension difficulties
        
        R.3.f: Determine the meaning of unfamiliar words by using context clues, dictionaries, and other resources
        
        R.3.g: Use a thesaurus to identify synonyms and antonyms
        
        R.4: Comprehension Strategies
        
        R.4.a: Read a variety of grade-level texts with understanding
        
        R.4.b: Use self-monitoring strategies, such as rereading, attending to vocabulary, and cross-checking, to determine meaning of text
        
        R.4.c: Work cooperatively with others to determine meaning
        
        R.4.d: Use text structure to recognize differences among a variety of texts
        
        R.4.e: Ask questions to clarify understanding of grade-level texts
        
        R.4.f: Read grade-level texts and answer literal, inferential, and evaluative questions
        
        R.4.g: State a main idea and support it with details from the text
        
        R.4.h: State a point of view and support it with details from the text
        
        R.4.i: Participate in discussions about grade-level texts
        
        R.4.j: Demonstrate comprehension of grade-level texts through a variety of responses, such as writing, drama, and oral presentations
        
        R.4.k: Recognize the theme or message of a text
        
        R.5: Motivation to Read
        
        R.5.a: Show interest in a wide range of grade-level texts, both literary and informational
        
        R.5.b: Read voluntarily for differing purposes
        
        R.5.c: Be familiar with titles and authors of well-known grade-level texts
        
        R.5.d: Engage in independent silent reading
      - S: The speaking competencies common to all four ELA standards that students demonstrate during grade 4 are
        
        S.1: Speaking
        
        S.1.a: Speak in response to the reading of a variety of texts
        
        S.1.b: Use age-appropriate vocabulary to communicate ideas
        
        S.1.c: Use grammatically correct sentences when speaking
        
        S.1.d: Include details that are relevant for the audience
        
        S.1.e: Communicate ideas in an organized and cohesive manner
        
        S.1.f: Vary the formality of language according to the audience and purpose for speaking
        
        S.1.g: Speak with expression, volume, pace, and gestures appropriate for the audience and purpose of communication
        
        S.1.h: Respond respectfully and avoid interrupting when speaking in a group
        
        S.1.i: Participate in group discussions on a variety of topics
        
        S.1.j: Offer feedback to others
      - W: The writing competencies common to all four ELA standards that students demonstrate during grade 4 are
        
        W.1: Spelling
        
        W.1.a: Correctly spell words within own writing that have been previously studied and/or frequently used
        
        W.1.b: Correctly spell words within own writing that follow the spelling patterns of words previously studied
        
        W.2: Handwriting
        
        W.2.a: Use legible print and/or cursive writing
        
        W.3: Composition
        
        W.3.a: Respond in writing to prompts that follow the reading of literary and informational texts
        
        W.3.b: Write in a variety of styles, using different organizational patterns, such as chronological order, cause/effect, and compare/contrast
        
        W.3.c: Use a variety of media, such as print and electronic, when writing
        
        W.3.d: Write a variety of compositions, using the writing process (e.g., prewriting, drafting, revising, proofreading, editing)
        
        W.3.e: Use grade-level vocabulary and varied sentence structure
        
        W.3.f: Develop ideas by writing sentences that are in logical order and organized into paragraphs
        
        W.3.g: Review writing independently in order to edit for the correct use of grade-appropriate spelling, punctuation, capitalization, and verb tense
        
        W.3.h: Vary the tone, vocabulary, and sentence structure according to the audience and purpose of writing
        
        W.3.i: Exhibit personal voice when writing
        
        W.3.j: Begin to use literary devices such as simile and figurative language
        
        W.3.k: Use at least two sources of information when writing a report
        
        W.3.l: Review writing with teachers and peers and be able to respond to feedback
        
        W.4: Motivation to Write
        
        W.4.a: Write voluntarily to communicate ideas and emotions to a variety of audiences
        
        W.4.b: Write voluntarily for different purposes
        
        W.4.c: Publish writing suitable for a variety of display purposes, such as within a classroom, or school, or on the Internet
    - Grade 5
      - L: The listening competencies common to all four ELA standards that students demonstrate during grade 5 are
        
        L.1: Listening
        
        L.1.a: Listen attentively to a variety of texts read aloud
        
        L.1.b: Listen attentively for different purposes and for an extended period of time
        
        L.1.c: Identify own purpose(s) for listening
        
        L.1.d: Respond appropriately to what is heard
        
        L.1.e: Listen respectfully, and without interrupting, when others speak
      - R: The reading competencies common to all four ELA standards that students demonstrate during grade 5 are
        
        R.1: Word Recognition
        
        R.1.a: Use knowledge of a variety of decoding strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, use of syntactic (grammar) cues, and use of semantic (meaning) cues, to read unfamiliar words
        
        R.1.b: Integrate sources of information to decode unfamiliar words and to cross-check, self-correcting when appropriate
        
        R.1.c: Use word recognition skills and strategies, accurately and automatically, when decoding unfamiliar words
        
        R.1.d: Recognize at sight a large body of high-frequency words and irregularly spelled content vocabulary
        
        R.2: Background Knowledge and Vocabulary Development
        
        R.2.a: Learn grade-level vocabulary through both direct and indirect means
        
        R.2.b: Use word structure knowledge, such as roots, prefixes, and suffixes, to determine meaning
        
        R.2.c: Use prior knowledge and experience in order to understand ideas and vocabulary found in books
        
        R.2.d: Acquire new vocabulary by reading a variety of texts
        
        R.2.e: Use self-monitoring strategies to identify specific vocabulary that causes comprehension difficulties
        
        R.2.f: Determine the meaning of unfamiliar words by using context clues, dictionaries, glossaries, and other resources
        
        R.2.g: Use a thesaurus to identify synonyms and antonyms
        
        R.3: Comprehension Strategies
        
        R.3.a: Read a variety of grade-level texts, for a variety of purposes, with understanding
        
        R.3.b: Use self-monitoring strategies, such as cross-checking, summarizing, and self-questioning, to construct meaning of text
        
        R.3.c: Recognize when comprehension has been disrupted and initiate self-correction strategies, such as rereading, adjusting rate of reading, and attending to specific vocabulary
        
        R.3.d: Use knowledge of text structures to recognize and discriminate differences among a variety of texts and to support understanding
        
        R.3.e: Ask questions to clarify understanding and to focus reading
        
        R.3.f: Make connections between text being read and own lives, the lives of others, and other texts read in the past
        
        R.3.g: Use prior knowledge in concert with text information to support comprehension, from forming predictions to making inferences and drawing conclusions
        
        R.3.h: Read grade-level texts and answer literal, inferential, and evaluative questions
        
        R.3.i: State or summarize a main idea and support/elaborate with relevant details
        
        R.3.j: Present a point of view or interpretation of a text, such as its theme, and support it with significant details from the text
        
        R.3.k: Participate cooperatively and collaboratively in group discussions of texts
        
        R.3.l: Note and describe aspects of the writer's craft
        
        R.3.m: Read aloud, accurately and fluently, with appropriate rate of reading, intonation, and inflection
        
        R.3.n: Demonstrate comprehension of grade-level texts through a range of responses, such as writing, drama, and oral presentations
        
        R.4: Motivation to Read
        
        R.4.a: Show interest in a wide range of texts, topics, and genres for reading
        
        R.4.b: Read voluntarily for a variety of purposes
        
        R.4.c: Be familiar with titles and authors of a wide range of literature
        
        R.4.d: Engage in independent silent reading for extended periods of time
      - S: The speaking competencies common to all four ELA standards that students demonstrate during grade 5 are
        
        S.1: Speaking
        
        S.1.a: Speak in response to the reading of a variety of texts
        
        S.1.b: Use appropriate and specific vocabulary to communicate ideas
        
        S.1.c: Use grammatically correct sentences when speaking
        
        S.1.d: Include details that are relevant for the audience
        
        S.1.e: Communicate ideas in an organized and coherent manner
        
        S.1.f: Vary the formality of language according to the audience and purpose for speaking
        
        S.1.g: Speak with expression, volume, pace, and gestures appropriate for the topic, audience, and purpose of communication
        
        S.1.h: Respond respectfully to others
        
        S.1.i: Participate in group discussions on a variety of topics
        
        S.1.j: Offer feedback to others in a respectful and responsive manner
      - W: The writing competencies common to all four ELA standards that students demonstrate during grade 5 are
        
        W.1: Spelling
        
        W.1.a: Correctly spell words within own writing that have been previously studied and/or frequently used
        
        W.1.b: Correctly spell words within own writing that follow the spelling patterns of words that have been previously studied
        
        W.1.c: Spell a large body of words accurately and quickly when writing
        
        W.1.d: Use a variety of spelling resources, such as spelling dictionaries and spell-check tools, to support correct spelling
        
        W.2: Handwriting
        
        W.2.a: Use legible print and/or cursive writing
        
        W.3: Composition
        
        W.3.a: Respond in writing to prompts that follow the reading of literary and informational texts
        
        W.3.b: Respond to writing prompts that follow listening to literary and informational texts
        
        W.3.c: Write on a wide range of topics
        
        W.3.d: Understand and use writing for a variety of purposes
        
        W.3.e: Use a variety of different organizational patterns for writing, such as chronological order, cause/effect, compare/contrast
        
        W.3.f: Use a variety of media, such as print and electronic, when writing
        
        W.3.g: Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing)
        
        W.3.h: Use a variety of prewriting strategies, such as brainstorming, freewriting, note taking, and webbing
        
        W.3.i: Review writing independently in order to revise for focus, development of ideas, and organization
        
        W.3.j: Review writing independently in order to edit for correct spelling, grammar, capitalization, punctuation, and paragraphing
        
        W.3.k: Understand and write for a variety of audiences
        
        W.3.l: Adjust style of writing, voice, and language used according to purpose and intended audience
        
        W.3.m: Incorporate aspects of the writer's craft, such as literary devices and specific voice, into own writing
        
        W.3.n: Use multiple sources of information when writing a report
        
        W.3.o: Review writing with teachers and peers
        
        W.4: Motivation to Write
        
        W.4.a: Write voluntarily to communicate ideas and emotions to a variety of audiences, from self to unknown
        
        W.4.b: Write voluntarily for different purposes
        
        W.4.c: Write on a variety of topics
        
        W.4.d: Publish writing in a variety of presentation or display mediums, for a variety of audiences
    - Grade 6
      - L: The listening competencies common to all four ELA standards that students demonstrate during grade 6 are
        
        L.1: Listening
        
        L.1.a: Listen attentively, for an extended period of time, to a variety of texts read aloud
        
        L.1.b: Listen attentively, for an extended period of time, to oral presentations
        
        L.1.c: Listen attentively for different purposes, both student determined and teacher determined
        
        L.1.d: Respond appropriately to what is heard
        
        L.1.e: Listen respectfully when others speak
      - R: The reading competencies common to all four ELA standards that students demonstrate during grade 6 are
        
        R.1: Word Recognition
        
        R.1.a: Use knowledge of a variety of decoding strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, use of syntactic (grammar) cues, and use of semantic (meaning) cues, to read unfamiliar words
        
        R.1.b: Integrate sources of information to decode unfamiliar words, self-monitor, and self-correct for word-reading accuracy
        
        R.1.c: Use word recognition skills and strategies quickly, accurately, and automatically when decoding unfamiliar words
        
        R.1.d: Recognize at sight a large body of high-frequency words and specialized content vocabulary
        
        R.2: Background Knowledge and Vocabulary Development
        
        R.2.a: Extend knowledge of word meaning through direct and indirect means
        
        R.2.b: Use word structure knowledge, such as roots (e.g., Greek and Latin), prefixes, and suffixes, to determine word meaning
        
        R.2.c: Use prior knowledge and experience in order to understand ideas and vocabulary found in a variety of texts
        
        R.2.d: Acquire new vocabulary by engaging with a variety of texts written by a range of different authors
        
        R.2.e: Use self-monitoring strategies to identify specific vocabulary difficulties that disrupt comprehension, and employ an efficient course of action, such as using a known word base or a resource such as a glossary to resolve the difficulty
        
        R.2.f: Determine the meaning of unfamiliar words by using context, dictionaries, glossaries, and other print resources, including electronic resources
        
        R.2.g: Use a thesaurus to identify synonyms and antonyms
        
        R.3: Comprehension Strategies
        
        R.3.a: Read grade-level texts from a variety of genres, in varying text formats and by different authors, for a variety of purposes
        
        R.3.b: Use a variety of strategies (e.g., summarizing, forming questions, visualizing, and making connections) to support understanding of texts read
        
        R.3.c: Employ self-monitoring strategies and engage in self-correcting behaviors when comprehension has been disrupted
        
        R.3.d: Ask questions to self-monitor comprehension, to clarify understanding, and to focus reading
        
        R.3.e: Make connections between texts being read to own lives, the lives of others, other texts read in the past, and the world at large
        
        R.3.f: State or summarize a main idea and support it or elaborate on it with relevant details
        
        R.3.g: Present a point of view or interpretation of a text, such as its theme or the author's intended message, and support it with relevant details from the text
        
        R.3.h: Read grade-level texts and answer literal, inferential, analytic, and evaluative questions
        
        R.3.i: Use prior knowledge, along with multiple sources of information, to support comprehension, from forming predictions to making inferences and drawing conclusions
        
        R.3.j: Note and describe aspects of the writer's craft, and explain the role that crafting techniques play in helping the reader comprehend the text
        
        R.3.k: Participate cooperatively and collaboratively in group discussions of texts
        
        R.3.l: Demonstrate comprehension of grade-level texts through a range of responses, such as writing, drama, and presentations
        
        R.3.m: Demonstrate personal response to grade-level texts through a range of responses, such as writing, drama, and oral presentations
        
        R.4: Motivation to Read
        
        R.4.a: Show interest in reading a wide range of texts, topics, genres, and authors
        
        R.4.b: Read voluntarily for a variety of purposes
        
        R.4.c: Be familiar with titles and authors of a wide range of literature
        
        R.4.d: Engage in independent silent reading for extended periods of time
      - S: The speaking competencies common to all four ELA standards that students demonstrate during grade 6 are
        
        S.1: Speaking
        
        S.1.a: Speak in response to listening to a variety of texts
        
        S.1.b: Speak in response to listening to and viewing a variety of performances
        
        S.1.c: Use appropriate and precise vocabulary to communicate ideas
        
        S.1.d: Use grammatically correct sentences when speaking
        
        S.1.e: Include details and examples relevant to the audience when speaking
        
        S.1.f: Communicate ideas in an organized and coherent manner
        
        S.1.g: Demonstrate understanding of the need to vary formality of language according to the audience and purpose for speaking
        
        S.1.h: Speak with expression, volume, pace, and gestures appropriate for the topic, audience, and purpose of communication
        
        S.1.i: Respond respectfully to others, and offer feedback to others in a respectful and responsive manner
        
        S.1.j: Participate in group discussions on a range of topics and for a variety of purposes
      - W: The writing competencies common to all four ELA standards that students demonstrate during grade 6 are
        
        W.1: Spelling
        
        W.1.a: Correctly spell words within own writing that have been previously studied or that follow previously studied spelling patterns
        
        W.1.b: Use a variety of spelling resources, such as dictionaries and spell-check tools, to support correct spelling
        
        W.2: Handwriting
        
        W.2.a: Use legible print and/or cursive writing
        
        W.3: Composition
        
        W.3.a: Engage in a variety of writing activities, both student and teacher initiated, to respond to the reading of literary and informational texts
        
        W.3.b: Engage in a variety of writing activities, both student and teacher initiated, in response to listening to literary and informational texts
        
        W.3.c: Write on a wide range of topics, both student and teacher selected
        
        W.3.d: Write for a variety of purposes, selecting a form of writing appropriate to the function of the written communication
        
        W.3.e: Select an organizational pattern for writing that effectively communicates the topic and purpose of the text to the intended audience
        
        W.3.f: Write, using a variety of media such as print and electronic
        
        W.3.g: Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing)
        
        W.3.h: Use a variety of prewriting strategies to plan and organize writing
        
        W.3.i: Review writing independently in order to revise for focus, development of ideas, organization, and language use
        
        W.3.j: Review writing independently to address editing concerns
        
        W.3.k: Write for a wide variety of audiences
        
        W.3.l: Adjust style of writing, including voice and language used, according to purpose and audience
        
        W.3.m: Demonstrate effective use of writer's-craft techniques, such as literary devices, when writing
        
        W.3.n: Review writing with teachers and peers
        
        W.4: Motivation to Write
        
        W.4.a: Engage in writing voluntarily to communicate ideas and emotions to a variety of audiences
        
        W.4.b: Engage in writing voluntarily for a variety of purposes
        
        W.4.c: Engage in writing voluntarily on a range of topics
        
        W.4.d: Publish writing in a variety of presentation or display mediums, for a variety of audiences
    - Grade 7
      - L: The listening competencies common to all four ELA standards that students demonstrate during grade 7 are
        
        L.1: Listening
        
        L.1.a: Listen actively and attentively, for an extended period of time, to a variety of texts read aloud
        
        L.1.b: Listen actively and attentively, for an extended period of time, to oral presentations
        
        L.1.c: Listen actively and attentively, for an extended period of time, for different purposes and to different speakers
        
        L.1.d: Respond appropriately to what was heard
      - R: The reading competencies common to all four ELA standards that students demonstrate during grade 7 are
        
        R.1: Word Recognition
        
        R.1.a: Recognize at sight a large body of words and specialized-content vocabulary
        
        R.1.b: Use a variety of word recognition strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, use of syntactic (grammar) cues, and use of semantic (meaning) cues, to read unfamiliar words quickly and accurately
        
        R.1.c: Use multiple sources of information, including context, to self-monitor and self-correct for word-reading accuracy
        
        R.2: Background Knowledge and Vocabulary
        
        R.2.a: Develop vocabulary through extensive reading of a variety of texts across subjects and genres
        
        R.2.b: Use knowledge of word roots (e.g., Greek, Latin, and Anglo-Saxon) and word parts to determine word meaning
        
        R.2.c: Determine the meaning of unfamiliar vocabulary and idioms by using prior knowledge and context clues
        
        R.2.d: Use a variety of resources, such as dictionaries, glossaries, and other print and electronic references, to determine the meaning of unfamiliar vocabulary
        
        R.3: Comprehension/Response
        
        R.3.a: Comprehend and respond to a variety of texts from a range of genres and in a variety of formats for a variety of purposes
        
        R.3.b: Identify and connect main ideas and themes of texts, using knowledge of text structures, organization, and purposes for reading
        
        R.3.c: Use a variety of comprehension strategies (e.g., predicting, questioning, summarizing, visualizing, and making connections) to support understanding and response to reading
        
        R.3.d: Identify and analyze points of view presented in written texts
        
        R.3.e: Extend understanding of texts by relating content to personal experiences, other texts, and/or world events
        
        R.3.f: Participate in group discussions to further understanding and response to reading
        
        R.3.g: Demonstrate comprehension and respond to reading through activities such as writing, drama, and oral presentations
        
        R.3.h: Read grade-level texts with appropriate expression, phrasing, and rate of reading
        
        R.4: Motivation to Read
        
        R.4.a: Develop personal reading goals and maintain records of reading accomplishments
        
        R.4.b: Read voluntarily for a variety of purposes
        
        R.4.c: Be familiar with titles and authors of a wide range of grade- or age-appropriate literature
        
        R.4.d: Engage in independent silent reading for extended periods of time
      - S: The speaking competencies common to all four ELA standards that students demonstrate during grade 7 are
        
        S.1: Speaking
        
        S.1.a: Speak in grammatically correct sentences, communicating ideas in an organized and coherent manner
        
        S.1.b: Use appropriate and precise vocabulary to convey ideas effectively
        
        S.1.c: Ask probing questions to elicit information, including evidence to support the speaker's claims and conclusions
        
        S.1.d: Use a variety of speaking techniques (e.g., adjusting tone, volume, and tempo; enunciating; and making eye contact) to make effective presentations
        
        S.1.e: Participate actively and productively in group discussions
        
        S.1.f: Organize information to achieve particular purposes and to appeal to the background and interests of the audience, with logic and coherence, when making presentations
      - W: The writing competencies common to all four ELA standards that students demonstrate during grade 7 are
        
        W.1: Written Language Conventions
        
        W.1.a: Correctly spell a large body of words
        
        W.1.b: Use a variety of spelling strategies (e.g., spelling patterns) and spelling resources (e.g., spelling dictionaries and spell-check tools) to support correct spelling
        
        W.1.c: Use legible print or cursive handwriting, or word processing, as is appropriate to the writing context
        
        W.2: Composition
        
        W.2.a: Use a variety of strategies to plan and organize ideas for writing, such as keeping a list of topic ideas and a writer's notebook, using graphic organizers, etc.
        
        W.2.b: Write on a wide range of topics, both student and teacher selected
        
        W.2.c: Write for a variety of purposes, with attention given to using the form of writing that best supports its purpose
        
        W.2.d: Write for a range of audiences, adjusting writing style and tone accordingly
        
        W.2.e: Engage in a variety of writing activities, both student and teacher initiated, to respond to the reading of literary and informational texts
        
        W.2.f: Engage in a variety of writing activities, both student and teacher initiated, in response to listening to literary and informational texts
        
        W.2.g: Revise writing to improve organization, clarity, and coherence
        
        W.2.h: Edit writing to adhere to the conventions of written English
        
        W.2.i: Work collaboratively with peers to plan, draft, revise, and edit written work
        
        W.2.j: Write, using a variety of media to communicate ideas and information
        
        W.3: Motivation to Write
        
        W.3.a: Engage in writing voluntarily for a variety of purposes, topics, and audiences
        
        W.3.b: Publish writing in a variety of presentation or display media
    - Grade 8
      - L: The listening competencies common to all four ELA standards that students demonstrate during grade 8 are
        
        L.1: Listening
        
        L.1.a: Listen with comprehension, for an extended period of time, to texts read aloud
        
        L.1.b: Listen with comprehension, for an extended period of time, to oral presentations
        
        L.1.c: Listen with comprehension for student-determined and teacher-determined purposes
        
        L.1.d: Respond appropriately to what is heard
        
        L.1.e: Listen with comprehension and respect when others speak
      - R: The reading competencies common to all four ELA standards that students demonstrate during grade 8 are
        
        R.1: Word Recognition
        
        R.1.a: Recognize at sight a large body of high-frequency words and specialized content vocabulary
        
        R.1.b: Use a variety of word recognition strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, use of syntactic (grammar) cues, and use of semantic (meaning) cues, to read unfamiliar words quickly and accurately
        
        R.1.c: Use varied sources of information, including context, to monitor and self-correct for word-reading accuracy
        
        R.2: Background Knowledge and Vocabulary Development
        
        R.2.a: Acquire grade-appropriate vocabulary by reading a variety of texts across subject areas
        
        R.2.b: Determine the meaning of unfamiliar words, terms, and idioms by using context, dictionaries, glossaries, and other print and electronic resources
        
        R.2.c: Determine the meaning of unfamiliar words, terms, and idioms by using word structure knowledge, such as roots (e.g., Greek and Latin), prefixes, and suffixes, to determine word meaning
        
        R.2.d: Determine the meaning of unfamiliar words, terms, and idioms by using prior knowledge and context clues
        
        R.2.e: Recognize grade-appropriate synonyms and antonyms and use a thesaurus to identify additional examples
        
        R.2.f: Recognize multiple meanings of words and connections among meanings of words
        
        R.3: Fluency
        
        R.3.a: Read grade-appropriate texts with appropriate expression, phrasing, and pacing
        
        R.4: Comprehension/Response
        
        R.4.a: Respond to and comprehend various genres for student-selected and teacher-selected purposes
        
        R.4.b: Combine multiple strategies (e.g., predict/confirm, question, visualize, summarize, monitor, selfcorrect) to enhance comprehension and response
        
        R.4.c: Use text structure and literary devices to aid comprehension and response
        
        R.4.d: Work collaboratively with peers to comprehend and respond to texts
        
        R.4.e: Analyze, contrast, support, and critique points of view in a wide range of genres
        
        R.4.f: Find, evaluate, and combine information from print and electronic sources for student-selected and teacher-selected inquiries
        
        R.4.g: Demonstrate comprehension and response through a range of activities, such as writing, drama, oral presentation, and mixed media performance
        
        R.5: Motivation to Read
        
        R.5.a: Show interest in reading a wide range of texts, topics, genres, and authors
        
        R.5.b: Read voluntarily for a variety of personal and academic purposes
        
        R.5.c: Be familiar with titles and authors of a wide range of grade-appropriate literature
        
        R.5.d: Engage in independent silent reading for extended periods of time
      - S: The speaking competencies common to all four ELA standards that students demonstrate during grade 8 are
        
        S.1: Speaking
        
        S.1.a: Speak to share responses to a variety of texts and performances
        
        S.1.b: Use precise vocabulary to communicate ideas
        
        S.1.c: Speak, using grammatical structures suited to particular audiences
        
        S.1.d: Speak to include details and examples relevant to the audience and purpose
        
        S.1.e: Communicate spoken ideas in an organized and coherent manner
        
        S.1.f: Speak with expression, volume, pace, and gestures appropriate to the topic, audience, and purpose of communication
        
        S.1.g: Respond respectfully to others
        
        S.1.h: Participate in group discussions on a range of topics and for a variety of purposes
        
        S.1.i: Offer verbal feedback to others in a respectful and responsive manner
      - W: The writing competencies common to all four ELA standards that students demonstrate during grade 8 are
        
        W.1: Spelling
        
        W.1.a: Correctly spell most words in one's writing
        
        W.1.b: Use a variety of spelling resources, such as spelling dictionaries and spell-check tools, to spell words correctly
        
        W.2: Text Production
        
        W.2.a: Use legible print or cursive writing, or type
        
        W.3: Composition
        
        W.3.a: Compose, mechanically grade-appropriate texts for a variety of student-selected and teacher-selected purposes
        
        W.3.b: Write with voice to address varied purposes, topics, and audiences across the curriculum
        
        W.3.c: Organize writing effectively to communicate ideas to an intended audience
        
        W.3.d: Compose arguments to support points of view with relevant details from single and multiple texts
        
        W.3.e: Work collaboratively with peers to plan, draft, revise, and edit written work
        
        W.3.f: Produce written and multimedia reports of inquiry, using multiple sources
        
        W.4: Motivation to Write
        
        W.4.a: Engage in writing voluntarily for a variety of purposes, topics, and audiences
        
        W.4.b: Publish writing in a variety of presentation or display media
    - Grades: 2-4
      - L: Listening
        
        L.1: Listen respectfully and responsively
        
        L.2: Attend to a listening activity for an extended period of time
        
        L.3: Avoid interrupting
        
        L.4: Respond appropriately to what is heard
      - R: Reading
        
        R.1: Identify purpose for reading
        
        R.2: Use letter-sound correspondence, knowledge of grammar, and overall context to determine meaning
        
        R.3: Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts, such as root words, prefixes, and suffixes
        
        R.4: Use self-monitoring strategies, such as rereading and cross-checking
        
        R.5: Apply corrective strategies, using classroom resources, such as teachers, peers, and reference tools
        
        R.6: Recognize the difference between phrases and sentences
        
        R.7: Read with attention to sentence structure and punctuation, such as periods, question marks, and commas, to assist in comprehension
        
        R.8: Engage in independent silent reading
        
        R.9: Locate the name of the author, illustrator, title page, table of contents, index, and chapter headings
        
        R.10: Recognize and discriminate among a variety of informational text
        
        R.11: Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources
        
        R.12: Read aloud at appropriate rate
        
        R.13: Read with increasing fluency and confidence from a variety of texts
        
        R.14: Maintain a personal reading list to reflect reading goals and accomplishments
        
        R.15: Use computer software to support reading
      - S: Speaking
        
        S.1: Respond respectfully
        
        S.2: Initiate communication with peers and familiar adults
        
        S.3: Use age-appropriate vocabulary
        
        S.4: Speak in grammatically correct sentences
        
        S.5: Use gestures appropriate to conveying meaning
        
        S.6: Establish eye contact, when appropriate, to engage the audience
        
        S.7: Speak loudly enough to be heard by the audience
      - W: Writing
        
        W.1: Begin to develop a voice in writing
        
        W.2: Spell frequently used words correctly
        
        W.3: Use basic punctuation correctly, such as
        
        W.3.a: commas in a series, in simple/compound sentences, and in friendly letters
        
        W.3.b: periods, exclamation points, and question marks
        
        W.3.c: apostrophes for contractions and singular possessives
        
        W.3.d: quotation marks for titles and simple dialogue
        
        W.4: Use, in writing simple/compound sentences,
        
        W.4.a: correct tense of regular/irregular verbs
        
        W.4.b: subject-verb agreement
        
        W.4.c: varied vocabulary and sentence structure
        
        W.4.d: various parts of speech, including personal pronouns
        
        W.5: Capitalize words such as literary titles, holidays, and product names
        
        W.6: Write sentences in logical order and create paragraphs to develop ideas
        
        W.7: Use an organizational format that reflects a beginning, middle, and end
        
        W.8: Develop an idea within a brief text
        
        W.9: Learn and use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing)
        
        W.10: Use revision strategies to develop writing, including conferring with teachers and peers, and cutting and pasting
        
        W.11: Determine the intended audience before writing
        
        W.12: Use legible print and/or cursive writing
        
        W.13: Use word processing
    - Grades: 5-6
      - L: Listening
        
        L.1: Listen respectfully and responsively
        
        L.2: Identify own purpose for listening
        
        L.3: Recognize content-specific vocabulary or terminology
        
        L.4: Listen for unfamiliar words and learn their meaning
      - R: Reading
        
        R.1: Identify purpose of reading
        
        R.2: Adjust reading rate according to purpose for reading
        
        R.3: Use word recognition and context clues to read fluently
        
        R.4: Determine the meaning of unfamiliar words by using context clues, a dictionary, or a glossary
        
        R.5: Identify signal words, such as finally or in addition, that provide clues to organizational formats such as time order
        
        R.6: Use knowledge of punctuation to assist in comprehension
        
        R.7: Apply corrective strategies (e.g., rereading and discussion with teachers, peers, or parents/caregivers) to assist in comprehension
        
        R.8: Read aloud, using inflection and intonation appropriate to text read and to audience
        
        R.9: Maintain a personal reading list to reflect reading goals and accomplishments
      - S: Speaking
        
        S.1: Respond respectfully
        
        S.2: Initiate communication with peers, teachers, and others in the school community
        
        S.3: Use language and grammar appropriate to purpose for speaking
        
        S.4: Use facial expressions and gestures that enhance communication
        
        S.5: Establish eye contact during presentations and group discussions
        
        S.6: Use audible voice and pacing appropriate to content and audience
        
        S.7: Use visual aids to support the presentation
      - W: Writing
        
        W.1: Understand the purpose for writing; the purpose may be to explain, describe, narrate, persuade, or express feelings
        
        W.2: Determine the intended audience before writing
        
        W.3: Use tone and language appropriate for audience and purpose
        
        W.4: Use prewriting activities (e.g., brainstorming, note taking, freewriting, outlining, and paragraphing)
        
        W.5: Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing)
        
        W.6: Use teacher conferences and peer review to revise written work
        
        W.7: Observe the rules of punctuation, capitalization, and spelling, such as
        
        W.7.a: punctuation of compound sentences, friendly/business letters, simple dialogue, and exact words from sources (quotations); use italics/ underlining for titles
        
        W.7.b: capitalization of proper nouns such as key words in literary and/or book titles, languages, and historical events
        
        W.7.c: spelling of commonly misspelled words, homonyms, and content-area vocabulary
        
        W.8: Use correct grammatical construction in
        
        W.8.a: parts of speech such as nouns; adjectives and adverbs (comparative/superlative); pronouns (indefinite/nominative/objective); conjunctions (coordinating/subordinating); prepositions and prepositional phrases; and interjections
        
        W.8.b: simple/compound/complex sentences, using, correct subject-verb agreement, verb tense, punctuation, and pronouns with clear antecedents
        
        W.9: Use signal/transitional words (e.g., in addition, for example, finally, as a result, similarly, and on the other hand) to provide clues to organizational format
        
        W.10: Use dictionaries, thesauruses, and style manuals
        
        W.11: Use word processing skills
    - Grades: 7-8
      - L: Listening
        
        L.1: Adapt listening strategies to different purposes and settings
        
        L.2: Listen respectfully and responsively
        
        L.3: Identify own purpose for listening
        
        L.4: Recognize content-specific vocabulary or terminology
      - R: Reading
        
        R.1: Identify a purpose for reading
        
        R.2: Adjust reading rate according to the purpose for reading
        
        R.3: Use word recognition and context clues to read fluently
        
        R.4: Determine the meaning of unfamiliar words by using context clues, a dictionary, a glossary, and structural analysis (i.e., looking at roots, prefixes, and suffixes of words)
        
        R.5: Distinguish between dictionary meaning and implied meaning of the author's words
        
        R.6: Identify transitional words or phrases, such as furthermore or in comparison, that provide clues to organizational formats such as compare/contrast
        
        R.7: Use knowledge of punctuation to assist in comprehension
        
        R.8: Apply corrective strategies, such as discussing with others and monitoring for misunderstandings, to assist in comprehension
        
        R.9: Seek opportunities for improvement in reading comprehension by choosing more challenging writers, topics, and texts
        
        R.10: Maintain a personal reading list to reflect reading accomplishments
      - S: Speaking
        
        S.1: Respond respectfully
        
        S.2: Initiate communication with peers and adults in the school and local community
        
        S.3: Adapt language and presentational features for the audience and purpose
        
        S.4: Use language and grammar appropriate to the purpose for speaking
        
        S.5: Use volume, tone, pitch, and rate appropriate to content and audience
        
        S.6: Use effective nonverbal communication
        
        S.7: Use visual aids to enhance the presentation
        
        S.8: Establish and maintain eye contact with audience
      - W: Writing
        
        W.1: Understand the purpose for writing; the purpose may be to explain, describe, narrate, persuade, or express feelings
        
        W.2: Identify the intended audience
        
        W.3: Use tone and language appropriate to audience and purpose
        
        W.4: Use prewriting activities (e.g., brainstorming, note taking, freewriting, outlining, and paragraphing)
        
        W.5: Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing)
        
        W.6: Write clear, concise, and varied sentences, developing a personal writing style and voice
        
        W.7: Observe rules of punctuation, italicization, capitalization, and spelling as follows:
        
        W.7.a: punctuate correctly simple/compound/complex sentences, undivided/divided direct quotations, exact words from sources (quotations), titles of articles/literary works, and business letters
        
        W.7.b: use italics and underlining for titles
        
        W.7.c: capitalize proper nouns, such as geographical names, academic courses, and organizations
        
        W.7.d: spell correctly commonly misspelled words, homonyms, and content-area vocabulary
        
        W.8: Use correct grammatical construction in
        
        W.8.a: parts of speech, such as nouns; adjectives and adverbs (comparative/superlative); pronouns (indefinite/nominative/objective); conjunctions (coordinating/subordinating); prepositions and prepositional phrases; interjections; and conjunctions to connect ide
        
        W.8.b: simple/compound/complex sentences; note especially subject-verb agreement, infinitives and participles, clear antecedents for pronouns, placement of modifiers, and use active voice
        
        W.9: Use signal/transitional words or phrases, such as first, next, and in addition, to produce organized, cohesive texts
        
        W.10: Use dictionaries, thesauruses, and style manuals
        
        W.11: Use computer software (e.g., word processing, import graphics) to support the writing process
        
        W.12: Write for an authentic purpose, including publication
    - Grades: 9-12
      - L: Listening
        
        L.1: Listen respectfully and responsively
        
        L.2: Recognize the use and impact of effective language
        
        L.3: Demonstrate appropriate body language as a listener
        
        L.4: Identify own purpose for listening
        
        L.5: Recognize content-specific vocabulary, terminology, or jargon unique to particular groups of people
      - R: Reading
        
        R.1: Identify the purpose for reading
        
        R.2: Adjust the reading rate according to the purpose for reading
        
        R.3: Determine the meaning of unfamiliar words by using classroom and other resources
        
        R.4: Distinguish between dictionary meaning and implied meaning of the writer's words
        
        R.5: Follow the logic of compound/complex sentence structure
        
        R.6: Use knowledge of punctuation to assist in comprehension
        
        R.7: Identify transitional words or phrases that make text cohesive (e.g., finally, in addition, and in contrast)
        
        R.8: Recognize the organizational format, such as hierarchical, chronological, and cause/effect
        
        R.9: Use strategies such as discussing with others, reading guides and summaries, and reading aloud to assist in comprehension
        
        R.10: Identify opportunities for improvement of reading comprehension skills; for example, exposure to seek a wider range of writers, topics, and styles
        
        R.11: Maintain a personal reading list to reflect reading accomplishments
      - S: Speaking
        
        S.1: Respond respectfully
        
        S.2: Initiate communication with peers and adults in the school and local community
        
        S.3: Use a presentational format appropriate for the audience and purpose
        
        S.4: Use the conventions of standard spoken English appropriate to the message and audience
        
        S.5: Apply delivery techniques such as voice projection and demonstrate physical poise
        
        S.6: Use nonverbal communication techniques to help disclose message
        
        S.7: Use visual aids and props effectively
        
        S.8: Respond to the audience's reaction and adapt presentation
        
        S.9: Establish and maintain eye contact with audience
      - W: Writing
        
        W.1: Understand the purpose for writing; the purpose may be to explain, describe, narrate, persuade, or express feelings
        
        W.2: Identify the intended audience
        
        W.3: Use tone and language appropriate to the audience and purpose
        
        W.4: Use prewriting activities (e.g., brainstorming, freewriting, note taking, outlining, and paragraphing)
        
        W.5: Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing)
        
        W.6: Write clear, concise sentences
        
        W.7: Observe the rules of punctuation, capitalization, and spelling
        
        W.7.a: punctuation of simple and compound sentences, dialogue, titles of articles
        
        W.7.b: capitalization of words such as proper adjectives, titles of persons, and words in quotes
        
        W.7.c: spelling of commonly misspelled words, homonyms, content-area vocabulary
        
        W.8: Use correct grammatical construction
        
        W.8.a: parts of speech, such as nouns; adjectives and adverbs (comparative/superlative); pronouns (indefinite/nominative/objective); conjunctions (coordinating/subordinating); prepositions and prepositional phrases; interjections; and conjunctions to connect ide
        
        W.8.b: complete simple, compound, and complex sentences of varied structure containing dependent clauses and using correct subject-verb agreement, correct verb tense, and pronouns with clear antecedents
        
        W.9: Use dictionaries, thesauruses, and style manuals
        
        W.10: Use an organizational format that provides direction, coherence, and/or unity
        
        W.11: Use computer technology to create, manipulate, and edit text
    - Kindergarten
      - L: The listening competencies common to all four ELA standards in which students are making adequate progress during kindergarten are
        
        L.1: Listening
        
        L.1.a: Listen attentively to spoken language (e.g., books read aloud, rhyming words, songs, video- and audio cassettes)
        
        L.1.b: Listen attentively for different purposes (e.g., to track individual words as they are spoken, to gain information)
        
        L.1.c: Understand and follow oral directions
        
        L.1.d: Listen respectfully without interrupting others
      - R: The reading competencies common to all four ELA standards in which students are making adequate progress during kindergarten are
        
        R.1: Phonological and Phonemic Awareness
        
        R.1.a: Identify and produce spoken words that rhyme
        
        R.1.b: Blend beginning sound (onset) with ending sound (rime) to form known words in rhyming word families (k-it, s-it, b-it)
        
        R.1.c: Count or tap the number of syllables in spoken words
        
        R.1.d: Isolate individual sounds within spoken words ("What is the first sound in can?")-Phoneme Isolation
        
        R.1.e: Identify the same sounds in different spoken words ("What sound is the same in sit, sip, and sun?")- Phoneme Identity
        
        R.1.f: Categorize the word in a set of three or four words that has a different sound ("Which word doesn't belong: doll, dish, pill?")-Phoneme Categorization
        
        R.1.g: Blend spoken phonemes to form words using manipulatives (e.g., counters) to represent each sound: /b/ /i/ /g/-Phoneme Blending
        
        R.1.h: Segment spoken words into component sounds using manipulatives (e.g., counters) to represent each sound ("How many sounds are there in big? Move three counters.")-Phoneme Segmentation
        
        R.1.i: Recognize the remaining word when a phoneme is removed ("What is cat without the /k/?")-Phoneme Deletion
        
        R.1.j: Make a new word by adding a phoneme to an existing word ("What word do you have if you add /s/ to mile?"-Phoneme Addition
        
        R.1.k: Substitute one phoneme for another to make a new word ("The word is rug. Change /g/ to /n/. What is the new word?")-Phoneme Substitution
        
        R.2: Print Awareness
        
        R.2.a: Understand the purpose of print is to communicate
        
        R.2.b: Follow left-to-right and top-to-bottom direction when reading English
        
        R.2.c: Distinguish between letters and words
        
        R.2.d: Distinguish between print and pictures
        
        R.2.e: Track print by pointing to written words when texts are read aloud by self or others
        
        R.2.f: Identify the parts of a book and their functions (e.g., front cover, back cover, and title page)
        
        R.3: Alphabet Recognition and Phonics
        
        R.3.a: Recognize and name automatically all uppercase and lowercase manuscript letters
        
        R.3.b: Recognize that individual letters have associated sounds
        
        R.3.c: Recognize that the sequence of letters in written words represents the sequence of sounds in spoken words
        
        R.3.d: Identify some consonant letter-sound correspondences
        
        R.4: Fluency
        
        R.4.a: Read own name and names of family or friends
        
        R.4.b: Recognize and identify some sight words
        
        R.4.c: Read automatically a small set of high-frequency sight words (e.g., a, the, I, my, use, is, are)
        
        R.4.d: Read familiar kindergarten-level texts at the emergent level
        
        R.5: Background Knowledge and Vocabulary Development
        
        R.5.a: Learn the meaning of new words and use them in own speech
        
        R.5.b: Learn new words from books
        
        R.5.c: Use new vocabulary words to talk about life experiences
        
        R.5.d: Connect vocabulary and life experiences to ideas in books
        
        R.5.e: Use a picture dictionary to learn the meanings of words in books
        
        R.6: Comprehension Strategies
        
        R.6.a: Notice when sentences do not make sense
        
        R.6.b: Make predictions about story events
        
        R.6.c: Answer questions about text read aloud
        
        R.6.d: Retell or dramatize stories or parts of stories
        
        R.7: Motivation to Read
        
        R.7.a: Show interest in reading a range of kindergartenlevel texts from a variety of genres, such as alphabet books, stories, poems, and informational texts
        
        R.7.b: Read voluntarily familiar kindergarten-level texts
        
        R.7.c: Show familiarity with some book titles and authors
      - S: The speaking competencies common to all four ELA standards in which students are making adequate progress during kindergarten are
        
        S.1: Speaking
        
        S.1.a: Use kindergarten-level vocabulary and grammar in own speech
        
        S.1.b: Speak for different purposes (e.g., share ideas or information, retell a story, dramatize an experience or event)
        
        S.1.c: Speak audibly
        
        S.1.d: Speak with speed and expression appropriate for the purpose
        
        S.1.e: Take turns speaking in a group
      - W: The writing competencies common to all four ELA standards in which students are making adequate progress during kindergarten are
        
        W.1: Print Awareness
        
        W.1.a: Use left-to-right and top-to-bottom direction when writing English
        
        W.1.b: Use spacing between letters and words when writing on a line
        
        W.2: Spelling
        
        W.2.a: Use developing knowledge of letter-sound correspondences to spell independently (e.g., sound or invented spelling)
        
        W.2.b: Use conventional spelling to spell some common or familiar words
        
        W.2.c: Write correctly own first and last names and the names of some friends or family
        
        W.3: Handwriting
        
        W.3.a: Write legibly some uppercase and lowercase letters
        
        W.4: Composition
        
        W.4.a: Label drawings with letters or words
        
        W.4.b: Write as part of play (e.g., playing school, store, restaurant)
        
        W.4.c: Write compositions that include letters or words and drawings to communicate for different purposes (e.g., tell stories, communicate feelings, provide information)
        
        W.5: Motivation to Write
        
        W.5.a: Write voluntarily to communicate for different purposes
        
        W.5.b: Share writing with others
    - PreK-1
      - L: Listening
        
        L.1: Listen respectfully and responsively
        
        L.2: Attend to a listening activity for a specified period of time
        
        L.3: Avoid interrupting
        
        L.4: Respond with expression appropriate to what is heard
      - R: Reading
        
        R.1: Distinguish between print and pictures
        
        R.2: Recognize the difference between letters and words
        
        R.3: Follow left-to-right and top to bottom direction when reading
        
        R.4: Locate parts of a book
        
        R.5: Recognize and identify letters of the alphabet
        
        R.6: Alphabetize high-frequency words according to the first letter
        
        R.7: Distinguish the difference between vowels and consonants
        
        R.8: Use beginning and ending consonants, as well as vowel sounds, to identify words
        
        R.9: Recognize the different sounds that make up a word
        
        R.10: Point to words in a text or on a chart when read aloud, matching spoken word to print
        
        R.11: Recognize the singular and plural of frequently used words
        
        R.12: Recognize own name and the names of friends and family in print
        
        R.13: Recognize letter-sound correspondence
        
        R.14: Recognize that words consist of a combination of sounds
        
        R.15: Identify rhyming words
        
        R.16: Monitor own reading by applying strategies (e.g., sounding out letters; using context, grammar, and picture clues; and rereading) to determine meaning
        
        R.17: Read aloud with expression and fluency
        
        R.18: Use computer software to support early reading development
      - S: Speaking
        
        S.1: Respond respectfully
        
        S.2: Use age-appropriate vocabulary
        
        S.3: Take turns speaking in a group
        
        S.4: Correct the pronunciation of words by using classroom resources, such as teachers, peers, audio- and videotapes, and computer software
        
        S.5: Speak in complete sentences when required
        
        S.6: Stay on topic
        
        S.7: Speak audibly
        
        S.8: Speak with expression appropriate to the occasion
      - W: Writing
        
        W.1: Create a drawing, picture, sign, or other graphic to represent a word or concept
        
        W.2: Follow left-to-right and top-to-bottom direction when writing
        
        W.3: Use spacing between letters and words when writing on a line
        
        W.4: Write recognizable upper- and lowercase letters in manuscript
        
        W.5: Capitalize the first words of sentences, the letter "I," and proper nouns, such as names, days of the week, and months
        
        W.6: Write the letters of own first and last names
        
        W.7: Spell high-frequency words correctly
        
        W.8: Use the singular and plural of high-frequency words
        
        W.9: Put words together in sentence format by using
        
        W.9.a: end punctuation, such as periods
        
        W.9.b: various parts of speech, such as nouns and adjectives, and verbs
        
        W.10: Begin to edit your writings, with assistance
        
        W.11: Use beginning-of-sentence capitalization and end punctuation
        
        W.12: Use classroom resources, such as word walls, picture dictionaries, teachers, and peers, to support the writing process
        
        W.13: Give and seek constructive feedback in order to improve writing
        
        W.14: Use computer software to support development of early writing skills
    - Prekindergarten
      - L: The listening competencies common to all four ELA standards that students are developing during prekindergarten are
        
        L.1: Listening
        
        L.1.a: Listen attentively to spoken language (e.g., books read aloud, rhyming words, songs)
        
        L.1.b: Listen attentively for different purposes (e.g., to track individual words as they are spoken, to gain information)
        
        L.1.c: Understand and follow oral directions
        
        L.1.d: Listen respectfully without interrupting others
      - R: The reading competencies common to all four ELA standards that students are developing during prekindergarten are
        
        R.1: Phonological and Phonemic Awareness
        
        R.1.a: Listen to and identify spoken language sounds in the environment
        
        R.1.b: Identify and produce spoken words that rhyme (e.g., rhymes, poems, songs, word games) including word families (e.g., c-at, b-at, s-at)
        
        R.1.c: Count or tap the number of syllables in multisyllabic words to show awareness of the syllable as a discrete unit
        
        R.1.d: Count or tap the number of words in a spoken sentence to show awareness of the word as a discrete unit
        
        R.2: Print Awareness
        
        R.2.a: Understand that the purpose of print is to communicate
        
        R.2.b: Follow left-to-right and top-to-bottom direction when reading English
        
        R.2.c: Distinguish between letters and words to show awareness of printed letters
        
        R.2.d: Distinguish between print and pictures to show awareness of printed words
        
        R.2.e: Point to print as individual words are spoken to show awareness of printed words
        
        R.3: Alphabet Recognition and Phonics
        
        R.3.a: Recognize and identify letters of the alphabet, especially those in own name
        
        R.4: Fluency
        
        R.4.a: Read own name
        
        R.4.b: Recognize and identify environmental print including signs and labels
        
        R.5: Background Knowledge and Vocabulary Development
        
        R.5.a: Learn and use new words in spoken communication
        
        R.5.b: Learn new words from books
        
        R.5.c: Use new vocabulary words to talk about life experiences
        
        R.5.d: Connect vocabulary and life experiences to ideas in books
        
        R.6: Comprehension Strategies
        
        R.6.a: Show interest in reading for different purposes (e.g., gaining information about the world and others)
        
        R.6.b: Make predictions about story events
        
        R.6.c: Retell stories with attentiveness to the sequence of events and main ideas
        
        R.6.d: Ask and answer questions about the content of books
        
        R.7: Motivation to Read
        
        R.7.a: Show interest in a range of preschool-level texts, such as alphabet books, stories, poems, and informational texts
      - S: The speaking competencies common to all four ELA standards that students are developing during prekindergarten are
        
        S.1: Speaking
        
        S.1.a: Use prekindergarten-level vocabulary and grammar in own speech
        
        S.1.b: Speak for different purposes (e.g., share ideas about personal experiences, books, or writings; retell a story; dramatize an experience or event)
        
        S.1.c: Speak audibly
        
        S.1.d: Speak with speed and expression appropriate for the purpose
        
        S.1.e: Take turns when speaking in a group
      - W: The writing competencies common to all four ELA standards that students are developing during prekindergarten are
        
        W.1: Print Awareness
        
        W.1.a: Use left-to-right and top-to-bottom direction when writing English
        
        W.1.b: Use spacing between letters and words
        
        W.2: Spelling
        
        W.2.a: Use sound or invented spelling to spell independently
        
        W.2.b: Write correctly own first name
        
        W.3: Handwriting
        
        W.3.a: Write some uppercase and lowercase manuscript letters, especially those in own name
        
        W.4: Composition
        
        W.4.a: Label drawings with letters or words
        
        W.4.b: "Write" messages as part of play
        
        W.4.c: "Write" by using painting, drawing, letters, and some words
        
        W.5: Motivation to Write
        
        W.5.a: "Write" and draw spontaneously to communicate meaning
        
        W.5.b: Show interest in sharing writing and drawing with others
  - Mathematics (1999)
    - Grades: 1-2
      - 3.1: Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.
        
        3.1.1A: Use models, facts, and relationships to draw conclusions about mathematics and explain their reasoning.
        
        3.1.1A.1: Categorize objects, using attributes such as likenesses and differences in color, shape, size, etc.
        
        3.1.1A.2: Observe likenesses and differences, using at least two categories at a time.
        
        3.1.1A.3: Draw pictures and use manipulatives to represent problems.
        
        3.1.1B: Use patterns and relationships to analyze mathematical situations.
        
        3.1.1B.1: Patterns for sums and differences, using concrete materials, tables, calculators, and number lines.
        
        3.1.1B.2: Patterns of numbers that add up to a specific sum (e.g., all combinations of numbers that add up to 6).
        
        3.1.1B.3: Use patterns and relationships to discover commutative and associative properties and identity elements.
        
        3.1.1C: Justify their answers and solution processes.
        
        3.1.1C.1: Clarify problems, using discussions with the teacher or knowledgeable others.
        
        3.1.1C.2: Explain to others how he/she went about solving a numerical problem.
        
        3.1.1C.3: Use concrete materials to justify solutions.
        
        3.1.1C.4: Use patterns and relationships to justify solutions.
        
        3.1.1C.5: Most topics can be used in problem solving.
        
        3.1.1D: Use logical reasoning to reach simple conclusions.
        
        3.1.1D.1: Use concrete objects, pictorial representations, tables, and number lines to represent and solve problems.
        
        3.1.1D.2: Brainstorm possible strategies before starting a problem.
      - 3.2: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
        
        3.2.2A: Use whole numbers and fractions to identify locations, quantify groups of objects, and measure distances.
        
        3.2.2A.1: Arrangement of elements does not change the cardinal number - i.e., elements can be matched in a one-to-one correspondence.
        
        3.2.2A.2: Identify number names orally through 100.
        
        3.2.2A.3: Ordinal numbers first to thirty-first and beyond.
        
        3.2.2A.4: Count occurrences with tallies.
        
        3.2.2B: Use concrete materials to model numbers and number relationships for whole numbers and fractions including decimal fractions.
        
        3.2.2B.1: Count forward by 1's, 2's, 3's, 4's, 5's, 10's in various ways and backward by 1's, 2's, 5's, and 10's, possibly using a calculator to skip count.
        
        3.2.2B.2: Represent two-and three-digit numbers up to 999, using concrete models such as bundles of ten sticks.
        
        3.2.2B.3: Identify even and odd numbers.
        
        3.2.2B.4: Halves (thirds, etc.) of a whole are equal to each other.
        
        3.2.2B.5: Unit fractions 1/2, 1/3, 1/4, 1/5, 1/8, 1/10 as part of a whole or part of a collection of things.
        
        3.2.2B.6: A set of objects can be divided into equal parts.
        
        3.2.2C: Relate counting to grouping and place value.
        
        3.2.2C.1: Use metric measures and money problems to reinforce place value.
        
        3.2.2C.2: Recognize dollars and cents notation to ten dollars.
        
        3.2.2C.3: Regroup ones and tens.
        
        3.2.2C.4: Recognize the meaning of zero in the place value system.
        
        3.2.2C.5: Meaning of digits in three-digit numbers.
        
        3.2.2C.6: Expanded notation for two-and three-digit numbers (e.g., 27 = 2 tens + 7 ones = 20 + 7).
        
        3.2.2D: Recognize the order of whole numbers and commonly used fractions.
        
        3.2.2D.1: Understand that in sharing or measuring things there is sometimes a need to use numbers between whole numbers.
        
        3.2.2D.2: Count forward and backward.
        
        3.2.2D.3: Use words that describe order such as first, last, before, after, between, and middle.
        
        3.2.2D.4: Order relatively small sets of numbers.
        
        3.2.2E: Demonstrate the concept of ratio through problems related to actual situations.
        
        3.2.2E.1: Relate many-to-one in preparation for the concept of ratio.
      - 3.3: Students use mathematical operations and relationships among them to understand mathematics.
        
        3.3.3A: Add and subtract whole numbers.
        
        3.3.3A.1: Demonstrate with manipulatives how addition and subtraction are opposite operations.
        
        3.3.3A.2: Add and subtract up to three-digit numbers with no regrouping.
        
        3.3.3A.3: Add and subtract up to two-digit numbers requiring regrouping.
        
        3.3.3A.4: Combine sets to produce a new set.
        
        3.3.3A.5: Develop addition strategies such as doubles, doubles-plus-one, and number families.
        
        3.3.3B: Develop strategies for selecting the appropriate computational and operational method in problem solving.
        
        3.3.3B.1: Solve real-world problems involving addition and subtraction of whole numbers.
        
        3.3.3B.2: Explore division as a process for finding the number of equivalent subsets in a given set.
        
        3.3.3B.3: Explore division as a process of sharing cookies, crayons, etc. as it comes up in classroom activities.
        
        3.3.3B.4: Explore multiplication as a way of determining how many are needed of something for each student to have a given amount.
        
        3.3.3B.5: Special role of zero in addition.
        
        3.3.3C: Know single-digit addition and subtraction facts and develop readiness for multiplication and division facts.
        
        3.3.3C.1: Relate multiplication to repeated addition and counting by 2's, 3's, 4's, etc.
        
        3.3.3C.2: Explore division as a process of sharing.
        
        3.3.3C.3: Use manipulatives to relate division to repeated subtraction.
        
        3.3.3C.4: Special role of zero.
        
        3.3.3C.5: Master addition facts with sums 0-18 and subtraction with differences 0-9.
        
        3.3.3C.6: Readiness activities with rectangular arrays of objects.
        
        3.3.3C.7: Repeated addition or counting activities.
        
        3.3.3C.8: Use manipulatives to explore multiplication and division facts through 25.
        
        3.3.3D: Understand the commutative and associative properties.
        
        3.3.3D.1: Associative property of addition.
        
        3.3.3D.2: Commutative property of addition.
      - 3.4: Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
        
        3.4.4A: Use concrete materials to model spatial relationships.
        
        3.4.4A.1: Make geometric pictures and designs, using geometric shapes.
        
        3.4.4A.2: Make designs, using congruent and noncongruent shapes.
        
        3.4.4B: Construct charts and graphs to display and analyze real-world data.
        
        3.4.4B.1: Record information with tallies, blocks, and pictographs.
        
        3.4.4C: Use multiple representations (manipulative materials, pictures, diagrams) as tools to explain the operation of everyday procedures.
        
        3.4.4C.1: Compare dimensions of various objects, using terms like longer than, taller than, smaller than, shorter than, as long as, farther, nearer.
        
        3.4.4C.2: Concepts of more, less, the same.
        
        3.4.4D: Use variables such as height, weight, and hand size to predict changes over time.
        
        3.4.4D.1: Compare heights over time in general terms.
        
        3.4.4E: Use physical materials, pictures, and diagrams to explain mathematical ideas and processes and to demonstrate geometric concepts.
        
        3.4.4E.1: Understand that shapes such as circles, squares, rectangles, and triangles can be found in nature and in things that people make and that these shapes can be used to describe many things.
        
        3.4.4E.2: Compare attributes of objects - size, shape, weight, texture, etc.
        
        3.4.4E.3: Draw symmetrical designs.
        
        3.4.4E.4: Examine bilateral symmetry by paper folding or mirror activities.
      - 3.5: Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.
        
        3.5.5A: Understand that measurement is approximate, never exact.
        
        3.5.5A.1: Compare (weather, time, temperatures) in general terms.
        
        3.5.5A.2: Develop an understanding of the need for standard units of measure.
        
        3.5.5B: Select appropriate standard and nonstandard measurement tools in measurement activities.
        
        3.5.5B.1: Explore various nonstandard measurement tools such as blocks, books, children's feet, bowlfuls.
        
        3.5.5B.2: Relate measurement of temperature to different thermometers.
        
        3.5.5B.3: Translate time between analog and digital clocks.
        
        3.5.5B.4: Use a ruler to measure to the nearer centimeter.
        
        3.5.5B.5: Using a balance scale, determine mass (weight) of familiar objects.
        
        3.5.5C: Understand the attributes of area, length, capacity, volume, weight, time, temperature, and money.
        
        3.5.5C.1: Compare sets of objects, using terms: more than, bigger than, greater than, less than, one more than, the same size, equal to, before, after, and between.
        
        3.5.5C.2: Compare the capacity of containers, using sand and water.
        
        3.5.5C.3: Weighing experiences, using the terms heavier than or lighter than.
        
        3.5.5C.4: Measure time to the day, month, and year, using a calendar.
        
        3.5.5C.5: Measure time in half hours, quarter hours, and minutes.
        
        3.5.5C.6: Weigh objects, using grams.
        
        3.5.5C.7: Make change for amounts of money up to $1.00, using pennies, nickels, dimes, quarters, and half-dollars.
        
        3.5.5C.8: Introduce the kilogram and liter.
        
        3.5.5C.9: Basic understanding of the concept of temperature and how it is measured.
        
        3.5.5D: Estimate measures such as length, perimeter, area, and volume, using both standard and nonstandard units.
        
        3.5.5D.1: Measure objects, using nonstandard units.
        
        3.5.5D.2: Estimate sizes, using phrases like about as long as, almost as long as, wider than...
        
        3.5.5D.3: Use meter, centimeter, and decimeter for measuring length.
        
        3.5.5D.4: Discuss English system of measure if mentioned by students.
        
        3.5.5E: Collect and display data.
        
        3.5.5E.1: Collect objects of all sorts.
        
        3.5.5E.2: Collect data concerning body measurements and other things of interest to the students.
        
        3.5.5E.3: Simple bar graphs, using stacks of blocks.
        
        3.5.5F: Use statistical methods such as graphs, tables, and charts to interpret data.
        
        3.5.5F.1: Compare data in terms of number, equality, inequality, similarities, differences.
        
        3.5.5F.2: Understand that simple graphs can help one to understand observations.
      - 3.6: Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.
        
        3.6.6A: Make estimates to compare to actual results of both formal and informal measurement.
        
        3.6.6A.1: Estimate quantities.
        
        3.6.6A.2: Make quantitative estimates of familiar lengths, widths, and time intervals and check them against measurements.
        
        3.6.6B: Make estimates to compare to the actual results of computations.
        
        3.6.6B.1: Estimate answers before solving problems and compare estimates with solutions.
        
        3.6.6C: Recognize situations in which only an estimate is required.
        
        3.6.6C.1: Investigate various numerical problems that arise in school.
        
        3.6.6D: Develop a wide variety of estimation skills and strategies.
        
        3.6.6D.1: Use manipulative materials for estimating quantity.
        
        3.6.6E: Determine the reasonableness of results.
        
        3.6.6E.1: Anticipate outcomes by guessing or estimating and compare guess or estimate with outcome.
        
        3.6.6F: Predict experimental probabilities.
        
        3.6.6F.1: Discuss certainty or uncertainty of events.
        
        3.6.6F.2: Understand that some events are more likely to happen than others.
        
        3.6.6F.3: Discuss fairness of a game.
        
        3.6.6F.4: Predict outcomes of coin tosses.
        
        3.6.6F.5: Record data from experiments, using spinners and colored tiles/cubes, and use the data to predict which of two events is more likely to occur if the experiment is repeated.
        
        3.6.6G: Make predictions, using unbiased random samples.
        
        3.6.6G.1: Understand that one can find out about a group of things by studying just a few of them.
        
        3.6.6H: Determine probabilities of simple events.
        
        3.6.6H.1: Perform experiments with three or more likely outcomes.
        
        3.6.6H.2: Use language such as "one chance in three."
        
        3.6.6H.3: Solve problems such as how many different pairs of numbers have a sum of 6.
        
        3.6.6H.4: Concept of combination or arrangement.
        
        3.6.6H.5: Solve problems such as: "How many different sets of three numbers will add up to 12?" or "How many different ways can you rearrange the letters of your name?"
      - 3.7: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.
        
        3.7.7A: Recognize, describe, extend, and create a wide variety of patterns.
        
        3.7.7A.1: Recognize, describe, and extend number sequences and patterns in the range of 1-1000.
        
        3.7.7A.2: Recognize, describe, extend, and create patterns with geometric shapes.
        
        3.7.7B: Represent and describe mathematical relationships.
        
        3.7.7B.1: Introduce symbols <, >, =.
        
        3.7.7B.2: Read and write numerals 0-100.
        
        3.7.7C: Explore and express relationships, using variables and open sentences.
        
        3.7.7C.1: Concepts of equality and inequality, using numbers.
        
        3.7.7C.2: Write open sentences like 3 + m = 5.
        
        3.7.7D: Solve for an unknown, using manipulative materials.
        
        3.7.7D.1: Use counters to explore or explain commutative and associative properties of addition.
        
        3.7.7D.2: Use counters to find missing values as in open sentences like 3 + m = 5.
        
        3.7.7E: Use a variety of manipulative materials and technologies to explore patterns.
        
        3.7.7E.1: Terms inside, outside.
        
        3.7.7E.2: Discover properties of 3-D shapes.
        
        3.7.7E.3: Do skip counting with manipulatives.
        
        3.7.7E.4: Use manipulative materials to explore symmetry.
        
        3.7.7E.5: Use manipulative materials to explore linear patterns such as triangle, circle, square, triangle, circle, square.
        
        3.7.7F: Interpret graphs.
        
        3.7.7F.1: Readiness activities for mode, median, and mean.
        
        3.7.7G: Explore and develop relationships among two-and three-dimensional geometric shapes.
        
        3.7.7G.1: Understand the basic properties of and similarities and differences between circles, squares, rectangles, and triangles.
        
        3.7.7H: Discover patterns in nature, art, music, and literature.
        
        3.7.7H.1: Identify symmetry in nature, art, and music.
        
        3.7.7H.2: Utilize children's literature for motivation, exploration, and problem solving.
    - Grades: 3-4
      - 3.1: Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.
        
        3.1.1A: Use models, facts, and relationships to draw conclusions about mathematics and explain their thinking.
        
        3.1.1A.1: Study factor and product relationships, using number lines and arrays.
        
        3.1.1A.2: Statements that use and, or, and not.
        
        3.1.1A.3: Draw pictures, diagrams, and charts to represent problems.
        
        3.1.1A.4: Clarify problems, using discussions with peers.
        
        3.1.1B: Use patterns and relationships to analyze mathematical situations.
        
        3.1.1B.1: Addition, subtraction, multiplication in number patterns.
        
        3.1.1B.2: Patterns in sequences of numbers such as triangular and square numbers.
        
        3.1.1B.3: Symmetry or patterning in number tables.
        
        3.1.1B.4: Money as related to fractions and decimals.
        
        3.1.1C: Justify their answers and solution processes.
        
        3.1.1C.1: Verify an answer to a problem.
        
        3.1.1C.2: Use estimation, number relationships, and mathematical checks to justify answers.
        
        3.1.1D: Use logical reasoning to reach simple conclusions.
        
        3.1.1D.1: Use concrete objects, diagrams, charts, tables, and number lines to help solve problems.
        
        3.1.1D.2: Use open sentences, patterns, relationships, and estimation as strategies to solve problems.
        
        3.1.1D.3: Identify missing information in a story problem.
      - 3.2: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
        
        3.2.2A: Use whole numbers and fractions to identify locations, quantify groups of objects, and measure distances.
        
        3.2.2A.1: Read and write whole numbers to hundred millions.
        
        3.2.2A.2: Use ordinal numbers through 500th.
        
        3.2.2A.3: Relate fractions and decimals to the monetary system and to metric measure.
        
        3.2.2A.4: Identify use of fractions and decimals in daily life.
        
        3.2.2B: Use concrete materials to model numbers and number relationships for whole numbers and common fractions, including decimal fractions.
        
        3.2.2B.1: Manipulatives: base 10 blocks, abaci, chip trading for place value in whole numbers and decimal fractions to hundredths.
        
        3.2.2B.2: Odd and even numbers as a result of addition, subtraction, multiplication.
        
        3.2.2B.3: Prime numbers.
        
        3.2.2B.4: Skip counting.
        
        3.2.2B.5: Various ways a figure can be divided into equal parts, using terms numerator and denominator.
        
        3.2.2B.6: Order unit fractions and decimals and use < and > signs utilizing concrete materials.
        
        3.2.2B.7: Find equivalent fractions.
        
        3.2.2B.8: Number line and coordinates with positive and negative numbers.
        
        3.2.2C: Relate counting to grouping and to place value.
        
        3.2.2C.1: Place value concepts extended to millions and hundredths.
        
        3.2.2D: Recognize order of whole numbers and commonly used fractions and decimals.
        
        3.2.2D.1: Whole numbers to millions.
        
        3.2.2D.2: Fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12.
        
        3.2.2D.3: Decimals to hundredths.
        
        3.2.2E: Demonstrate the concept of ratio and percent through problems related to actual situations.
        
        3.2.2E.1: Percents that are multiples of 5.
        
        3.2.2E.2: Concept of ratio in real-world situations.
      - 3.3: Students use mathematical operations and relationships among them to understand mathematics.
        
        3.3.3A: Add, subtract, multiply, and divide whole numbers.
        
        3.3.3A.1: Addition and subtraction of whole numbers less than one million.
        
        3.3.3A.2: Subtraction with zeros in the minuend.
        
        3.3.3A.3: Multiply three-digit numbers by two-digit numbers. Multiplication by multiples of 10.
        
        3.3.3A.4: Division of three-digit dividends by one-and two-digit divisors (quotient and remainder).
        
        3.3.3B: Develop strategies for selecting the appropriate computational and operational method in problem-solving situations.
        
        3.3.3B.1: Use diagrams, charts, and tables to help understand problem information.
        
        3.3.3B.2: Use open sentences to model problems.
        
        3.3.3B.3: Use commutative, associative, distributive, inverse properties.
        
        3.3.3B.4: Look for patterns.
        
        3.3.3B.5: Break problem into parts.
        
        3.3.3C: Know single digit addition, subtraction, multiplication, and division facts.
        
        3.3.3C.1: Inverse relationships of operations.
        
        3.3.3C.2: Special role of zero.
        
        3.3.3C.3: Multiplication and division facts through 144.
        
        3.3.3C.4: Application of identity elements of addition and multiplication in learning and understanding number facts.
        
        3.3.3D: Understand the commutative and associative properties.
        
        3.3.3D.1: Commutative property: addition, multiplication.
        
        3.3.3D.2: Associative property: addition, multiplication.
      - 3.4: Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
        
        3.4.4A: Use concrete materials to model spatial relationships.
        
        3.4.4A.1: Properties of plane figures.
        
        3.4.4A.2: Properties of solid figures (vertices, line segments, edges, and angles).
        
        3.4.4A.3: Designs and patterns with geometric figures.
        
        3.4.4B: Construct tables, charts, and graphs to display and analyze real-world data.
        
        3.4.4B.1: Ordered pairs on a grid (coordinate plane).
        
        3.4.4B.2: Graphs and charts of real-world data and data in other subject areas.
        
        3.4.4B.3: Draw conclusions and make predictions from graphs.
        
        3.4.4C: Use multiple representations (simulations, manipulative materials, pictures, and diagrams) as tools to explain the operation of everyday procedures.
        
        3.4.4C.1: Perimeter, area, and volume by counting units.
        
        3.4.4C.2: Circumference of circles by measuring with string.
        
        3.4.4C.3: Area of circles by counting units in a grid.
        
        3.4.4C.4: Volume by "filling space" with standard-sized objects to build a foundation for the volume formula.
        
        3.4.4D: Use variables such as height, weight, temperature, and hand size to predict changes over time.
        
        3.4.4D.1: Compare temperatures and heights over time.
        
        3.4.4E: Use physical materials, pictures, and diagrams to explain mathematical ideas and processes and to demonstrate geometric concepts.
        
        3.4.4E.1: Terms: polygon, chord, radius, face, edge, vertex, angle, line segment, point, parallel, perpendicular, intersecting.
        
        3.4.4E.2: Common plane and solid geometric figures in the environment and drawings.
        
        3.4.4E.3: Straightedge rulers, protractors, and compasses to construct circles, squares, etc.
        
        3.4.4E.4: Lines of symmetry.
      - 3.5: Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.
        
        3.5.5A: Understand that measurement is approximate, never exact.
        
        3.5.5A.1: Identify appropriate metric units for measuring the area, mass, perimeter, and volume of a variety of objects.
        
        3.5.5B: Select appropriate standard and nonstandard measurement tools in measurement activities.
        
        3.5.5B.1: Identify equivalent measures within the metric system of measure.
        
        3.5.5B.2: Relate decimal concepts to metric measurement tools.
        
        3.5.5B.3: Relate the clock face to fractions of a circle.
        
        3.5.5C: Understand the attributes of area, length, capacity, weight, volume, time, temperature, and angles.
        
        3.5.5C.1: Study time to five-minute, one-minute, and one-second intervals.
        
        3.5.5C.2: Find the area and volume of specific figures by counting units.
        
        3.5.5C.3: Explore connections between factors and multiplication facts and area and volume.
        
        3.5.5C.4: Measurement problems related to other areas such as literature, science, and social studies.
        
        3.5.5D: Estimate and find measures such as length, perimeter, area, and volume, using both nonstandard and standard units.
        
        3.5.5D.1: Select and use appropriate metric measurement tools.
        
        3.5.5D.2: Compare equivalent measures within the metric system.
        
        3.5.5D.3: Perimeter of polygons.
        
        3.5.5D.4: Find the circumference of circles by measuring with string.
        
        3.5.5E: Collect and display data.
        
        3.5.5E.1: Graphs of statistical data drawn from newspapers, magazines, polls, charts, surveys, etc.
        
        3.5.5E.2: Make frequency tables from tallied data.
        
        3.5.5E.3: Organize data with graphs, models, pictures, lists.
        
        3.5.5F: Use statistical methods such as graphs, tables, and charts to interpret data.
        
        3.5.5F.1: Use concrete materials to develop the concept of average or arithmetic mean.
        
        3.5.5F.2: Find the range and the mean in a collection of organized data.
      - 3.6: Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.
        
        3.6.6A: Make estimates to compare to actual results of both formal and informal measurement.
        
        3.6.6A.1: Rounding numbers, using number lines and measuring instruments (meterstick, thermometer).
        
        3.6.6A.2: Estimate measurements before measuring.
        
        3.6.6B: Make estimates to compare to actual results of computations.
        
        3.6.6B.1: Estimate the outcomes of problems/ experiments, complete the task, and compare the results with the prediction.
        
        3.6.6C: Recognize situations in which only an estimate is required.
        
        3.6.6C.1: Explore the meaning of large numbers through such activities as estimating the grains of rice in a coffee can, the number of letters on a page, ways that newspapers report large numbers.
        
        3.6.6C.2: Discuss real-world examples of when estimating would be acceptable and when it would not.
        
        3.6.6C.3: Explore quantitative information that will help to relate personal experiences to the meaning of million.
        
        3.6.6D: Develop a wide variety of estimation skills and strategies.
        
        3.6.6D.1: Round numbers to nearest tenth, whole number, hundred, and thousand.
        
        3.6.6D.2: Develop a variety of strategies for estimating addition, subtraction, multiplication, and division.
        
        3.6.6D.3: Develop a variety of strategies for estimating quantities.
        
        3.6.6D.4: Develop strategies for estimating measurements.
        
        3.6.6E: Determine the reasonableness of results.
        
        3.6.6E.1: Develop orderly ways to determine the number of possible arrangements and combinations (e.g., tree diagrams).
        
        3.6.6E.2: Estimate the result of computations before using a calculator, especially in computations with decimals.
        
        3.6.6E.3: Make generalizations about the difference between products of numbers greater than one and when one number is less than one.
        
        3.6.6E.4: Estimation strategies for multiplication and division such as: when the divisor is greater than one, the quotient will be less than the dividend; and when it is less than one, the quotient is greater than the dividend.
        
        3.6.6F: Predict experimental probabilities.
        
        3.6.6F.1: Conduct and predict outcomes of various experiments, using unequally as well as equally likely outcomes.
        
        3.6.6F.2: Recognize events that are certain and events that have no chance of occurring.
        
        3.6.6F.3: Explain why a game is fair or unfair.
        
        3.6.6G: Make predictions, using unbiased random samples.
        
        3.6.6G.1: Collect statistical data from newspapers, magazines, polls.
        
        3.6.6G.2: Use spinners, drawing colored blocks from a bag, etc.
        
        3.6.6G.3: Explore informally the conditions that must be checked in order to achieve an unbiased random sample (i.e., a set in which every member has an equal chance of being chosen) in data gathering and its practical use in television ratings, opinion polls, and
        
        3.6.6H: Determine probabilities of simple events.
        
        3.6.6H.1: Determine the number of ways an event can occur.
        
        3.6.6H.2: Use fractional notation to express the probability of an occurrence.
        
        3.6.6H.3: Explore problems that involve a systematic identification of ordered arrangements, using models, pictures, lists, or tree diagrams.
      - 3.7: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.
        
        3.7.7A: Recognize, describe, extend, and create a wide variety of patterns.
        
        3.7.7A.1: Number patterns and sequences.
        
        3.7.7A.2: Repeated patterns (abab, etc.).
        
        3.7.7A.3: Design patterns.
        
        3.7.7B: Represent and describe mathematical relationships.
        
        3.7.7B.1: Use symbols <, >, Less than or equal to, greater than or equal to.
        
        3.7.7B.2: Terms at most and at least.
        
        3.7.7B.3: Present division facts in more than one way, such as, 18 ÷ 3 = 18/ 3.
        
        3.7.7B.4: Describe number sequences.
        
        3.7.7B.5: Investigate relationships between addition and subtraction; addition and multiplication; subtraction and division; and multiplication and division.
        
        3.7.7B.6: Relate fractional notation for tenths, hundredths, thousandths to decimal fraction notation.
        
        3.7.7B.7: Consider, discuss, and predict whether the sum, difference, or product of two numbers is odd or even.
        
        3.7.7B.8: Relate area and volume formulas to counting squares or blocks.
        
        3.7.7C: Explore and express relationships, using variables and open sentences.
        
        3.7.7C.1: Solve open sentences with missing information.
        
        3.7.7C.2: Use open multiplication and division sentences in situations of equality and inequality.
        
        3.7.7C.3: Use formulas to find perimeter and area of geometric shapes.
        
        3.7.7D: Solve for an unknown, using manipulative materials.
        
        3.7.7D.1: Use counters to solve division problems to find the number of groups possible when each group is a given size, and the number of objects in each group when the number of groups is known.
        
        3.7.7D.2: Use counters to explore number patterns like triangular numbers and square numbers.
        
        3.7.7D.3: Use counters to help solve problems that can be summarized with open sentences.
        
        3.7.7D.4: Use counters to explore or explain commutative and associative properties of addition and multiplication.
        
        3.7.7E: Use a variety of manipulative materials and technologies to explore patterns.
        
        3.7.7E.1: Use manipulatives or computer programs that allow students to manipulate geometric shapes such as tangrams and pattern blocks.
        
        3.7.7E.2: Use manipulatives or calculators to skip count and relate to multiplication.
        
        3.7.7E.3: Use manipulative materials and relevant computer software to explore symmetry.
        
        3.7.7E.4: Use manipulatives or relevant computer software to explore linear patterns.
        
        3.7.7F: Interpret graphs.
        
        3.7.7F.1: Find mode, median, mean, and range of a set of data.
        
        3.7.7F.2: Compare frequencies within a bar graph or histogram.
        
        3.7.7F.3: Describe trends in bar graphs and line graphs.
        
        3.7.7G: Explore and develop relationships among two-and three-dimensional geometric shapes.
        
        3.7.7G.1: Identify the geometric shapes of the faces of prisms, pyramids, cones, and cylinders.
        
        3.7.7G.2: Identify different types of prisms and pyramids.
        
        3.7.7H: Discover patterns in nature, art, music, and literature.
        
        3.7.7H.1: Find two-and three-dimensional shapes in nature, art, and human-made environment.
        
        3.7.7H.2: Find examples of tessellations in the real world.
        
        3.7.7H.3: Identify examples of symmetry in nature, art, and music.
        
        3.7.7H.4: Relate the concept of fraction to beat value of notes in music (whole note = one beat, half note = one-half beat, etc.).
        
        3.7.7H.5: Relate examples of children's literature to mathematics for motivation, exploration, and problem solving.
    - Grades: 5-6
      - 3.1: Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.
        
        3.1.1A: Apply a variety of reasoning strategies.
        
        3.1.1A.1: Apply basic computational skills to problems from other subject areas and real-world situations.
        
        3.1.1A.2: Solve problems that illustrate the use of fractions and decimals.
        
        3.1.1A.3: Write and solve open sentences while working with word problems.
        
        3.1.1A.4: Use a variety of problem-solving strategies.
        
        3.1.1A.5: State problem in own words.
        
        3.1.1A.6: Construct physical representations for complex problems.
        
        3.1.1B: Make and evaluate conjectures and arguments, using appropriate language.
        
        3.1.1B.1: Use computation skills in investigation studies in other subject areas and games.
        
        3.1.1B.2: Participate in extended record-keeping projects involving data gathering.
        
        3.1.1B.3: Make attempts to verify solutions or results in situations in which it is warranted.
        
        3.1.1B.4: Clarify problems with peers.
        
        3.1.1C: Make conclusions based on inductive reasoning.
        
        3.1.1C.1: Develop formulas for area and perimeter of rectangles and squares.
        
        3.1.1D: Justify conclusions involving simple and compound (i.e., and/or) statements.
        
        3.1.1D.1: Use Venn diagrams to demonstrate simple and compound statements (and/or). May include set ideas and terms such as element, subset, intersection, and union.
      - 3.2: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
        
        3.2.2A: Understand, represent, and use numbers in a variety of equivalent forms (integer, fraction, decimal, percent, exponential, and expanded notation).
        
        3.2.2A.1: Read and write numerals to one billion.
        
        3.2.2A.10: Understand the basic role of place value in decimal fractions.
        
        3.2.2A.11: Use the number line to model a variety of numbers.
        
        3.2.2A.12: Use the exponential form of powers of 2, 3, 5, and 10 and relate these forms to factoring.
        
        3.2.2A.2: Express large numbers, using powers of 10.
        
        3.2.2A.3: Reinforce place value concepts by using exponential notation.
        
        3.2.2A.4: Place value concepts to thousandths.
        
        3.2.2A.5: Proper and improper fractions.
        
        3.2.2A.6: Simplest form of a fraction.
        
        3.2.2A.7: Change improper fractions to mixed numbers and vice versa.
        
        3.2.2A.8: Convert common fractions to decimal form.
        
        3.2.2A.9: Convert common fractions and decimals to percent.
        
        3.2.2B: Understand and apply ratios, proportions, and percents through a wide variety of hands-on explorations.
        
        3.2.2B.1: Circle graphs to explore the concept of percent.
        
        3.2.2B.2: Relate fractional notation to ratio and probability.
        
        3.2.2B.3: Integrate the study of fractions and ratio with the study of shape and area.
        
        3.2.2B.4: Identify representations of a given percent and describe orally and in writing the equivalence relationship between fractions, decimals, and percents.
        
        3.2.2B.5: Describe and compare two sets of data, using ratios, and use appropriate notation such as a/ b; a to b; a: b.
        
        3.2.2C: Develop an understanding of number theory (primes, factors, and multiples).
        
        3.2.2C.1: Factoring techniques to determine common denominators.
        
        3.2.2C.2: Explain orally and in writing the concepts of prime and composite numbers.
        
        3.2.2D: Recognize order relations for decimals, integers, and rational numbers.
        
        3.2.2D.1: Explore negative number notation to fractions on the number line.
        
        3.2.2D.2: Compare decimals and common fractions, using the terms greater than, less than, between or equivalent.
        
        3.2.2D.3: Understand that zero can mean none of something or that it can represent a point on a scale and any other number can be depicted on the scale.
        
        3.2.2D.4: Compare size of fractions, using several methods.
      - 3.3: Students use mathematical operations and relationships among them to understand mathematics.
        
        3.3.3A: Add, subtract, multiply, and divide fractions, decimals, and integers.
        
        3.3.3A.1: Multiply and divide by three-digit numbers.
        
        3.3.3A.2: Experience adding and subtracting integers on the number line.
        
        3.3.3A.3: Add and subtract mixed numbers.
        
        3.3.3A.4: Add and subtract decimals to thousandths.
        
        3.3.3A.5: Multiply and divide common fractions.
        
        3.3.3A.6: Multiply and divide mixed numbers.
        
        3.3.3A.7: Multiply decimals to hundredths, and divide decimals to hundredths, using whole number divisors.
        
        3.3.3A.8: Solve problems in which fractions are used in everyday life.
        
        3.3.3B: Use grouping symbols (parentheses) to clarify the intended order of operations.
        
        3.3.3B.1: Use the conventional rule for order of operations (1-parentheses, 2-exponents, 3-multiplication and division, 4-addition and subtraction).
        
        3.3.3C: Apply the associative, commutative, and distributive properties, and inverse and identity elements.
        
        3.3.3C.1: Use distributive property to multiply mixed numbers.
        
        3.3.3C.2: The role of the multiplicative inverse (reciprocal) in division of fractions.
        
        3.3.3C.3: The role of additive inverse in the set of integers.
        
        3.3.3D: Demonstrate an understanding of operational algorithms (procedures for adding, subtracting, etc.).
        
        3.3.3D.1: Divide fractions, using a variety of approaches: factor product, partitioning, measurement, common denominator, and multiply by the reciprocal.
        
        3.3.3D.2: When asked, accurately state the purpose for each step in basic calculations.
        
        3.3.3E: Develop appropriate proficiency with facts and algorithms.
        
        3.3.3E.1: Ensure quick recall of basic addition, subtraction, multiplication, and division facts.
        
        3.3.3E.2: Develop strategies for mental math.
        
        3.3.3F: Apply concepts of ratio and proportion to solve problems.
        
        3.3.3F.1: Use ratio and proportion concepts to solve problems.
      - 3.4: Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
        
        3.4.4A: Visualize, represent, and transform two-and three-dimensional shapes.
        
        3.4.4A.1: Analyze the effects of combining, subdividing, and changing basic shapes.
        
        3.4.4A.2: Use geometric ideas to solve problems.
        
        3.4.4A.3: Understand the basic characteristics of the concept of three dimensions.
        
        3.4.4A.4: Sketch, construct models, and classify prisms, cones, cylinders, and pyramids.
        
        3.4.4B: Use maps and scale drawings to represent real objects or places.
        
        3.4.4B.1: Make scale drawings like floor plans, using centimeter grids to relate scale to ratio.
        
        3.4.4C: Use the coordinate plane to explore geometric ideas.
        
        3.4.4C.1: Explore measurement and vocabulary of geometric figures, using a concrete discovery approach with geoboards and graph paper.
        
        3.4.4C.2: Graphing ordered pairs of numbers.
        
        3.4.4D: Represent numerical relationships in one-and two-dimensional graphs.
        
        3.4.4D.1: Graphs: circle, bar, histogram, line, pictograph, and stem and leaf.
        
        3.4.4D.2: Compare histogram, line, picture, circle graphs, and stem and leaf as to what information each presents and note the advantages and disadvantages of each.
        
        3.4.4E: Use variables to represent relationships.
        
        3.4.4E.1: Write and solve open sentences dealing with inverse operations, using letters as well as frames as placeholders.
        
        3.4.4E.2: Create a problem situation based on a given open sentence, using a single variable.
        
        3.4.4E.3: Have an understanding of the basic characteristics of a variable.
        
        3.4.4F: Use concrete materials and diagrams to describe the operation of real-world processes and systems.
        
        3.4.4F.1: Discover the multiplication principle through experiences with tree diagrams or lists of possible events taken in order.
        
        3.4.4G: Develop and explore models that do and do not rely on chance.
        
        3.4.4G.1: Represent and count the elements in a sample space.
        
        3.4.4G.2: Identify events with a probability equal to zero, events that are certain, and events that happen sometimes.
        
        3.4.4H: Investigate both two- and three-dimensional transformations.
        
        3.4.4H.1: Use concrete and artistic activities to explore the concept of symmetry.
        
        3.4.4H.2: Understand that symmetry can be analyzed by performing reflections, turns, or slides.
        
        3.4.4I: Use appropriate tools to represent and verify geometric relationships.
        
        3.4.4I.1: Draw and measure plane geometric figures, using rulers, compasses, and protractors.
        
        3.4.4I.2: Using a protractor and a ruler, draw a perpendicular bisector of a line segment and an angle bisector.
      - 3.5: Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.
        
        3.5.5A: Estimate, make, and use measurements in real-world situations.
        
        3.5.5A.1: Measure temperatures of familiar substances.
        
        3.5.5A.2: Relate volume to capacity in terms of metric and English system measure (cubic centimeters, liters, cubic inch, cup, fluid ounce).
        
        3.5.5A.3: Determine whether measurements of length, area, volume, mass (weight), or time are reasonable by referring to typical values.
        
        3.5.5B: Select appropriate standard and nonstandard measurement units and tools to measure to a desired degree of accuracy.
        
        3.5.5B.1: Be familiar with prefixes milli, centi, kilo and symbols g, mg, kg, mL, L, mm, km, and cm and the tools used to measure them.
        
        3.5.5B.2: Introduce measurement of angles with a protractor.
        
        3.5.5B.3: Measure volume and capacity, using cubic centimeter blocks, cubic inch blocks, English system and metric measuring tools.
        
        3.5.5B.4: Operations with metric units.
        
        3.5.5B.5: Make effective use of ruler, thermometer, and scale for making measurements.
        
        3.5.5B.6: Estimate and then determine length, weight/mass, area, and liquid volume/capacity, using standard and nonstandard units of measure.
        
        3.5.5B.7: Understand that measurements are likely to give slightly different numbers when measured multiple times.
        
        3.5.5C: Develop measurement skills and informally derive and apply formulas in direct measurement activities.
        
        3.5.5C.1: Measure volume of prisms, using cubic units in metric and English system.
        
        3.5.5C.2: Measure the area and perimeter of triangles, circles, and irregular polygons, using manipulative materials and informal methods.
        
        3.5.5C.3: Identify acute, obtuse, and right angles.
        
        3.5.5C.4: Explore the volume of cylinders empirically.
        
        3.5.5C.5: Approximate the area of rectangles and triangles.
        
        3.5.5D: Use statistical methods and measures of central tendencies to display, describe, and compare data.
        
        3.5.5D.1: Consider difference between mode, median, and mean.
        
        3.5.5D.2: Collect and organize simple data sets to answer questions.
        
        3.5.5D.3: Understand that a summary of data should include where the middle is and how much spread is around it.
        
        3.5.5E: Explore and produce graphic representations of data. (Calculators/ computers may be used.)
        
        3.5.5E.1: Compare graphs that can be demonstrated by the teacher on a graphing calculator: bar, histogram, line.
        
        3.5.5E.2: Use pictographs and other graphic representations to model problems.
        
        3.5.5E.3: Understand that spreading data out on a number line helps to see what the extremes are, where they pile up, and where the gaps are located.
        
        3.5.5F: Develop critical judgment for the reasonableness of measurement.
        
        3.5.5F.1: Relate metric units to customary units via approximations.
        
        3.5.5F.2: Make real-world comparisons of measurements.
      - 3.6: Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.
        
        3.6.6A: Use estimation to check the reasonableness of results obtained by computation, algorithms, or the use of technology.
        
        3.6.6A.1: Round numbers to the nearest hundredth and up to 10,000.
        
        3.6.6A.2: Relate rounding skills to estimation.
        
        3.6.6A.3: Round fractional and decimal numbers for estimates in computation.
        
        3.6.6A.4: Determine the effects of addition, subtraction, multiplication, and division on size and order of numbers.
        
        3.6.6B: Use estimation to solve problems for which exact answers are inappropriate.
        
        3.6.6B.1: Develop an awareness of when an estimation is more appropriate than an exact answer.
        
        3.6.6C: Estimate the probability of events.
        
        3.6.6C.1: Make predictions based on sample data.
        
        3.6.6C.2: Arrangements and combinations.
        
        3.6.6C.3: Understand that when predictions are based on what is known about the past, one must assume that the conditions stay the same from the past event to the predicted future event.
        
        3.6.6D: Use simulation techniques to estimate probabilities.
        
        3.6.6D.1: Conduct simulations for experiments that cannot be determined theoretically and are unwieldy to determine experimentally.
        
        3.6.6E: Determine probabilities of independent events.
        
        3.6.6E.1: Conduct and predict outcomes of experiments with independent events.
        
        3.6.6E.2: Understand how to express probabilities as fractions, decimals, or percents for theoretical and experimental situations such that:
        
        3.6.6E.2.a: Experimental probability is found by (number of times desired event occurs) / (total number of trials)
        
        3.6.6E.2.b: Theoretical probability is found by (number of desired outcomes) / (total number of possible outcomes)
      - 3.7: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.
        
        3.7.7A: Recognize, describe, and generalize a wide variety of patterns and functions.
        
        3.7.7A.1: Review computation skills by describing and extending number patterns and sequences.
        
        3.7.7A.2: Interpolate and/or extrapolate simple patterns of numbers.
        
        3.7.7A.3: Recognize and describe simple functional relationships.
        
        3.7.7B: Describe and represent patterns and functional relationships, using tables, charts and graphs, and verbal descriptions.
        
        3.7.7B.1: Use tables and graphs to help to identify patterns.
        
        3.7.7B.2: Use a variety of representations for the same functional relationship.
        
        3.7.7C: Develop methods to solve basic linear equations.
        
        3.7.7C.1: Find the missing value in a proportion in which three of the numbers are known.
        
        3.7.7C.2: Distinguish between linear and quadratic relationships.
        
        3.7.7C.3: Solve one-step linear equations in one variable.
        
        3.7.7D: Develop an understanding of functions and functional relationships: that a change in one quantity (variable) results in change in another.
        
        3.7.7D.1: Continue the study of functions and relationships with whole numbers.
        
        3.7.7D.2: Understand that the basic function of tables and graphs is to make explicit how the values of one quantity are related to the values of another.
        
        3.7.7D.3: Begin to recognize the characteristics of proportional relationships.
        
        3.7.7E: Apply the concept of similarity in relevant situations.
        
        3.7.7E.1: Use concrete and artistic experiences to explain similarity and congruence in plane geometric figures.
        
        3.7.7F: Use properties of polygons to classify them.
        
        3.7.7F.1: Classify polygons by properties and develop definitions.
        
        3.7.7F.2: Understand the basic properties of and the similarity and differences between a trapezoid, rhombus, and quadrilateral.
        
        3.7.7F.3: Compare shapes in terms of parallel, perpendicular, similar, and congruent.
        
        3.7.7G: Explore relationships involving points, lines, angles, and planes.
        
        3.7.7G.1: Understand the basic characteristics of angles.
        
        3.7.7G.2: Identify line segments.
        
        3.7.7G.3: Determine congruence of line segments, angles, and polygons by direct comparison given their attributes.
        
        3.7.7H: Develop readiness for basic concepts of right triangle trigonometry.
        
        3.7.7H.1: A right triangle contains one right angle.
        
        3.7.7H.2: The hypotenuse of a right triangle is opposite the right angle.
        
        3.7.7H.3: The hypotenuse of a triangle is greater than either of the other two legs.
        
        3.7.7H.4: Investigate intuitively the concept of similarity among triangles.
        
        3.7.7I: Use patterns and functions to represent and solve problems.
        
        3.7.7I.1: Use math sentences of patterns and functions to represent and solve problems.
    - Grades: 7-8
      - 3.1: Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.
        
        3.1.1A: Apply a variety of reasoning strategies.
        
        3.1.1A.1: Use pictures, diagrams, or patterns.
        
        3.1.1A.2: Use trial and error (guess).
        
        3.1.1A.3: Use a simpler but related problem.
        
        3.1.1A.4: Use proportional reasoning, ratios, and rates to solve problems.
        
        3.1.1A.5: Work backwards.
        
        3.1.1A.6: Identify similarities and differences among a wide variety of problem types and problem-solving strategies.
        
        3.1.1A.7: Use mathematical sentences to solve problems.
        
        3.1.1B: Make and evaluate conjectures and arguments, using appropriate language.
        
        3.1.1B.1: Discriminate relevant from irrelevant information.
        
        3.1.1B.2: Discuss the effects of changing the parameters of a problem statement.
        
        3.1.1B.3: Seek a general solution.
        
        3.1.1B.4: Study cases in which the general solution does not apply.
        
        3.1.1B.5: Explain and show solution processes in a variety of ways (words, numbers, symbols, pictures, charts, graphs, tables, diagrams, and models).
        
        3.1.1B.6: Express solutions clearly and logically, using appropriate mathematical notation, terms, and language.
        
        3.1.1B.7: Understand that there is no one right way to solve mathematical problems, but that different methods have different advantages and disadvantages.
        
        3.1.1B.8: Support solutions with written and/or algebraic evidence.
        
        3.1.1B.9: Clarify problems, using discussion with peers.
        
        3.1.1C: Make conclusions based on inductive reasoning.
        
        3.1.1C.1: Devise formulas (surface area, volume, etc.).
        
        3.1.1C.2: Identify patterns in a number sequence (include sequences with integral terms).
        
        3.1.1C.3: Apply strategies and results from simpler problems to more complex situations.
        
        3.1.1D: Justify conclusions involving simple and compound (i.e., and/or) statements.
        
        3.1.1D.1: Find numbers that satisfy one or more conditions.
      - 3.2: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
        
        3.2.2A: Understand, represent, and use numbers in a variety of equivalent forms (integer, fraction, decimal, percent, exponential, expanded, and scientific notation).
        
        3.2.2A.1: Read and write integers, rational, and irrational numbers.
        
        3.2.2A.2: Describe orally and in writing the relationship between the subsets of the real number system.
        
        3.2.2A.3: Approximate integers and rational numbers, using scientific notation (positive and negative powers of 10) and explain the process.
        
        3.2.2A.4: Understand the relationship between terminating and repeating decimals.
        
        3.2.2A.5: Describe the equivalent relationships among representations of rational numbers (fractions, decimals, and percents) and use these representations in estimation, computation, and applications.
        
        3.2.2A.6: Understand and explain a number raised to the zero power.
        
        3.2.2A.7: Using real-life situations, apply the concept of scientific notation to express and compare very large and very small numbers.
        
        3.2.2A.8: Understand the meaning of the absolute value symbol.
        
        3.2.2A.9: Calculate fraction, decimal, and percent equivalents.
        
        3.2.2B: Understand and apply ratios, proportions, and percents through a wide variety of hands-on explorations.
        
        3.2.2B.1: Interpret percent as part of 100, using a variety of manipulatives (algebra tiles, graph paper, cubes).
        
        3.2.2B.2: Develop an understanding of the relationships among ratio, proportion, and percent.
        
        3.2.2B.3: Solve real-life problems dealing with scale drawings and similar polygons.
        
        3.2.2B.4: Find the percent of a number; calculate the percent of increases and decreases, rate, commissions, taxes, and simple interest.
        
        3.2.2C: Develop an understanding of number theory (primes, factors, and multiples).
        
        3.2.2C.1: Define and identify prime and composite numbers.
        
        3.2.2C.2: Define and identify prime factors, using factor trees and repeated division.
        
        3.2.2C.3: Factor numbers by using the rules of divisibility.
        
        3.2.2C.4: Discover rules of divisibility of numbers in the context of finding prime factors.
        
        3.2.2D: Recognize order relations for decimals, integers, and rational numbers.
        
        3.2.2D.1: Compare and understand inter-relationships, similarities, and differences among integers, rational and irrational numbers.
        
        3.2.2D.2: Use symbols (<, >, = , Less than or equal to, greater than or equal to) when recognizing numerical relationships.
        
        3.2.2D.3: Develop techniques for ordering fractions and decimals including percents and scientific notation.
        
        3.2.2D.4: Given a whole number from 0 to 100, identify it as a perfect square or find the two consecutive whole numbers between which the square root lies.
      - 3.3: Students use mathematical operations and relationships among them to understand mathematics.
        
        3.3.3A: Add, subtract, multiply, and divide fractions, decimals, and integers.
        
        3.3.3A.1: Consistently and accurately perform operations on integers, decimals, and rational numbers.
        
        3.3.3A.2: Raise rational numbers to whole number powers.
        
        3.3.3A.3: Determine the absolute value of real numbers expanded to include numerical expressions beyond a single value (e.g., | -5 + 3|).
        
        3.3.3A.4: Solve one-and two-step word problems.
        
        3.3.3B: Explore and use the operations dealing with roots and powers.
        
        3.3.3B.1: Operations applying to powers of a common base.
        
        3.3.3B.2: The use of powers with positive integral and zero exponents.
        
        3.3.3B.3: Concept of the square of any nonzero integer is a positive number.
        
        3.3.3B.4: Understand that every positive number has two square roots (introduce the ± symbol).
        
        3.3.3C: Use grouping symbols (parentheses) to clarify the intended order of operations.
        
        3.3.3C.1: Use the order of operations within a problem.
        
        3.3.3C.2: Understand the use of parentheses and their relationship to the order of operations.
        
        3.3.3C.3: Extend the order of operations to include roots.
        
        3.3.3D: Apply the associative, commutative, and distributive properties, and inverse and identity elements.
        
        3.3.3D.1: Understand that integers consist of zero and natural numbers and their additive inverses.
        
        3.3.3D.2: Simplify numerical expressions and solve word problems and equations by applying properties of real numbers.
        
        3.3.3D.3: Explain why certain properties hold true or do not hold true under specific operations.
        
        3.3.3D.4: Understand the inverse relationships between addition and subtraction, multiplication and division, and exponentiation and root extraction.
        
        3.3.3D.5: Investigate the existence of closure under the operations with integers.
        
        3.3.3D.6: Formulate properties (commutative, associative, etc.) involving operations with integers by experimenting with integers under the basic operations.
        
        3.3.3E: Demonstrate an understanding of operational algorithms (procedures for adding, subtracting, etc.).
        
        3.3.3E.1: Solve and explain the rules for the operational algorithms relative to real numbers.
        
        3.3.3E.2: Solve and explain the use of absolute value in operational algorithms.
        
        3.3.3F: Develop appropriate proficiency with facts and algorithms.
        
        3.3.3F.1: Solutions of facts and algorithms, using real numbers.
        
        3.3.3G: Apply concepts of ratio and proportion to solve problems.
        
        3.3.3G.1: Use ratios and proportions to solve problems involving a change of scale in drawings or maps, recipes, etc.
        
        3.3.3G.2: Determine the unit cost of items to compare prices.
        
        3.3.3G.3: Determine if triangles are similar by using ratios to show that the lengths of corresponding sides are proportional.
      - 3.4: Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
        
        3.4.4A: Visualize, represent, and transform two-and three-dimensional shapes.
        
        3.4.4A.1: Identify and construct two-dimensional patterns for three-dimensional models.
        
        3.4.4A.2: Identify elements of three-dimensional geometric objects.
        
        3.4.4B: Use maps and scale drawings to represent real objects or places.
        
        3.4.4B.1: Students select appropriate units of measure and use proportional reasoning to convert measures.
        
        3.4.4B.2: Construct scale drawings and models with reasonable measurement accuracy.
        
        3.4.4C: Use the coordinate plane to explore geo-metric ideas.
        
        3.4.4C.1: Locate a point, using ordered pairs of integers on the coordinate plane.
        
        3.4.4C.2: Compare geometric measurements and computations on coordinate axes as they are applied to parallel lines, congruent and similar figures.
        
        3.4.4C.3: Locate the quadrant in which an ordered pair of integers is located.
        
        3.4.4C.4: Develop geometric ideas such as measurement formulas, using geoboards and graph paper.
        
        3.4.4D: Represent numerical relationships in one-and two-dimensional graphs.
        
        3.4.4D.1: Use a number line graph to represent the solution of a problem with one unknown.
        
        3.4.4D.2: Use two-dimensional graphs, including the coordinate plane, to represent the solution of a problem.
        
        3.4.4E: Use variables to represent relationships.
        
        3.4.4E.1: Use variables and appropriate operations to write an expression, equation, inequality, or system of equations or inequalities that represent a verbal description (three less than a number, half as large as area A).
        
        3.4.4E.2: Interpret, demonstrate understanding, and use variables in expressions, formulas, equations, and properties.
        
        3.4.4F: Use concrete materials and diagrams to describe the operation of real-world processes and systems.
        
        3.4.4F.1: Model situations geometrically to interpret, formulate, and solve problems.
        
        3.4.4G: Develop and explore models that do and do not rely on chance.
        
        3.4.4G.1: Construct an appropriate sample space (board games, spinners, dice, coins).
        
        3.4.4G.2: Explore the range of probabilities (certainty, impossibility, sometimes).
        
        3.4.4G.3: Consider the reliability of sampling procedures.
        
        3.4.4H: Investigate both two-and three-dimensional transformations.
        
        3.4.4H.1: Recognize similarity and rotational and bilateral symmetry in two-and three-dimensional figures.
        
        3.4.4H.2: Understand and use coordinate grids to plot simple figures and to determine lengths and areas related to them.
        
        3.4.4H.3: Identify similar and congruent shapes and determine their image under simple transformations (translation, rotation, reflection) in the coordinate plane.
        
        3.4.4I: Use appropriate tools to construct and verify geometric relationships.
        
        3.4.4I.1: Using compasses, rulers, and protractors, identify and construct basic elements of geometric figures, (altitudes, midpoints, diagonals, angle bisectors, and perpendicular bisectors; and central angles, radii, diameters, and chords of circles).
        
        3.4.4I.2: Identify the properties of congruent and similar triangles.
        
        3.4.4I.3: Identify corresponding sides in similar or congruent triangles.
        
        3.4.4I.4: Verify that vertical angles have equal measure.
        
        3.4.4J: Develop procedures for basic geometric constructions.
        
        3.4.4J.1: Construct an angle with a given measure.
        
        3.4.4J.2: Bisect an angle, using a compass and a straightedge.
        
        3.4.4J.3: Construct the perpendicular bisector of a line segment.
      - 3.5: Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.
        
        3.5.5A: Estimate, make, and use measurements in real-world situations.
        
        3.5.5A.1: Measure the distance of objects, using scientific notation (shuttle from the Earth).
        
        3.5.5A.2: Solve distance problems in miles per hour.
        
        3.5.5A.3: Use measurement in everyday situations.
        
        3.5.5A.4: Make an appropriate estimate relating to size, quantity, temperature, capacity, and the passage of time.
        
        3.5.5B: Select appropriate standard and nonstandard measurement units and tools to measure to a desired degree of accuracy.
        
        3.5.5B.1: Understand the uses of units, square units, and cubic units.
        
        3.5.5B.2: Find the measure of angles, using a protractor.
        
        3.5.5B.3: Determine the degree of accuracy needed in measurement situations.
        
        3.5.5B.4: Determine significant digits in measurement.
        
        3.5.5B.5: Determine appropriate units of measure.
        
        3.5.5C: Develop measurement skills and informally derive and apply formulas in direct measurement activities.
        
        3.5.5C.1: Know and apply formulas for perimeter and area of polygons, volume of rectangular solids, circumference, and area of circles.
        
        3.5.5C.2: Derive and use formulas for surface area of a solid, volume of right circular cylinders, spheres, cones, and pyramids.
        
        3.5.5C.3: Understand length, area, and volume and make relationships between the measurements.
        
        3.5.5C.4: Find the measure of the sides and angles of a right triangle, using the Pythagorean theorem and trigonometric ratios.
        
        3.5.5D: Use statistical methods and measures of central tendencies to display, describe, and compare data.
        
        3.5.5D.1: Interpret graphs, tables, scales, and charts by making comparisons and calculations.
        
        3.5.5D.2: Use appropriate statistical measures to compare data.
        
        3.5.5D.3: Determine which measures of central tendency (mean, median, mode) best represent the sets of data.
        
        3.5.5D.4: Organize and display collected data, using appropriate tables, charts, or graphs including histograms, broken line, circle graphs, stem and leaf plots, and box and whisker plots.
        
        3.5.5E: Explore and produce graphic representations of data (calculators/computers may be used).
        
        3.5.5E.1: Use graphing calculators and computer spreadsheets to organize and analyze data.
        
        3.5.5E.2: Construct histograms and frequency polygons.
        
        3.5.5F: Develop critical judgment for the reasonableness of measurement.
        
        3.5.5F.1: Select, use, and explain a method for comparing weights, capacities, geometric measures, times, and temperatures within and between measurement systems (e.g., miles per hour and feet per second, about how many inches in a given number of meters).
      - 3.6: Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.
        
        3.6.6A: Use estimation to check the reasonableness of results obtained by computation, algorithms, or the use of technology.
        
        3.6.6A.1: Estimate the results of a problem prior to arriving at a solution.
        
        3.6.6A.2: Round whole numbers, decimals, and fractions.
        
        3.6.6A.3: Estimate the outcomes of problems/experiments, complete the task, and compare the results with the prediction.
        
        3.6.6B: Use estimation to solve problems for which exact answers are inappropriate.
        
        3.6.6B.1: Recognize when an estimate is appropriate.
        
        3.6.6C: Estimate the probability of events.
        
        3.6.6C.1: Understand that the larger a well-chosen sample is, the more likely it is to represent the whole, and that there are many ways of choosing a sample that can make it unrepresentative of the whole.
        
        3.6.6C.2: Combinations and permutations.
        
        3.6.6C.3: Conduct and predict outcomes of experiments with independent events.
        
        3.6.6C.4: Understand the terms relative frequency, cumulative frequency, and cumulative relative frequency.
        
        3.6.6D: Use simulation techniques to estimate probabilities.
        
        3.6.6D.1: Conduct a variety of simulations to represent an experiment that can not be determined by theoretical probability or is not practical to determine experimentally.
        
        3.6.6E: Determine probabilities of independent and mutually exclusive events.
        
        3.6.6E.1: Understand and use empirical and theoretical probability, using the formula P(E) = f/ n.
        
        3.6.6E.2: Develop and explore combinations and permutations.
        
        3.6.6E.3: Express probabilities as fractions, percents, or decimals.
        
        3.6.6E.4: Predict the results of a series of trials once the probability for one trial is known.
      - 3.7: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.
        
        3.7.7A: Recognize, describe, and generalize a wide variety of patterns and functions.
        
        3.7.7A.1: Identify, describe, represent, extend, and create patterns (numerical and geometric).
        
        3.7.7A.2: Describe functions and generalize by the use of rules and algebraic expressions.
        
        3.7.7B: Describe and represent patterns and functional relationships, using tables, charts, graphs, algebraic expressions, rules, and verbal descriptions.
        
        3.7.7B.1: Describe and represent numerical and geometric patterns and functions, using equations, graphs, and tables.
        
        3.7.7B.2: Organize and analyze data resulting in function applications through use of a table of values, sentence, formula, graph, and prediction.
        
        3.7.7C: Develop methods to solve basic linear and quadratic equations.
        
        3.7.7C.1: Solve multistep equations in one variable.
        
        3.7.7C.2: Solve one-and two-step equations.
        
        3.7.7C.3: Use five basic properties of equality in solving equations with one variable.
        
        3.7.7C.4: Understand the addition, subtraction, multiplication, and division properties as they pertain to problem- solving situations with inequalities.
        
        3.7.7C.5: Model and solve multistep problems involving rate, average speed, distance and time, or direct variation.
        
        3.7.7C.6: Use algebraic expressions, equations, and inequalities to model linear and nonlinear situations, including direct and inverse variation, exponential growth, and quadratic behavior.
        
        3.7.7C.7: Fundamental ideas of the quadratic equation and its graph. Students should know that linear situations "grow by adding," versus, for example, exponential situations, which "grow by multiplying,"and recognize these characteristics in tables, graphs, equati
        
        3.7.7D: Develop an understanding of functions and functional relationships: that a change in one quantity (variable) results in change in another.
        
        3.7.7D.1: Examine a situation and determine if the quantities vary directly or indirectly, and represent that variation graphically, in a table and in an equation.
        
        3.7.7D.2: Use a variety of representations to describe a functional relationship.
        
        3.7.7D.3: Identify the input and the output in a relationship between two variables and determine whether the relationship is a function.
        
        3.7.7D.4: Identify and justify proportional relationships.
        
        3.7.7E: Verify results of substituting variables.
        
        3.7.7E.1: Solve an equation and check the solution set by substitution.
        
        3.7.7E.2: Understand that an equation containing a variable may be true for just one value of the variable.
        
        3.7.7F: Apply the concept of similarity in relevant situations.
        
        3.7.7F.1: Demonstrate an understanding of congruence between two geometric figures and what congruence means about the relationships between the sides and angles of the two figures.
        
        3.7.7F.2: Understand the difference between similarity and congruence.
        
        3.7.7F.3: Identify similar and congruent triangles and other polygons and their corresponding parts.
        
        3.7.7G: Use properties of polygons to classify them.
        
        3.7.7G.1: Apply the relationship between the interior and exterior angles of a polygon.
        
        3.7.7G.2: Use the sum of the number of degrees of measure of triangles, quadrilaterals, hexagons, etc. to solve problems.
        
        3.7.7G.3: Classify triangles according to angle size and/or length of sides.
        
        3.7.7H: Explore relationships involving points, lines, angles, and planes.
        
        3.7.7H.1: Understand and use proper terminology, symbols, definitions, and formulas for undefined and defined terms.
        
        3.7.7H.2: Name, define, and measure angles and angle pairs such as complementary, supplementary, alternate interior and exterior, and vertical angles.
        
        3.7.7I: Develop and apply the Pythagorean principle in the solution of problems.
        
        3.7.7I.1: Use the Pythagorean theorem in the solution of problems (include rational and irrational numbers).
        
        3.7.7J: Explore and develop basic concepts of right triangle trigonometry.
        
        3.7.7J.1: Understand the relationships of the sides of a right triangle.
        
        3.7.7J.2: Explore and develop the concept that corresponding angles of similar triangles have the same measure.
        
        3.7.7J.3: Develop and apply the formulas for sine, cosine, and tangent.
        
        3.7.7K: Use patterns and functions to represent and solve problems.
        
        3.7.7K.1: Use patterns and functions to solve problems.
    - Grades: 9-12
      - Math A
        
        3.1: Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.
        
        3.1.1A: Construct valid arguments.
        
        3.1.1A.1: Truth value of compound sentences (conjunction, disjunction, conditional, related conditionals such as converse, inverse, and contrapositive, and biconditional).
        
        3.1.1A.2: Truth value of simple sentences (closed sentences, open sentences with replacement set and solution set, negations).
        
        3.1.1B: Follow and judge the validity of arguments.
        
        3.1.1B.1: Truth value of compound sentences.
        
        3.2: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
        
        3.2.2A: Understand and use rational and irrational numbers.
        
        3.2.2A.1: Real numbers including irrational numbers such as non-repeating decimals, irrational roots, and pi.
        
        3.2.2B: Recognize the order of real numbers.
        
        3.2.2B.1: Rational approximations of irrational numbers.
        
        3.2.2C: Apply the properties of real numbers to various subsets of numbers.
        
        3.2.2C.1: Properties of real numbers including closure, commutative, associative, and distributive properties, and inverse and identity elements.
        
        3.3: Students use mathematical operations and relationships among them to understand mathematics.
        
        3.3.3A: Use addition, subtraction, multiplication, division, and exponentiation with real numbers and algebraic expressions.
        
        3.3.3A.1: Signed numbers.
        
        3.3.3A.10: Division of fractions.
        
        3.3.3A.11: Prime factorization.
        
        3.3.3A.12: Factoring: common monomials, binomial factors of trinomials.
        
        3.3.3A.13: Difference of two squares.
        
        3.3.3A.2: Use of variables: order of operations and evaluating algebraic expressions and formulas.
        
        3.3.3A.3: Addition and subtraction of polynomials: combining like terms and fractions with like denominators.
        
        3.3.3A.4: Multiplication of polynomials: powers, products of monomials and binomials, equivalent fractions with unlike denominators, and multiplication of fractions.
        
        3.3.3A.5: Simplification of algebraic expressions.
        
        3.3.3A.6: Division of polynomials by monomials.
        
        3.3.3A.7: Operations with radicals: simplification, multiplication and division, and addition and subtraction.
        
        3.3.3A.8: Scientific notation.
        
        3.3.3A.9: Simplification of fractions.
        
        3.3.3B: Use integral exponents on integers and algebraic expressions.
        
        3.3.3B.1: Powers: positive, zero, and negative exponents.
        
        3.3.3C: Recognize and identify symmetry and transformations on figures.
        
        3.3.3C.1: Intuitive notions of line reflection, translation, rotation, and dilation.
        
        3.3.3C.2: Line and point symmetry.
        
        3.3.3D: Use field properties to justify mathematical procedures.
        
        3.3.3D.1: Distributive and associative field properties as related to the solution of quadratic equations.
        
        3.3.3D.2: Distributive field property as related to factoring.
        
        3.4: Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
        
        3.4.4A: Represent problem situations symbolically by using algebraic expressions, sequences, tree diagrams, geometric figures, and graphs.
        
        3.4.4A.1: Use of variables/Algebraic representations.
        
        3.4.4A.10: Study of quadrilaterals: classification and properties of parallelograms, rectangles, rhombi, squares, and trapezoids.
        
        3.4.4A.11: Study of solids: classification of prism, rectangular solid, pyramid, right circular cylinder, cone, and sphere.
        
        3.4.4A.12: Sample spaces: list of ordered pairs of n-tuples, tree diagrams.
        
        3.4.4A.2: Inequalities.
        
        3.4.4A.3: Formulas and literal equations.
        
        3.4.4A.4: Undefined terms: point, line, and plane.
        
        3.4.4A.5: Parallel and intersecting lines and perpendicular lines.
        
        3.4.4A.6: Angles: degree measure, right, acute, obtuse, straight, supplementary, complementary, vertical, alternate interior and exteriors, and corresponding.
        
        3.4.4A.7: Simple closed curves: polygons and circles.
        
        3.4.4A.8: Sum of interior and exterior angles of a polygon.
        
        3.4.4A.9: Study of triangles: classifications of scalene, isosceles, equilateral, acute, obtuse, and right; triangular inequality; sum of the measures of angles of a triangle; exterior angle of a triangle, base angles of an isosceles triangle.
        
        3.4.4B: Justify the procedures for basic geometric constructions.
        
        3.4.4B.1: Basic constructions: copy line and angle, bisect line segment and angle, perpendicular lines and parallel lines.
        
        3.4.4B.2: Comparison of triangles: congruence and similarity.
        
        3.4.4C: Use transformations in the coordinate plane.
        
        3.4.4C.1: Reflection in a line and in a point.
        
        3.4.4C.2: Translations.
        
        3.4.4C.3: Dilations.
        
        3.4.4D: Develop and apply the concept of basic loci to compound loci.
        
        3.4.4D.1: Locus.
        
        3.4.4D.2: At a fixed distance from a point.
        
        3.4.4D.3: At a fixed distance from a line.
        
        3.4.4D.4: Equidistant from two points.
        
        3.4.4D.5: Equidistant from two parallel lines.
        
        3.4.4D.6: Equidistant from two intersecting lines.
        
        3.4.4D.7: Compound locus.
        
        3.4.4E: Model real-world problems with systems of equations and inequalities.
        
        3.4.4E.1: Systems of linear equations and inequalities.
        
        3.5: Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.
        
        3.5.5A: Apply formulas to find measures such as length, area, volume, weight, time, and angle in real-world contexts.
        
        3.5.5A.1: Perimeter of polygons and circumference of circles.
        
        3.5.5A.2: Area of polygons and circles.
        
        3.5.5A.3: Volume of solids.
        
        3.5.5A.4: Pythagorean theorem.
        
        3.5.5B: Choose and apply appropriate units and tools in measurement situations.
        
        3.5.5B.1: Converting to equivalent measurements within metric and English measurement systems.
        
        3.5.5B.2: Direct and indirect measure.
        
        3.5.5C: Use dimensional analysis techniques.
        
        3.5.5C.1: Dimensional analysis.
        
        3.5.5D: Use statistical methods including the measures of central tendency to describe and compare data.
        
        3.5.5D.1: Collecting and organizing data: sampling, tally, chart, frequency table, circle graphs, broken line graphs, frequency histogram, box and whisker plots, scatter plots, stem and leaf plots, and cumulative frequency histogram.
        
        3.5.5D.2: Measures of central tendency: mean, median, mode.
        
        3.5.5D.3: Quartiles and percentiles.
        
        3.5.5E: Use trigonometry as a method to measure indirectly.
        
        3.5.5E.1: Right triangle trigonometry.
        
        3.5.5F: Apply proportions to scale drawings and direct variation.
        
        3.5.5F.1: Ratio.
        
        3.5.5F.2: Proportion.
        
        3.5.5F.3: Scale drawings.
        
        3.5.5F.4: Percent.
        
        3.5.5F.5: Similar figures.
        
        3.5.5F.6: Similar polygons: ratio of perimeters and areas.
        
        3.5.5F.7: Direct variation.
        
        3.5.5G: Relate absolute value, distance between two points, and the slope of a line to the coordinate plane.
        
        3.5.5G.1: Absolute value and length of a line segment.
        
        3.5.5G.2: Midpoint of a segment.
        
        3.5.5G.3: Equation of a line: point-slope and slope intercept form.
        
        3.5.5G.4: Comparison of parallel and perpendicular lines.
        
        3.5.5H: Explain the role of error in measurement and its consequence on subsequent calculations.
        
        3.5.5H.1: Error of measurement and its consequences on calculation of perimeter of polygons and circumference of circles.
        
        3.5.5H.2: Area of polygons and circles.
        
        3.5.5H.3: Volume of solids.
        
        3.5.5H.4: Percent of error in measurements.
        
        3.5.5I: Use geometric relationships in relevant measurement problems involving geometric concepts.
        
        3.5.5I.1: Similar polygons: ratio of perimeters and areas.
        
        3.5.5I.2: Similar figures.
        
        3.5.5I.3: Comparison of volumes of similar solids.
        
        3.6: Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.
        
        3.6.6A: Judge the reasonableness of results obtained from applications in algebra, geometry, trigonometry, probability, and statistics.
        
        3.6.6A.1: Theoretical versus empirical probability.
        
        3.6.6B: Use experimental and theoretical probability to represent and solve problems involving uncertainty.
        
        3.6.6B.1: Single and compound events.
        
        3.6.6B.2: Problems involving and and or.
        
        3.6.6B.3: Probability of the complement of an event.
        
        3.6.6C: Use the concept of random variable in computing probabilities.
        
        3.6.6C.1: Mutually exclusive and independent events.
        
        3.6.6C.2: Counting principle.
        
        3.6.6C.3: Sample space.
        
        3.6.6C.4: Probability distribution.
        
        3.6.6C.5: Probability of the complement of an event.
        
        3.6.6D: Determine probabilities, using permutations and combinations.
        
        3.6.6D.1: Factorial notation.
        
        3.6.6D.2: Permutations: nPn and nPr.
        
        3.6.6D.3: Combinations: nCn and nCr.
        
        3.7: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.
        
        3.7.7A: Represent and analyze functions, using verbal descriptions, tables, equations, and graphs.
        
        3.7.7A.1: Techniques for solving equations and inequalities.
        
        3.7.7A.2: Techniques for solving factorable quadratic equations.
        
        3.7.7A.3: Graphs of linear relations: slope and intercept.
        
        3.7.7A.4: Graphs of conics: circle and parabola.
        
        3.7.7A.5: Graphic solution of systems of linear equations, inequalities, and quadratic-linear pair.
        
        3.7.7A.6: Algebraic solution of systems of linear equations, inequalities, and quadratic-linear pair by substitution method and addition-subtraction method.
        
        3.7.7B: Apply linear and quadratic functions in the solution of problems.
        
        3.7.7B.1: Graphic and algebraic solutions of linear and quadratic functions in the solution of problems.
        
        3.7.7C: Translate among the verbal descriptions, tables, equations, and graphic forms of functions.
        
        3.7.7C.1: Translate linear and quadratic functions, systems of equations, inequalities and quadratic linear pairs between representations that are verbal descriptions, tables, equations, or graphs.
        
        3.7.7D: Model real-world situations with the appropriate function.
        
        3.7.7D.1: Determine and model real-life situations with appropriate functions.
        
        3.7.7E: Apply axiomatic structure to algebra.
        
        3.7.7E.1: Solve linear equations with integral, fraction, or decimal coefficients.
        
        3.7.7E.2: Solve linear inequalities.
        
        3.7.7E.3: Solve factorable quadratic equations.
        
        3.7.7E.4: Solve systems of linear equations, inequalities, and quadratic-linear pair.
      - Math B
        
        3.1: Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.
        
        3.1.1A: Construct proofs based on deductive reasoning.
        
        3.1.1A.1: Euclidean and analytic direct proofs.
        
        3.1.1B: Construct indirect proofs.
        
        3.1.1B.1: Euclidean indirect proofs.
        
        3.2: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
        
        3.2.2A: Understand and use rational and irrational numbers.
        
        3.2.2A.1: Determine from the discriminant of a quadratic equation whether the roots are rational or irrational.
        
        3.2.2A.2: Rationalize denominators.
        
        3.2.2A.3: Simplifying of algebraic fractions with polynomial denominators.
        
        3.2.2A.4: Simplify complex fractions.
        
        3.2.2B: Recognize the order of the real numbers.
        
        3.2.2B.1: Give rational approximations of irrational numbers to a specific degree of accuracy.
        
        3.2.2C: Apply the properties of the real numbers to various subsets of numbers.
        
        3.2.2C.1: Use the properties of real numbers in the development of algebraic skills.
        
        3.2.2D: Recognize the hierarchy of the complex number system.
        
        3.2.2D.1: Subsets of complex numbers.
        
        3.2.2E: Model the structure of the complex number system.
        
        3.2.2E.1: Imaginary unit of complex numbers.
        
        3.2.2E.2: Standard form of complex numbers.
        
        3.3: Students use mathematical operations and relationships among them to understand mathematics.
        
        3.3.3A: Use addition, subtraction, multiplication, division, and exponentiation with real numbers and algebraic expressions.
        
        3.3.3A.1: Operations with fractions with polynomial denominators.
        
        3.3.3A.2: Add and subtract rational fractions with monomial and binomial denominators.
        
        3.3.3B: Develop an understanding of and use the composition of functions and transformations.
        
        3.3.3B.1: Understand the general concept and symbolism of the composition of transformations.
        
        3.3.3B.2: Apply the composition of transformations (line reflections, rotations, translations, glide reflections).
        
        3.3.3B.3: Identify graphs that are symmetric with respect to the axes or origin.
        
        3.3.3B.4: Isometries (direct, opposite).
        
        3.3.3B.5: Applications to graphing (inverse functions, symmetry).
        
        3.3.3B.6: Define and compute compositions of functions and transformations.
        
        3.3.3C: Use transformations on figures and functions in the coordinate plane.
        
        3.3.3C.1: Apply transformations (line reflection, point reflection, rotation, translation, and dilation) on figures and functions in the coordinate plane.
        
        3.3.3C.2: Use slope and midpoint to demonstrate transformations.
        
        3.3.3C.3: Use the ideas of transformations to investigate relationships of two circles.
        
        3.3.3C.4: Use translation and reflection to investigate the parabola.
        
        3.3.3D: Use rational exponents on real numbers and all operations on complex numbers.
        
        3.3.3D.1: Absolute value of complex numbers.
        
        3.3.3D.2: Evaluate expressions with fractional exponents.
        
        3.3.3D.3: Basic arithmetic operations with complex numbers.
        
        3.3.3D.4: Simplify square roots with negative radicands.
        
        3.3.3D.5: Use the product of a complex number and its conjugate to express the quotient of two complex numbers.
        
        3.3.3D.6: Cyclic nature of the powers of i.
        
        3.3.3D.7: Solving quadratic equations.
        
        3.3.3D.8: Laws of rational exponents.
        
        3.3.3E: Combine functions, using the basic operations and the composition of two functions.
        
        3.3.3E.1: Determine the value of compound functions.
        
        3.3.3E.2: Pairs of equations.
        
        3.4: Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
        
        3.4.4A: Represent problem situations symbolically by using algebraic expressions, sequences, tree diagrams, geometric figures, and graphs.
        
        3.4.4A.1: Express quadratic, circular, exponential, and logarithmic functions in problem situations algebraically.
        
        3.4.4A.2: Use symbolic form to represent an explicit rule for a sequence.
        
        3.4.4A.3: Definition and graph of an inverse variation (hyperbola).
        
        3.4.4B: Manipulate symbolic representations to explore concepts at an abstract level.
        
        3.4.4B.1: Use positive, negative, and zero exponents and be familiar with the laws used in working with expressions containing exponents.
        
        3.4.4B.2: In the development of the use of exponents, the students should review scientific notation and its use in expressing very large or very small numbers.
        
        3.4.4B.3: Rewrite the equality logarithm to base b of a = c as a = b to the c power
        
        3.4.4B.4: Solve equations, using logarithmic expressions.
        
        3.4.4B.5: Rewrite expressions involving exponents and logarithms.
        
        3.4.4B.6: Compound functions.
        
        3.4.4C: Choose appropriate representations to facilitate the solving of a problem.
        
        3.4.4C.1: Select exponential or logarithmic process to solve an equation.
        
        3.4.4C.2: Recognize that a variety of phenomena can be modeled by the same type of function.
        
        3.4.4D: Develop meaning for basic conic sections.
        
        3.4.4D.1: Circles.
        
        3.4.4D.2: Parabolas.
        
        3.4.4D.3: Using the intercepts, recognize the ellipse and non-rectangular hyperbola.
        
        3.4.4E: Model real-world problems with systems of equations and inequalities.
        
        3.4.4E.1: Solve systems of equations: linear, quadratic, and linear-quadratic systems.
        
        3.4.4F: Model vector quantities both algebraically and geometrically.
        
        3.4.4F.1: The Law of Sines and the Law of Cosines can be used with a wide variety of problems involving triangles, parallelograms and other geometric figures in applications involving the resolution of forces both algebraically and geometrically.
        
        3.4.4G: Represent graphically the sum and difference of two complex numbers.
        
        3.4.4G.1: Represent the basic operations of addition and subtraction.
        
        3.4.4H: Model quadratic inequalities both algebraically and graphically.
        
        3.4.4H.1: Use multiple representation to show inequalities algebraically and graphically to find the possible solutions.
        
        3.4.4I: Model the composition of transformations.
        
        3.4.4I.1: The composition of two line reflections when the two lines are parallel.
        
        3.4.4I.2: The composition of two rotations about the same point.
        
        3.4.4I.3: The composition of two translations.
        
        3.4.4I.4: The composition of a line reflection and a translation in a direction parallel to the line of reflection (glide reflection).
        
        3.4.4J: Determine the effects of changing parameters of the graphs of functions.
        
        3.4.4J.1: Be able to sketch the effects of changing the value of a in the function y = a to the x power. Characteristics to be emphasized are:
        
        3.4.4J.1.a: the domain of an exponential function is the set of real numbers
        
        3.4.4J.1.b: the range of an exponential function is the set of positive numbers
        
        3.4.4J.1.c: the graph of any exponential function will contain the point (0, 1)
        
        3.4.4J.1.d: the exponential function is one-to-one.
        
        3.4.4J.2: If a > 1, the graph rises, but if 0 < a < 1, the graph falls.
        
        3.4.4J.3: The graphs of y = a to the x power and y = a to the -x power, a > 0, and a is not equal to 1, are reflections of each other in the y-axis.
        
        3.4.4J.4: The logarithmic function is the inverse of the exponential function with the following characteristics:
        
        3.4.4J.4.a: since the exponential function is one-to-one, its inverse, the logarithmic function, exists
        
        3.4.4J.4.b: the domain of the logarithmic function is the set of positive real numbers
        
        3.4.4J.4.c: the range of the logarithmic function is the set of all real numbers
        
        3.4.4J.4.d: the graph of any logarithmic function will contain the point (1,0).
        
        3.4.4J.5: The graphs of y = a to the x power and x = a to the y power, a > 0, and a is not equal to 1, are reflections of each other in the line y = x.
        
        3.4.4K: Use polynomial, trigonometric, and exponential functions to model real-world relationships.
        
        3.4.4K.1: Recognize when a real-world relationship can be represented by a linear, quadratic, trigonometric, or exponential function.
        
        3.4.4K.2: Solve real-world problems by using linear, quadratic, trigonometric , and exponential functions.
        
        3.4.4L: Use algebraic relationships to analyze the conic sections.
        
        3.4.4L.1: Write the equation of a circle with a given center and radius and determine the radius and center of a circle whose equation is in the form (x -h)² + (y -k)² = r².
        
        3.4.4L.2: Recognize an equation in the form y = ax² + bx + c, a is not equal to 0 as an equation of a parabola and
        
        3.4.4L.2.a: be able to form a table of values in order to sketch its graph
        
        3.4.4L.2.b: find the axis of symmetry
        
        3.4.4L.2.c: determine the abscissa of the vertex to provide a point of reference for choosing the x-coordinates to be plotted
        
        3.4.4L.2.d: find the y-intercept of the parabola.
        
        3.4.4L.3: Turning point.
        
        3.4.4L.4: Maximum or minimum.
        
        3.4.4M: Use circular functions to study and model periodic real-world phenomena.
        
        3.4.4M.1: Use the concept of the unit circle to solve real-world problems involving:
        
        3.4.4M.1.a: radian measure
        
        3.4.4M.1.b: sine
        
        3.4.4M.1.c: cosine
        
        3.4.4M.1.d: tangent
        
        3.4.4M.1.e: reciprocal trigonometric functions.
        
        3.4.4M.2: Relate reference angles, amplitude, period, and translations to the solution of real-world problems.
        
        3.4.4N: Use graphing utilities to create and explore geometric and algebraic models.
        
        3.4.4N.1: Graph quadratic equations and observe where the graph crosses the x-axis, or note that it does not.
        
        3.5: Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.
        
        3.5.5A: Use trigonometry as a method to measure indirectly.
        
        3.5.5A.1: Triangle solutions.
        
        3.5.5A.2: Right triangle trigonometry.
        
        3.5.5A.3: Unit circle.
        
        3.5.5A.4: Angle rotation - the measure of an angle can be a real number.
        
        3.5.5B: Understand error in measurement and its consequence on subsequent calculations.
        
        3.5.5B.1: Error of measurement of angles and length of the sides of a triangle and its consequence to the solution of trigonometric problems.
        
        3.5.5C: Derive and apply formulas relating angle measure and arc degree measure in a circle.
        
        3.5.5C.1: Express angle measure in terms of degrees and radians.
        
        3.5.5C.2: Reference and coterminal angles.
        
        3.5.5C.3: Understand the derivation and apply formulas for sine, cosine, tangent, and their reciprocal trigonometric function.
        
        3.5.5C.4: Sum and difference of two angles.
        
        3.5.5C.5: Double and half angles for sine and cosine.
        
        3.5.5C.6: Vectors.
        
        3.5.5C.7: Angles formed by arcs, chords, tangents, and secants.
        
        3.5.5D: Prove and apply theorems related to lengths of segments in a circle.
        
        3.5.5D.1: Prove and apply theorems related to arcs, chords, tangents, secants, and angles.
        
        3.5.5D.2: Prove theorems related to congruence and similarity including right triangle proportions.
        
        3.5.5E: Define the trigonometric functions in terms of the unit circle.
        
        3.5.5E.1: Sine, cosine, tangent, and their reciprocal functions on the unit circle.
        
        3.5.5E.2: Radian measure.
        
        3.5.5E.3: Coordinates of a point on the unit circle expressed as (cos A, sin A).
        
        3.5.5E.4: Special angles 30 degrees, 45 degrees, 60 degrees.
        
        3.5.5E.5: Reference angles.
        
        3.5.5E.6: Amplitude and period.
        
        3.5.5E.7: Reflections in the line y = x.
        
        3.5.5E.8: Inverse functions.
        
        3.5.5F: Relate trigonometric relationships to the area of a triangle and to general solutions of triangles.
        
        3.5.5F.1: Application of the sine function in the solution of the area of a triangle.
        
        3.5.5F.2: Law of Sines:
        
        3.5.5F.2.a: finding a side given ASA or AAS.
        
        3.5.5F.2.b: the ambiguous case (SSA).
        
        3.5.5F.2.c: finding a side given SSA.
        
        3.5.5F.3: Law of Cosines:
        
        3.5.5F.3.a: finding a side given SAS.
        
        3.5.5F.3.b: finding an angle given SSS.
        
        3.5.5F.4: Solutions of triangles.
        
        3.5.5G: Apply the normal curve and its properties to familiar contexts.
        
        3.5.5G.1: Intuitive use of the normal curve in real-world situations.
        
        3.5.5G.2: Mean on the bell curve.
        
        3.5.5G.3: Standard deviation.
        
        3.5.5H: Derive formulas to find measures such as length, area, and volume in real-world context.
        
        3.5.5H.1: Includes Pythagorean Theorem, perimeter of polygons, circumference of circles, area of polygons and circles, and volume of solids.
        
        3.5.5I: Design a statistical experiment to study a problem and communicate the outcome, including dispersion.
        
        3.5.5I.1: Bias.
        
        3.5.5I.2: Random sample.
        
        3.5.5I.3: Choose appropriate statistical measures.
        
        3.5.5J: Use statistical methods, including scatter plots and lines of best fit, to make predictions.
        
        3.5.5J.1: Given data, produce scatter plots and lines of best fit.
        
        3.5.5J.2: Make predictions
        
        3.5.5J.3: Discuss possibility of error in predictions.
        
        3.6: Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.
        
        3.6.6A: Judge the reasonableness of results obtained from applications in algebra, geometry, trigonometry, probability, and statistics.
        
        3.6.6A.1: Uses substitution as a check for solutions to equations and inequalities.
        
        3.6.6A.2: Using proof as a check on the validity of geometric constructions.
        
        3.6.6A.3: Compare histograms with formula-derived solutions for mean, median, variation, and standard deviation.
        
        3.6.6B: Judge the reasonableness of a graph produced by a calculator or computer.
        
        3.6.6B.1: Determine the effects of changing the parameters of graphs of linear, quadratic, trigonometric, exponential, and circular functions.
        
        3.6.6C: Interpret probabilities in real-world situations.
        
        3.6.6C.1: Applications of the probability of exactly, at least, or at most r successes in n trials of a Bernoulli experiment.
        
        3.6.6C.2: Simple applications of the binomial theorem.
        
        3.6.6D: Use a Bernoulli experiment to determine probabilities for experiments with exactly two outcomes.
        
        3.6.6D.1: Definition of a Bernoulli experiment.
        
        3.6.6D.2: Case where r successes are assumed to occur first.
        
        3.6.6D.3: General case.
        
        3.6.6E: Use curve fitting to fit data.
        
        3.6.6E.1: Linear, logarithmic, exponential, and power regressions from scatter plots.
        
        3.6.6E.2: Linear correlation coefficent.
        
        3.6.6F: Create and interpret applications of discrete and continuous probability distributions.
        
        3.6.6F.1: Measures of central tendency.
        
        3.6.6F.2: Use of Sigma notation.
        
        3.6.6F.3: Measures of dispersion.
        
        3.6.6F.4: Range.
        
        3.6.6F.5: Mean absolute deviation.
        
        3.6.6F.6: Variance using the calculator.
        
        3.6.6F.7: Standard deviation using the calculator.
        
        3.6.6F.8: Binomial theorem.
        
        3.6.6F.9: Normal approximation for the binomial distribution.
        
        3.6.6G: Make predictions based on interpolations and extrapolations from data.
        
        3.6.6G.1: Domain and range.
        
        3.6.6G.2: Interpolate and extrapolate from graphs of linear, quadratic, trigonometric, circular, exponential, and logarithmic function.
        
        3.7: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.
        
        3.7.7A: Use function vocabulary and notation.
        
        3.7.7A.1: Definition of a relation.
        
        3.7.7A.2: Determining if a relation is a function.
        
        3.7.7A.3: Definition of inverse function.
        
        3.7.7A.4: Notation for absolute value, composite function
        
        3.7.7A.5: Expressing exponential functions as logs.
        
        3.7.7A.6: Functions (inverse, exponential, logarithmic).
        
        3.7.7B: Represent and analyze functions, using verbal descriptions, tables, equations, and graphs.
        
        3.7.7B.1: Represent and analyze exponential, logarithmic, quadratic and trigonometric functions.
        
        3.7.7C: Translate among the verbal descriptions, tables, equations, and graphic forms of functions.
        
        3.7.7C.1: Relate algebraic expressions to the graphs of functions.
        
        3.7.7D: Analyze the effect of parametric changes on the graphs of functions.
        
        3.7.7D.1: Use graphing calculators or sketches to analyze the effects of changing parameters of functions.
        
        3.7.7E: Apply linear, exponential, and quadratic functions in the solution of problems.
        
        3.7.7E.1: Solve real-world problems by using linear, exponential, and quadratic functions.
        
        3.7.7F: Apply and interpret transformations to functions.
        
        3.7.7F.1: Use ideas of transformations to investigate the relationships between functions.
        
        3.7.7G: Model real-world situations with the appropriate function.
        
        3.7.7G.1: Characteristics of linear, quadratic, trigonometric, circular, exponential, and logarithmic functions.
        
        3.7.7H: Apply axiomatic structure to algebra and geometry.
        
        3.7.7H.1: Algebraic and geometric proof.
        
        3.7.7H.2: Find the solution of a quadratic equation both algebraically and graphically as a check.
        
        3.7.7H.3: Use the quotient identities, reciprocal identities, and the Pythagorean identities.
        
        3.7.7I: Solve equations with complex roots, using a variety of algebraic and graphical methods with appropriate tools.
        
        3.7.7I.1: Determine from the discriminant of a quadratic equation whether the roots are imaginary, rational, or irrational.
        
        3.7.7J: Evaluate and form the composition of functions.
        
        3.7.7J.1: Evaluate composite functions.
        
        3.7.7J.2: Use composite functions in problem-solving situations.
        
        3.7.7K: Solve equations, using fractions, absolute values, and radicals.
        
        3.7.7K.1: Fractional equations.
        
        3.7.7K.2: Equations with radicals.
        
        3.7.7K.3: Linear inequalities.
        
        3.7.7K.4: Absolute value inequalities.
        
        3.7.7K.5: Quadratic inequalities.
        
        3.7.7L: Use basic transformations to demonstrate similarity and congruence of figures.
        
        3.7.7L.1: Transformations that provide congruence.
        
        3.7.7L.2: Direct isometries.
        
        3.7.7L.3: Opposite isometries.
        
        3.7.7L.4: Transformations that provide similarity.
        
        3.7.7L.5: Dilation.
        
        3.7.7M: Identify and differentiate between direct and indirect isometries.
        
        3.7.7M.1: Transformations that provide congruence.
        
        3.7.7N: Analyze inverse functions, using transformations.
        
        3.7.7N.1: Identify inverse functions which are reflections in the line y = x.
        
        3.7.7O: Apply the ideas of symmetries in sketching and analyzing graphs of functions.
        
        3.7.7O.1: Simplify the graphing of functions by using symmetries with respect to an axis, the origin, or some other point.
        
        3.7.7P: Use the normal curve to answer questions about data.
        
        3.7.7P.1: Standard deviation for grouped data.
        
        3.7.7P.2: Measures of central tendency.
        
        3.7.7Q: Develop methods to solve trigonometric equations and verify trigonometric functions.
        
        3.7.7Q.1: Solve first-degree trigonometric equations.
        
        3.7.7Q.2: Solve quadratic trigonometric equations.
        
        3.7.7Q.3: Double- and half-angle formulas.
    - PreK-K
      - 3.1: Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.
        
        3.1.1A: Use models, facts, and relationships to draw conclusions about mathematics and explain their reasoning.
        
        3.1.1A.1: Prepare for number concept development through sorting and classifying activities, using concrete objects such as buttons, blocks, and bottle tops.
        
        3.1.1A.2: Integrate the comparison of sets and counting with other activities such as cooking, housekeeping, stories, games, and block building.
        
        3.1.1A.3: Participate in sorting and classifying activities with blocks, toys, and cookies, observing likenesses and differences. Use two categories at a time.
        
        3.1.1A.4: Explore likenesses and differences (color, shape, size...).
        
        3.1.1B: Use patterns and relationships to analyze mathematical situations.
        
        3.1.1B.1: Begin to recognize a number sequence.
        
        3.1.1B.2: Relate counting to repeated patterns.
        
        3.1.1C: Explain their answers and solution processes.
        
        3.1.1C.1: Describe their rationale for grouping or sequencing objects in a given manner.
      - 3.2: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
        
        3.2.2A: Use whole numbers to determine number positions and quantify groups of objects.
        
        3.2.2A.1: Develop the idea that if two sets can be matched or put into one-to-one correspondence, then they are equivalent.
        
        3.2.2A.2: Develop the idea that the last number counted in a set indicates how many things there are in a set (cardinal number. Do this gradually, first for the numbers 1-5, then for the numbers 1-10.
        
        3.2.2A.3: Use ordinal number names from first to tenth.
        
        3.2.2A.4: Observe numerals (names for numbers) in the environment.
        
        3.2.2B: Use concrete materials to model numbers and number relationships for whole numbers and fractions.
        
        3.2.2B.1: Provide repeated opportunities to proceed from concrete manipulation to pictorial and symbolic representation of numbers.
        
        3.2.2B.2: Develop an awareness of fractions in daily use.
        
        3.2.2B.3: Explore the fraction concept by introducing the words whole and half.
        
        3.2.2B.4: Participate in sharing experiences that show that a whole (such as a cake, an apple, or an orange) may be divided into equal parts.
        
        3.2.2C: Relate counting to grouping and place value.
        
        3.2.2C.1: Explore, through counting, the cardinal numbers of a multitude of sets and collections of real objects, such as boys and girls, cookies, milk cartons, toy trucks, mittens.
        
        3.2.2D: Recognize the order of whole numbers.
        
        3.2.2D.1: Develop the concept of first, last, and middle.
        
        3.2.2D.2: Use a number line to count forward and backward.
        
        3.2.2D.3: Discuss and use the concepts before, after, following, and between in classroom conversations.
        
        3.2.2D.4: Illustrate such ideas as "A whole is more than a half" and "A half is less than a whole."
      - 3.3: Students use mathematical operations and relationships among them to understand mathematics.
        
        3.3.3A: Develop strategies for selecting the appropriate computational and operational methods in problem solving.
        
        3.3.3A.1: Share sets of objects (cookies, toys, crayons).
        
        3.3.3A.2: Investigate various numerical problems that arise in the classroom, such as attendance, milk orders, and bus loadings.
        
        3.3.3A.3: Sets of objects (such as a bag of candy or a set of blocks) can be divided into equal parts, beginning with halves, without the total number of objects changing.
        
        3.3.3B: Develop readiness for single-digit addition and subtraction facts.
        
        3.3.3B.1: Practice the skill of counting on.
        
        3.3.3B.2: Given a group of objects, find one more or one less.
        
        3.3.3B.3: Put two simple sets together to produce a new set, the cardinal number of which is less than 10.
        
        3.3.3C: Understand the commutative and associative properties.
        
        3.3.3C.1: Engage in numerous individual manipulative experiences to perceive that the cardinal number of a set remains the same no matter how the elements are arranged.
      - 3.4: Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
        
        3.4.4A: Use concrete materials to model spatial relationships.
        
        3.4.4A.1: Create geometric pictures and designs from cut-out shapes.
        
        3.4.4A.2: Understand positions described by top, middle, bottom, inside, and outside while building with blocks.
        
        3.4.4B: Construct charts and graphs to display and analyze real-world data.
        
        3.4.4B.1: Line up children with other children according to gender, eye color, hair color.
        
        3.4.4B.2: Introduce the use of blocks and other concrete objects to represent real-world data.
        
        3.4.4C: Use multiple representations (manipulative materials, pictures, diagrams) as tools to explain the operation of everyday procedures.
        
        3.4.4C.1: Develop an awareness of the concepts, words, and symbols related to numbers as used in daily living.
        
        3.4.4D: Use physical materials, pictures, and diagrams to explain mathematical ideas and processes and to demonstrate geometric concepts.
        
        3.4.4D.1: Order sets of objects (dolls, dishes, blocks) from smallest to largest, and from largest to smallest.
        
        3.4.4D.2: Introduce names of shapes.
        
        3.4.4D.3: Fold various geometric shapes (circles, squares, rectangles) into halves.
        
        3.4.4D.4: Explore the environment and note objects with geometric shapes (windows, doors, pictures, signs, floor and wall tiles, tables, etc.).
        
        3.4.4D.5: Collect boxes, bricks, and other three-dimensional shapes. Relate counting activities to geometric activities, such as finding out how many faces, edges, or corners a cracker box has.
        
        3.4.4D.6: Use a geoboard to make different shapes. Discuss the fact that position and orientation of shapes do not change their names. (i.e., s and t are both triangles).
      - 3.5: Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.
        
        3.5.5A: Select appropriate standard and nonstandard measurement tools in measurement activities.
        
        3.5.5A.1: Participate in activities that involve weighing, first in the hands and then on balance scales.
        
        3.5.5A.2: Use an egg timer, or an hourglass, to compare the duration of eating time, story time, (e.g., takes longer, less time than, or as long as).
        
        3.5.5A.3: Explore various nonstandard units of measure, such as blocks, books, children's feet, handspans, and bodies for length and distance; buttons, blocks, and bottle tops for weight; cupfuls, bowlfuls, and handfuls for capacity; and faucet drips for time.
        
        3.5.5B: Understand the attributes of length, capacity, weight, time, money, and temperature.
        
        3.5.5B.1: Extend quantitative comparisons in many different situations to terms such as bigger than, greater than, same size as, less than, equal to.
        
        3.5.5B.2: Compare materials in terms of more, less and the same amount.
        
        3.5.5B.3: Use such terms as heavier or lighter than and weighs more, less, or the same as.
        
        3.5.5B.4: Compare the length, height, and width of various objects such as ribbons, toys, blocks, and of other children (e.g., their hands and feet).
        
        3.5.5B.5: Use sand or water to compare the capacity of containers (the pail, cup, holds m o re, less, or the same as).
        
        3.5.5B.6: Use real money for activities such as shopping, to learn the names of bills and coins.
        
        3.5.5C: Estimate measures such as length and volume, using both standard and nonstandard units.
        
        3.5.5C.1: Use terms like longer than, taller than, smaller than, shorter than, as long as. Then compare distances, using such terms as farther and nearer.
        
        3.5.5C.2: Estimate in terms of less than, bigger than, greater than, equal to, more, the same as...
        
        3.5.5D: Collect and display data.
        
        3.5.5D.1: Have children line up to show their preferences of things like different types of juices, games, types of apples, etc. Then pile blocks in stacks to represent the children's preferences.
        
        3.5.5D.2: Gather data relating to familiar experiences by counting, tallying, and using stickers, post-it notes, pictures, etc.
        
        3.5.5E: Use statistical methods such as graphs and charts to interpret data.
        
        3.5.5E.1: Discuss graph data in terms of most, least, more than, less than, the same.
      - 3.6: Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.
        
        3.6.6A: Recognize situations in which only an estimate is required.
        
        3.6.6A.1: Participate in activities which involve anticipating outcomes, such as stacking blocks until the pile falls or how far up the cup or bowl water will be when ice melts and then guessing (estimating) the results of a repeat experiment.
        
        3.6.6B: Develop a variety of estimation skills and strategies.
        
        3.6.6B.1: Practice estimating (guessing) sizes, using phrases like about as long as, almost as long as, wider than...
        
        3.6.6B.2: Predict the number of colored objects (e.g., beads, buttons, blocks) in a container and count the actual number to check the prediction.
        
        3.6.6B.3: Use string or arms to measure the circumference of trees or pumpkins.
        
        3.6.6C: Predict experimental probabilities.
        
        3.6.6C.1: Use colored spinners for decision making in games and for choosing activities.
        
        3.6.6C.2: Discuss the certainty and uncertainty of events such as whether a beanbag will land on the number 3, whether a blindfolded classmate will pick a blue block from a box, whether a dog will fly.
      - 3.7: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.
        
        3.7.7A: Recognize, describe, extend, and create a wide variety of patterns.
        
        3.7.7A.1: Observe patterns.
        
        3.7.7A.2: Attempt to extend patterns.
        
        3.7.7A.3: Describe patterns.
        
        3.7.7A.4: Follow directions to copy a pattern.
        
        3.7.7A.5: Explore creating patterns.
        
        3.7.7B: Represent and describe mathematical relationships.
        
        3.7.7B.1: Use the term set synonymously with terms such as group, lot, pile, bunch.
        
        3.7.7B.2: Identify number names orally through 15.
        
        3.7.7B.3: Develop gradually the ability to read and write numerals from 0 to 10.
        
        3.7.7C: Use a variety of manipulative materials to explore patterns.
        
        3.7.7C.1: Engage in pattern-forming activities with colored blocks, puzzles, buttons, pattern blocks, square tiles, etc.
        
        3.7.7D: Interpret graphs.
        
        3.7.7D.1: Look for patterns in picture, bar, and concrete graphs.
        
        3.7.7E: Explore and develop relationships among two-and three-dimensional geometric shapes.
        
        3.7.7E.1: Make prints from geometric solids to show the shape of the faces.
        
        3.7.7F: Discover patterns in nature, art, music, and literature.
        
        3.7.7F.1: Create sound patterns with hand clapping and foot stamping.
        
        3.7.7F.2: Have a wide variety of children's literature and picture books available for motivation and mathematical topics.
        
        3.7.7F.3: Go for nature walks, looking for patterns in nature like: numbers of petals on different flowers, geometric shapes. On the walks children can also look for human-made examples of different shapes.
        
        3.7.7F.4: Examine quilt patterns for different geometric shapes.
  - Mathematics (2005)
    - Algebra
      - A: Algebra
      - A2: Algebra 2 and Trigonometry
      - A.A: Algebra
        
        Students will perform algebraic procedures accurately.
        
        Equations and Inequalities
        
        A.A.21: Determine whether a given value is a solution to a given linear equation in one variable or linear inequality in one variable
        
        A.A.22: Solve all types of linear equations in one variable
        
        A.A.23: Solve literal equations for a given variable
        
        A.A.24: Solve linear inequalities in one variable
        
        A.A.25: Solve equations involving fractional expressions Note: Expressions which result in linear equations in one variable.
        
        A.A.26: Solve algebraic proportions in one variable which result in linear or quadratic equations
        
        A.A.27: Understand and apply the multiplication property of zero to solve quadratic equations with integral coefficients and integral roots
        
        A.A.28: Understand the difference and connection between roots of a quadratic equation and factors of a quadratic expression
        
        Variables and Expressions
        
        A.A.12: Multiply and divide monomial expressions with a common base, using the properties of exponents Note: Use integral exponents only
        
        A.A.13: Add, subtract, and multiply monomials and polynomials
        
        A.A.14: Divide a polynomial by a monomial or binomial, where the quotient has no remainder
        
        A.A.15: Find values of a variable for which an algebraic fraction is undefined
        
        A.A.16: Simplify fractions with polynomials in the numerator and denominator by factoring both and renaming them to lowest terms
        
        A.A.17: Add or subtract fractional expressions with monomial or like binomial denominators
        
        A.A.18: Multiply and divide algebraic fractions and express the product or quotient in simplest form
        
        A.A.19: Identify and factor the difference of two perfect squares
        
        A.A.20: Factor algebraic expressions completely, including trinomials with a lead coefficient of one (after factoring a GCF)
        
        Students will recognize, use, and represent algebraically patterns, relations, and functions.
        
        Coordinate Geometry
        
        A.A.32: Explain slope as a rate of change between dependent and independent variables
        
        A.A.33: Determine the slope of a line, given the coordinates of two points on the line
        
        A.A.34: Write the equation of a line, given its slope and the coordinates of a point on the line
        
        A.A.35: Write the equation of a line, given the coordinates of two points on the line
        
        A.A.36: Write the equation of a line parallel to the x- or y-axis
        
        A.A.37: Determine the slope of a line, given its equation in any form
        
        A.A.38: Determine if two lines are parallel, given their equations in any form
        
        A.A.39: Determine whether a given point is on a line, given the equation of the line
        
        A.A.40: Determine whether a given point is in the solution set of a system of linear inequalities
        
        A.A.41: Determine the vertex and axis of symmetry of a parabola, given its equation (See A.G.10)
        
        Patterns, Relations, and Functions
        
        A.A.29: Use set-builder notation and/or interval notation to illustrate the elements of a set, given the elements in roster form
        
        A.A.30: Find the complement of a subset of a given set, within a given universe
        
        A.A.31: Find the intersection of sets (no more than three sets) and/or union of sets (no more than three sets)
        
        Trigonometric Functions
        
        A.A.42: Find the sine, cosine, and tangent ratios of an angle of a right triangle, given the lengths of the sides
        
        A.A.43: Determine the measure of an angle of a right triangle, given the length of any two sides of the triangle
        
        A.A.44: Find the measure of a side of a right triangle, given an acute angle and the length of another side
        
        A.A.45: Determine the measure of a third side of a right triangle using the Pythagorean theorem, given the lengths of any two sides
        
        Students will represent and analyze algebraically a wide variety of problem solving situations.
        
        Equations and Inequalities
        
        A.A.3: Distinguish the difference between an algebraic expression and an algebraic equation
        
        A.A.4: Translate verbal sentences into mathematical equations or inequalities
        
        A.A.5: Write algebraic equations or inequalities that represent a situation
        
        A.A.6: Analyze and solve verbal problems whose solution requires solving a linear equation in one variable or linear inequality in one variable
        
        A.A.7: Analyze and solve verbal problems whose solution requires solving systems of linear equations in two variables
        
        A.A.8: Analyze and solve verbal problems that involve quadratic equations
        
        A.A.9: Analyze and solve verbal problems that involve exponential growth and decay
        
        A.A.10: Solve systems of two linear equations in two variables algebraically (See A.G.7)
        
        A.A.11: Solve a system of one linear and one quadratic equation in two variables, where only factoring is required Note: The quadratic equation should represent a parabola and the solution(s) should be integers.
        
        Variables and Expressions
        
        A.A.1: Translate a quantitative verbal phrase into an algebraic expression
        
        A.A.2: Write a verbal expression that matches a given mathematical expression
      - A.CM: Communication
        
        Students will analyze and evaluate the mathematical thinking and strategies of others.
        
        A.CM.7: Read and listen for logical understanding of mathematical thinking shared by other students
        
        A.CM.8: Reflect on strategies of others in relation to one's own strategy
        
        A.CM.9: Formulate mathematical questions that elicit, extend, or challenge strategies, solutions, and/or conjectures of others
        
        Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
        
        A.CM.3: Present organized mathematical ideas with the use of appropriate standard notations, including the use of symbols and other representations when sharing an idea in verbal and written form
        
        A.CM.4: Explain relationships among different representations of a problem
        
        A.CM.5: Communicate logical arguments clearly, showing why a result makes sense and why the reasoning is valid
        
        A.CM.6: Support or reject arguments or questions raised by others about the correctness of mathematical work
        
        Students will organize and consolidate their mathematical thinking through communication.
        
        A.CM.1: Communicate verbally and in writing a correct, complete, coherent, and clear design (outline) and explanation for the steps used in solving a problem
        
        A.CM.2: Use mathematical representations to communicate with appropriate accuracy, including numerical tables, formulas, functions, equations, charts, graphs, Venn diagrams, and other diagrams
        
        Students will use the language of mathematics to express mathematical ideas precisely.
        
        A.CM.10: Use correct mathematical language in developing mathematical questions that elicit, extend, or challenge other students' conjectures
        
        A.CM.11: Represent word problems using standard mathematical notation
        
        A.CM.12: Understand and use appropriate language, representations, and terminology when describing objects, relationships, mathematical solutions, and rationale
        
        A.CM.13: Draw conclusions about mathematical ideas through decoding, comprehension, and interpretation of mathematical visuals, symbols, and technical writing
      - A.CN: Connections
        
        Students will recognize and apply mathematics in contexts outside of mathematics.
        
        A.CN.6: Recognize and apply mathematics to situations in the outside world
        
        A.CN.7: Recognize and apply mathematical ideas to problem situations that develop outside of mathematics
        
        A.CN.8: Develop an appreciation for the historical development of mathematics
        
        Students will recognize and use connections among mathematical ideas.
        
        A.CN.1: Understand and make connections among multiple representations of the same mathematical idea
        
        A.CN.2: Understand the corresponding procedures for similar problems or mathematical concepts
        
        Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
        
        A.CN.3: Model situations mathematically, using representations to draw conclusions and formulate new situations
        
        A.CN.4: Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics
        
        A.CN.5: Understand how quantitative models connect to various physical models and representations
      - A.G: Geometry
        
        Students will apply coordinate geometry to analyze problem solving situations.
        
        Coordinate Geometry
        
        A.G.3: Determine when a relation is a function, by examining ordered pairs and inspecting graphs of relations
        
        A.G.4: Identify and graph linear, quadratic (parabolic), absolute value, and exponential functions
        
        A.G.5: Investigate and generalize how changing the coefficients of a function affects its graph
        
        A.G.6: Graph linear inequalities
        
        A.G.7: Graph and solve systems of linear equations and inequalities with rational coefficients in two variables (See A.A.10)
        
        A.G.8: Find the roots of a parabolic function graphically Note: Only quadratic equations with integral solutions.
        
        A.G.9: Solve systems of linear and quadratic equations graphically Note: Only use systems of linear and quadratic equations that lead to solutions whose coordinates are integers.
        
        A.G.10: Determine the vertex and axis of symmetry of a parabola, given its graph (See A.A.41) Note: The vertex will have an ordered pair of integers and the axis of symmetry will have an integral value.
        
        Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
        
        Shapes
        
        A.G.1: Find the area and/or perimeter of figures composed of polygons and circles or sectors of a circle Note: Figures may include triangles, rectangles, squares, parallelograms, rhombuses, trapezoids, circles, semi-circles, quarter-circles, and regular polygons
        
        A.G.2: Use formulas to calculate volume and surface area of rectangular solids and cylinders
      - A.M: Measurement
        
        Students will determine what can be measured and how, using appropriate methods and formulas.
        
        Units of Measurement
        
        A.M.1: Calculate rates using appropriate units (e.g., rate of a space ship versus the rate of a snail)
        
        A.M.2: Solve problems involving conversions within measurement systems, given the relationship between the units
        
        Students will understand that all measurement contains error and be able to determine its significance.
        
        Error and Magnitude
        
        A.M.3: Calculate the relative error in measuring square and cubic units, when there is an error in the linear measure
      - A.N: Number Sense and Operations
        
        Students will understand meanings of operations and procedures, and how they relate to one another.
        
        Operations
        
        A.N.2: Simplify radical terms (no variable in the radicand)
        
        A.N.3: Perform the four arithmetic operations using like and unlike radical terms and express the result in simplest form
        
        A.N.4: Understand and use scientific notation to compute products and quotients of numbers
        
        A.N.5: Solve algebraic problems arising from situations that involve fractions, decimals, percents (decrease/increase and discount), and proportionality/direct variation
        
        A.N.6: Evaluate expressions involving factorial(s), absolute value(s), and exponential expression(s)
        
        A.N.7: Determine the number of possible events, using counting techniques or the Fundamental Principle of Counting
        
        A.N.8: Determine the number of possible arrangements (permutations) of a list of items
        
        Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
        
        Number Theory
        
        A.N.1: Identify and apply the properties of real numbers (closure, commutative, associative, distributive, identity, inverse) Note: Students do not need to identify groups and fields, but students should be engaged in the ideas.
      - A.PS: Problem Solving
        
        Students will apply and adapt a variety of appropriate strategies to solve problems.
        
        A.PS.5: Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic)
        
        A.PS.6: Use a variety of strategies to extend solution methods to other problems
        
        A.PS.7: Work in collaboration with others to propose, critique, evaluate, and value alternative approaches to problem solving
        
        Students will build new mathematical knowledge through problem solving.
        
        A.PS.1: Use a variety of problem solving strategies to understand new mathematical content
        
        A.PS.2: Recognize and understand equivalent representations of a problem situation or a mathematical concept
        
        Students will monitor and reflect on the process of mathematical problem solving.
        
        A.PS.8: Determine information required to solve a problem, choose methods for obtaining the information, and define parameters for acceptable solutions
        
        A.PS.9: Interpret solutions within the given constraints of a problem
        
        A.PS.10: Evaluate the relative efficiency of different representations and solution methods of a problem
        
        Students will solve problems that arise in mathematics and in other contexts.
        
        A.PS.3: Observe and explain patterns to formulate generalizations and conjectures
        
        A.PS.4: Use multiple representations to represent and explain problem situations (e.g., verbally, numerically, algebraically, graphically)
      - A.R: Representation
        
        Students will create and use representations to organize, record, and communicate mathematical ideas.
        
        A.R.1: Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or objects created using technology as representations of mathematical concepts
        
        A.R.2: Recognize, compare, and use an array of representational forms
        
        A.R.3: Use representation as a tool for exploring and understanding mathematical ideas
        
        Students will select, apply, and translate among mathematical representations to solve problems.
        
        A.R.4: Select appropriate representations to solve problem situations
        
        A.R.5: Investigate relationships between different representations and their impact on a given problem
        
        Students will use representations to model and interpret physical, social, and mathematical phenomena.
        
        A.R.6: Use mathematics to show and understand physical phenomena (e.g., find the height of a building if a ladder of a given length forms a given angle of elevation with the ground)
        
        A.R.7: Use mathematics to show and understand social phenomena (e.g., determine profit from student and adult ticket sales)
        
        A.R.8: Use mathematics to show and understand mathematical phenomena (e.g., compare the graphs of the functions represented by the equations y = x² and y = -x²)
      - A.RP: Reasoning and Proof
        
        Students will develop and evaluate mathematical arguments and proofs.
        
        A.RP.4: Develop, verify, and explain an argument, using appropriate mathematical ideas and language
        
        A.RP.5: Construct logical arguments that verify claims or counterexamples that refute them
        
        A.RP.6: Present correct mathematical arguments in a variety of forms
        
        A.RP.7: Evaluate written arguments for validity
        
        Students will make and investigate mathematical conjectures.
        
        A.RP.2: Use mathematical strategies to reach a conclusion and provide supportive arguments for a conjecture
        
        A.RP.3: Recognize when an approximation is more appropriate than an exact answer
        
        Students will recognize reasoning and proof as fundamental aspects of mathematics.
        
        A.RP.1: Recognize that mathematical ideas can be supported by a variety of strategies
        
        Students will select and use various types of reasoning and methods of proof.
        
        A.RP.8: Support an argument by using a systematic approach to test more than one case
        
        A.RP.9: Devise ways to verify results or use counterexamples to refute incorrect statements
        
        A.RP.10: Extend specific results to more general cases
        
        A.RP.11: Use a Venn diagram to support a logical argument
        
        A.RP.12: Apply inductive reasoning in making and supporting mathematical conjectures
      - A.S: Statistics and Probability
        
        Students will collect, organize, display, and analyze data.
        
        Analysis of Data
        
        A.S.9: Analyze and interpret a frequency distribution table or histogram, a cumulative frequency distribution table or histogram, or a box-and-whisker plot
        
        A.S.10: Evaluate published reports and graphs that are based on data by considering: experimental design, appropriateness of the data analysis, and the soundness of the conclusions
        
        A.S.11: Find the percentile rank of an item in a data set and identify the point values for first, second, and third quartiles
        
        A.S.12: Identify the relationship between the independent and dependent variables from a scatter plot (positive, negative, or none)
        
        A.S.13: Understand the difference between correlation and causation
        
        A.S.14: Identify variables that might have a correlation but not a causal relationship
        
        Organization and Display of Data
        
        A.S.1: Categorize data as qualitative or quantitative
        
        A.S.2: Determine whether the data to be analyzed is univariate or bivariate
        
        A.S.3: Determine when collected data or display of data may be biased
        
        A.S.4: Compare and contrast the appropriateness of different measures of central tendency for a given data set
        
        A.S.5: Construct a histogram, cumulative frequency histogram, and a box-and-whisker plot, given a set of data
        
        A.S.6: Understand how the five statistical summary (minimum, maximum, and the three quartiles) is used to construct a box-and-whisker plot
        
        A.S.7: Create a scatter plot of bivariate data
        
        A.S.8: Construct manually a reasonable line of best fit for a scatter plot and determine the equation of that line
        
        Students will make predictions that are based upon data analysis.
        
        Predictions from Data
        
        A.S.15: Identify and describe sources of bias and its effect, drawing conclusions from data
        
        A.S.16: Recognize how linear transformations of one-variable data affect the data's mean, median, mode, and range
        
        A.S.17: Use a reasonable line of best fit to make a prediction involving interpolation or extrapolation
        
        Students will understand and apply concepts of probability.
        
        Probability
        
        A.S.18: Know the definition of conditional probability and use it to solve for probabilities in finite sample spaces
        
        A.S.19: Determine the number of elements in a sample space and the number of favorable events
        
        A.S.20: Calculate the probability of an event and its complement
        
        A.S.21: Determine empirical probabilities based on specific sample data
        
        A.S.22: Determine, based on calculated probability of a set of events, if:
        
        A.S.22.a: some or all are equally likely to occur
        
        A.S.22.b: one is more likely to occur than another
        
        A.S.22.c: whether or not an event is certain to happen or not to happen
        
        A.S.23: Calculate the probability of:
        
        A.S.23.a: a series of independent events
        
        A.S.23.b: a series of dependent events
        
        A.S.23.c: two mutually exclusive events
        
        A.S.23.d: two events that are not mutually exclusive
      - G: Geometry
    - Algebra 2 and Trigonometry
      - A2.A: Algebra
        
        Students will perform algebraic procedures accurately.
        
        Equations and Inequalities
        
        A2.A.20: Determine the sum and product of the roots of a quadratic equation by examining its coefficients
        
        A2.A.21: Determine the quadratic equation, given the sum and product of its roots
        
        A2.A.22: Solve radical equations
        
        A2.A.23: Solve rational equations and inequalities
        
        A2.A.24: Know and apply the technique of completing the square
        
        A2.A.25: Solve quadratic equations, using the quadratic formula
        
        A2.A.26: Find the solution to polynomial equations of higher degree that can be solved using factoring and/or the quadratic formula
        
        A2.A.27: Solve exponential equations with and without common bases
        
        A2.A.28: Solve a logarithmic equation by rewriting as an exponential equation
        
        Variables and Expressions
        
        A2.A.10: Rewrite algebraic expressions with fractional exponents as radical expressions
        
        A2.A.11: Rewrite algebraic expressions in radical form as expressions with fractional exponents
        
        A2.A.12: Evaluate exponential expressions, including those with base e
        
        A2.A.13: Simplify radical expressions
        
        A2.A.14: Perform addition, subtraction, multiplication and division of radical expressions
        
        A2.A.15: Rationalize denominators involving algebraic radical expressions
        
        A2.A.16: Perform arithmetic operations with rational expressions and rename to lowest terms
        
        A2.A.17: Simplify complex fractional expressions
        
        A2.A.18: Evaluate logarithmic expressions in any base
        
        A2.A.19: Apply the properties of logarithms to rewrite logarithmic expressions in equivalent forms
        
        A2.A.7: Factor polynomial expressions completely, using any combination of the following techniques: common factor extraction, difference of two perfect squares, quadratic trinomials
        
        A2.A.8: Apply the rules of exponents to simplify expressions involving negative and/or fractional exponents
        
        A2.A.9: Rewrite algebraic expressions that contain negative exponents using only positive exponents
        
        Students will recognize, use, and represent algebraically patterns, relations, and functions.
        
        Coordinate Geometry
        
        A2.A.47: Determine the center-radius form for the equation of a circle in standard form
        
        A2.A.48: Write the equation of a circle, given its center and a point on the circle
        
        A2.A.49: Write the equation of a circle from its graph
        
        A2.A.50: Approximate the solution to polynomial equations of higher degree by inspecting the graph
        
        A2.A.51: Determine the domain and range of a function from its graph
        
        A2.A.52: Identify relations and functions, using graphs
        
        A2.A.53: Graph exponential functions of the form y = b to the power x for positive values of b, including b = e
        
        A2.A.54: Graph logarithmic functions, using the inverse of the related exponential function
        
        Patterns, Relations, and Functions
        
        A2.A.29: Identify an arithmetic or geometric sequence and find the formula for its nth term
        
        A2.A.30: Determine the common difference in an arithmetic sequence
        
        A2.A.31: Determine the common ratio in a geometric sequence
        
        A2.A.32: Determine a specified term of an arithmetic or geometric sequence
        
        A2.A.33: Specify terms of a sequence, given its recursive definition
        
        A2.A.34: Represent the sum of a series, using sigma notation
        
        A2.A.35: Determine the sum of the first n terms of an arithmetic or geometric series
        
        A2.A.36: Apply the binomial theorem to expand a binomial and determine a specific term of a binomial expansion
        
        A2.A.37: Define a relation and function
        
        A2.A.38: Determine when a relation is a function
        
        A2.A.39: Determine the domain and range of a function from its equation
        
        A2.A.40: Write functions in functional notation
        
        A2.A.41: Use functional notation to evaluate functions for given values in the domain
        
        A2.A.42: Find the composition of functions
        
        A2.A.43: Determine if a function is one-to-one, onto, or both
        
        A2.A.44: Define the inverse of a function
        
        A2.A.45: Determine the inverse of a function and use composition to justify the result
        
        A2.A.46: Perform transformations with functions and relations: f(x + a), f(x) + a, f(-x), -f(x), af(x)
        
        Trigonometric Functions
        
        A2.A.55: Express and apply the six trigonometric functions as ratios of the sides of a right triangle
        
        A2.A.56: Know the exact and approximate values of the sine, cosine, and tangent of 0º, 30º, 45º, 60º, 90º, 180º, and 270º angles
        
        A2.A.57: Sketch and use the reference angle for angles in standard position
        
        A2.A.58: Know and apply the co-function and reciprocal relationships between trigonometric ratios
        
        A2.A.59: Use the reciprocal and co-function relationships to find the value of the secant, cosecant, and cotangent of 0º, 30º, 45º, 60º, 90º, 180º, and 270º angles
        
        A2.A.60: Sketch the unit circle and represent angles in standard position
        
        A2.A.61: Determine the length of an arc of a circle, given its radius and the measure of its central angle
        
        A2.A.62: Find the value of trigonometric functions, if given a point on the terminal side of angle theta
        
        A2.A.63: Restrict the domain of the sine, cosine, and tangent functions to ensure the existence of an inverse function
        
        A2.A.64: Use inverse functions to find the measure of an angle, given its sine, cosine, or tangent
        
        A2.A.65: Sketch the graph of the inverses of the sine, cosine, and tangent functions
        
        A2.A.66: Determine the trigonometric functions of any angle, using technology
        
        A2.A.67: Justify the Pythagorean identities
        
        A2.A.68: Solve trigonometric equations for all values of the variable from 0º to 360º
        
        A2.A.69: Determine amplitude, period, frequency, and phase shift, given the graph or equation of a periodic function
        
        A2.A.70: Sketch and recognize one cycle of a function of the form y = AsinBx = or y = AcosBx
        
        A2.A.71: Sketch and recognize the graphs of the functions y = sec(x), y = csc(x), y = tan(x), and y = cot(x)
        
        A2.A.72: Write the trigonometric function that is represented by a given periodic graph
        
        A2.A.73: Solve for an unknown side or angle, using the Law of Sines or the Law of Cosines
        
        A2.A.74: Determine the area of a triangle or a parallelogram, given the measure of two sides and the included angle
        
        A2.A.75: Determine the solution(s) from the SSA situation (ambiguous case)
        
        A2.A.76: Apply the angle sum and difference formulas for trigonometric functions
        
        A2.A.77: Apply the double-angle and half-angle formulas for trigonometric functions
        
        Students will represent and analyze algebraically a wide variety of problem solving situations.
        
        Equations and Inequalities
        
        A2.A.1: Solve absolute value equations and inequalities involving linear expressions in one variable
        
        A2.A.2: Use the discriminant to determine the nature of the roots of a quadratic equation
        
        A2.A.3: Solve systems of equations involving one linear equation and one quadratic equation algebraically Note: This includes rational equations that result in linear equations with extraneous roots.
        
        A2.A.4: Solve quadratic inequalities in one and two variables, algebraically and graphically
        
        A2.A.5: Use direct and inverse variation to solve for unknown values
        
        A2.A.6: Solve an application which results in an exponential function
      - A2.CM: Communication
        
        Students will analyze and evaluate the mathematical thinking and strategies of others.
        
        A2.CM.7: Read and listen for logical understanding of mathematical thinking shared by other students
        
        A2.CM.8: Reflect on strategies of others in relation to one's own strategy
        
        A2.CM.9: Formulate mathematical questions that elicit, extend, or challenge strategies, solutions, and/or conjectures of others
        
        Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
        
        A2.CM.3: Present organized mathematical ideas with the use of appropriate standard notations, including the use of symbols and other representations when sharing an idea in verbal and written form
        
        A2.CM.4: Explain relationships among different representations of a problem
        
        A2.CM.5: Communicate logical arguments clearly, showing why a result makes sense and why the reasoning is valid
        
        A2.CM.6: Support or reject arguments or questions raised by others about the correctness of mathematical work
        
        Students will organize and consolidate their mathematical thinking through communication.
        
        A2.CM.1: Communicate verbally and in writing a correct, complete, coherent, and clear design (outline) and explanation for the steps used in solving a problem
        
        A2.CM.2: Use mathematical representations to communicate with appropriate accuracy, including numerical tables, formulas, functions, equations, charts, graphs, and diagrams
        
        Students will use the language of mathematics to express mathematical ideas precisely.
        
        A2.CM.10: Use correct mathematical language in developing mathematical questions that elicit, extend, or challenge other students' conjectures
        
        A2.CM.11: Represent word problems using standard mathematical notation
        
        A2.CM.12: Understand and use appropriate language, representations, and terminology when describing objects, relationships, mathematical solutions, and rationale
        
        A2.CM.13: Draw conclusions about mathematical ideas through decoding, comprehension, and interpretation of mathematical visuals, symbols, and technical writing
      - A2.CN: Connections
        
        Students will recognize and apply mathematics in contexts outside of mathematics.
        
        A2.CN.6: Recognize and apply mathematics to situations in the outside world
        
        A2.CN.7: Recognize and apply mathematical ideas to problem situations that develop outside of mathematics
        
        A2.CN.8: Develop an appreciation for the historical development of mathematics
        
        Students will recognize and use connections among mathematical ideas.
        
        A2.CN.1: Understand and make connections among multiple representations of the same mathematical idea
        
        A2.CN.2: Understand the corresponding procedures for similar problems or mathematical concepts
        
        Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
        
        A2.CN.3: Model situations mathematically, using representations to draw conclusions and formulate new situations
        
        A2.CN.4: Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics
        
        A2.CN.5: Understand how quantitative models connect to various physical models and representations
      - A2.M: Measurement
        
        Students will determine what can be measured and how, using appropriate methods and formulas.
        
        Units of Measurement
        
        A2.M.1: Define radian measure
        
        A2.M.2: Convert between radian and degree measures
      - A2.N: Number Sense and Operations
        
        Students will understand meanings of operations and procedures, and how they relate to one another.
        
        Operations
        
        A2.N.1: Evaluate numerical expressions with negative and/or fractional exponents, without the aid of a calculator (when the answers are rational numbers)
        
        A2.N.10: Know and apply sigma notation
        
        A2.N.2: Perform arithmetic operations (addition, subtraction, multiplication, division) with expressions containing irrational numbers in radical form
        
        A2.N.3: Perform arithmetic operations with polynomial expressions containing rational coefficients
        
        A2.N.4: Perform arithmetic operations on irrational expressions
        
        A2.N.5: Rationalize a denominator containing a radical expression
        
        A2.N.6: Write square roots of negative numbers in terms of i
        
        A2.N.7: Simplify powers of i
        
        A2.N.8: Determine the conjugate of a complex number
        
        A2.N.9: Perform arithmetic operations on complex numbers and write the answer in the form a + bi Note: This includes simplifying expressions with complex denominators.
      - A2.PS: Problem Solving
        
        Students will apply and adapt a variety of appropriate strategies to solve problems.
        
        A2.PS.5: Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic)
        
        A2.PS.6: Use a variety of strategies to extend solution methods to other problems
        
        A2.PS.7: Work in collaboration with others to propose, critique, evaluate, and value alternative approaches to problem solving
        
        Students will build new mathematical knowledge through problem solving.
        
        A2.PS.1: Use a variety of problem solving strategies to understand new mathematical content
        
        A2.PS.2: Recognize and understand equivalent representations of a problem situation or a mathematical concept
        
        Students will monitor and reflect on the process of mathematical problem solving.
        
        A2.PS.10: Evaluate the relative efficiency of different representations and solution methods of a problem
        
        A2.PS.8: Determine information required to solve the problem, choose methods for obtaining the information, and define parameters for acceptable solutions
        
        A2.PS.9: Interpret solutions within the given constraints of a problem
        
        Students will solve problems that arise in mathematics and in other contexts.
        
        A2.PS.3: Observe and explain patterns to formulate generalizations and conjectures
        
        A2.PS.4: Use multiple representations to represent and explain problem situations (e.g., verbally, numerically, algebraically, graphically)
      - A2.R: Representation
        
        Students will create and use representations to organize, record, and communicate mathematical ideas.
        
        A2.R.1: Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or objects created using technology as representations of mathematical concepts
        
        A2.R.2: Recognize, compare, and use an array of representational forms
        
        A2.R.3: Use representation as a tool for exploring and understanding mathematical ideas
        
        Students will select, apply, and translate among mathematical representations to solve problems.
        
        A2.R.4: Select appropriate representations to solve problem situations
        
        A2.R.5: Investigate relationships among different representations and their impact on a given problem
        
        Students will use representations to model and interpret physical, social, and mathematical phenomena.
        
        A2.R.6: Use mathematics to show and understand physical phenomena (e.g., investigate sound waves using the sine and cosine functions)
        
        A2.R.7: Use mathematics to show and understand social phenomena (e.g., interpret the results of an opinion poll)
        
        A2.R.8: Use mathematics to show and understand mathematical phenomena (e.g., use random number generator to simulate a coin toss)
      - A2.RP: Reasoning and Proof
        
        Students will develop and evaluate mathematical arguments and proofs.
        
        A2.RP.5: Develop, verify, and explain an argument, using appropriate mathematical ideas and language
        
        A2.RP.6: Construct logical arguments that verify claims or counterexamples that refute claims
        
        A2.RP.7: Present correct mathematical arguments in a variety of forms
        
        A2.RP.8: Evaluate written arguments for validity
        
        Students will make and investigate mathematical conjectures.
        
        A2.RP.2: Investigate and evaluate conjectures in mathematical terms, using mathematical strategies to reach a conclusion
        
        A2.RP.3: Evaluate conjectures and recognize when an estimate or approximation is more appropriate than an exact answer
        
        A2.RP.4: Recognize when an approximation is more appropriate than an exact answer
        
        Students will recognize reasoning and proof as fundamental aspects of mathematics.
        
        A2.RP.1: Support mathematical ideas using a variety of strategies
        
        Students will select and use various types of reasoning and methods of proof.
        
        A2.RP.10: Devise ways to verify results, using counterexamples and informal indirect proof
        
        A2.RP.11: Extend specific results to more general cases
        
        A2.RP.12: Apply inductive reasoning in making and supporting mathematical conjectures
        
        A2.RP.9: Support an argument by using a systematic approach to test more than one case
      - A2.S: Statistics and Probability
        
        Students will collect, organize, display, and analyze data.
        
        Collection of Data
        
        A2.S.1: Understand the differences among various kinds of studies (e.g., survey, observation, controlled experiment)
        
        A2.S.2: Determine factors which may affect the outcome of a survey
        
        Organization and Display of Data
        
        A2.S.3: Calculate measures of central tendency with group frequency distributions
        
        A2.S.4: Calculate measures of dispersion (range, quartiles, interquartile range, standard deviation, variance) for both samples and populations
        
        A2.S.5: Know and apply the characteristics of the normal distribution
        
        Students will make predictions that are based upon data analysis.
        
        Predictions from Data
        
        A2.S.6: Determine from a scatter plot whether a linear, logarithmic, exponential, or power regression model is most appropriate
        
        A2.S.7: Determine the function for the regression model, using appropriate technology, and use the regression function to interpolate and extrapolate from the data
        
        A2.S.8: Interpret within the linear regression model the value of the correlation coefficient as a measure of the strength of the relationship
        
        Students will understand and apply concepts of probability.
        
        Probability
        
        A2.S.10: Calculate the number of possible permutations (n P r) of n items taken r at a time
        
        A2.S.11: Calculate the number of possible combinations(n C r) of n items taken r at a time
        
        A2.S.12: Use permutations, combinations, and the Fundamental Principle of Counting to determine the number of elements in a sample space and a specific subset (event)
        
        A2.S.13: Calculate theoretical probabilities, including geometric applications
        
        A2.S.14: Calculate empirical probabilities
        
        A2.S.15: Know and apply the binomial probability formula to events involving the terms exactly, at least, and at most
        
        A2.S.16: Use the normal distribution as an approximation for binomial probabilities
        
        A2.S.9: Differentiate between situations requiring permutations and those requiring combinations
    - Geometry
      - G.A: Algebra
        
        Note: The algebraic skills and concepts within the Algebra process and content performance indicators must be maintained and applied as students are asked to investigate, make conjectures, give rationale, and justify or prove geometric concepts.
      - G.CM: Communication
        
        Students will analyze and evaluate the mathematical thinking and strategies of others.
        
        G.CM.7: Read and listen for logical understanding of mathematical thinking shared by other students
        
        G.CM.8: Reflect on strategies of others in relation to one's own strategy
        
        G.CM.9: Formulate mathematical questions that elicit, extend, or challenge strategies, solutions, and/or conjectures of others
        
        Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
        
        G.CM.3: Present organized mathematical ideas with the use of appropriate standard notations, including the use of symbols and other representations when sharing an idea in verbal and written form
        
        G.CM.4: Explain relationships among different representations of a problem
        
        G.CM.5: Communicate logical arguments clearly, showing why a result makes sense and why the reasoning is valid
        
        G.CM.6: Support or reject arguments or questions raised by others about the correctness of mathematical work
        
        Students will organize and consolidate their mathematical thinking through communication.
        
        G.CM.1: Communicate verbally and in writing a correct, complete, coherent, and clear design (outline) and explanation for the steps used in solving a problem
        
        G.CM.2: Use mathematical representations to communicate with appropriate accuracy, including numerical tables, formulas, functions, equations, charts, graphs, and diagrams
        
        Students will use the language of mathematics to express mathematical ideas precisely.
        
        G.CM.10: Use correct mathematical language in developing mathematical questions that elicit, extend, or challenge other students' conjectures
        
        G.CM.11: Understand and use appropriate language, representations, and terminology when describing objects, relationships, mathematical solutions, and geometric diagrams
        
        G.CM.12: Draw conclusions about mathematical ideas through decoding, comprehension, and interpretation of mathematical visuals, symbols, and technical writing
      - G.CN: Connections
        
        Students will recognize and apply mathematics in contexts outside of mathematics.
        
        G.CN.6: Recognize and apply mathematics to situations in the outside world
        
        G.CN.7: Recognize and apply mathematical ideas to problem situations that develop outside of mathematics
        
        G.CN.8: Develop an appreciation for the historical development of mathematics
        
        Students will recognize and use connections among mathematical ideas.
        
        G.CN.1: Understand and make connections among multiple representations of the same mathematical idea
        
        G.CN.2: Understand the corresponding procedures for similar problems or mathematical concepts
        
        Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
        
        G.CN.3: Model situations mathematically, using representations to draw conclusions and formulate new situations
        
        G.CN.4: Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics
        
        G.CN.5: Understand how quantitative models connect to various physical models and representations
      - G.G: Geometry
        
        Students will apply coordinate geometry to analyze problem solving situations.
        
        Coordinate Geometry
        
        G.G.62: Find the slope of a perpendicular line, given the equation of a line
        
        G.G.63: Determine whether two lines are parallel, perpendicular, or neither, given their equations
        
        G.G.64: Find the equation of a line, given a point on the line and the equation of a line perpendicular to the given line
        
        G.G.65: Find the equation of a line, given a point on the line and the equation of a line parallel to the desired line
        
        G.G.66: Find the midpoint of a line segment, given its endpoints
        
        G.G.67: Find the length of a line segment, given its endpoints
        
        G.G.68: Find the equation of a line that is the perpendicular bisector of a line segment, given the endpoints of the line segment
        
        G.G.69: Investigate, justify, and apply the properties of triangles and quadrilaterals in the coordinate plane, using the distance, midpoint, and slope formulas
        
        G.G.70: Solve systems of equations involving one linear equation and one quadratic equation graphically
        
        G.G.71: Write the equation of a circle, given its center and radius or given the endpoints of a diameter
        
        G.G.72: Write the equation of a circle, given its graph Note: The center is an ordered pair of integers and the radius is an integer.
        
        G.G.73: Find the center and radius of a circle, given the equation of the circle in center-radius form
        
        G.G.74: Graph circles of the form (x - h)² + (j - k)² = r²
        
        Students will apply transformations and symmetry to analyze problem solving situations.
        
        Transformational Geometry
        
        G.G.54: Define, investigate, justify, and apply isometries in the plane (rotations, reflections, translations, glide reflections) Note: Use proper function notation.
        
        G.G.55: Investigate, justify, and apply the properties that remain invariant under translations, rotations, reflections, and glide reflections
        
        G.G.56: Identify specific isometries by observing orientation, numbers of invariant points, and/or parallelism
        
        G.G.57: Justify geometric relationships (perpendicularity, parallelism, congruence) using transformational techniques (translations, rotations, reflections)
        
        G.G.58: Define, investigate, justify, and apply similarities (dilations and the composition of dilations and isometries)
        
        G.G.59: Investigate, justify, and apply the properties that remain invariant under similarities
        
        G.G.60: Identify specific similarities by observing orientation, numbers of invariant points, and/or parallelism
        
        G.G.61: Investigate, justify, and apply the analytical representations for translations, rotations about the origin of 90º and 180º, reflections over the lines x = 0, y = 0 , and y = x, and dilations centered at the origin
        
        Students will identify and justify geometric relationships formally and informally.
        
        Informal and Formal Proofs
        
        G.G.24: Determine the negation of a statement and establish its truth value
        
        G.G.25: Know and apply the conditions under which a compound statement (conjunction, disjunction, conditional, biconditional) is true
        
        G.G.26: Identify and write the inverse, converse, and contrapositive of a given conditional statement and note the logical equivalences
        
        G.G.27: Write a proof arguing from a given hypothesis to a given conclusion
        
        G.G.28: Determine the congruence of two triangles by using one of the five congruence techniques (SSS, SAS, ASA, AAS, HL), given sufficient information about the sides and/or angles of two congruent triangles
        
        G.G.29: Identify corresponding parts of congruent triangles
        
        G.G.30: Investigate, justify, and apply theorems about the sum of the measures of the angles of a triangle
        
        G.G.31: Investigate, justify, and apply the isosceles triangle theorem and its converse
        
        G.G.32: Investigate, justify, and apply theorems about geometric inequalities, using the exterior angle theorem
        
        G.G.33: Investigate, justify, and apply the triangle inequality theorem
        
        G.G.34: Determine either the longest side of a triangle given the three angle measures or the largest angle given the lengths of three sides of a triangle
        
        G.G.35: Determine if two lines cut by a transversal are parallel, based on the measure of given pairs of angles formed by the transversal and the lines
        
        G.G.36: Investigate, justify, and apply theorems about the sum of the measures of the interior and exterior angles of polygons
        
        G.G.37: Investigate, justify, and apply theorems about each interior and exterior angle measure of regular polygons
        
        G.G.38: Investigate, justify, and apply theorems about parallelograms involving their angles, sides, and diagonals
        
        G.G.39: Investigate, justify, and apply theorems about special parallelograms (rectangles, rhombuses, squares) involving their angles, sides, and diagonals
        
        G.G.40: Investigate, justify, and apply theorems about trapezoids (including isosceles trapezoids) involving their angles, sides, medians, and diagonals
        
        G.G.41: Justify that some quadrilaterals are parallelograms, rhombuses, rectangles, squares, or trapezoids
        
        G.G.42: Investigate, justify, and apply theorems about geometric relationships, based on the properties of the line segment joining the midpoints of two sides of the triangle
        
        G.G.43: Investigate, justify, and apply theorems about the centroid of a triangle, dividing each median into segments whose lengths are in the ratio 2:1
        
        G.G.44: Establish similarity of triangles, using the following theorems: AA, SAS, and SSS
        
        G.G.45: Investigate, justify, and apply theorems about similar triangles
        
        G.G.46: Investigate, justify, and apply theorems about proportional relationships among the segments of the sides of the triangle, given one or more lines parallel to one side of a triangle and intersecting the other two sides of the triangle
        
        G.G.47: Investigate, justify, and apply theorems about mean proportionality:
        
        G.G.47.a: the altitude to the hypotenuse of a right triangle is the mean proportional between the two segments along the hypotenuse
        
        G.G.47.b: the altitude to the hypotenuse of a right triangle divides the hypotenuse so that either leg of the right triangle is the mean proportional between the hypotenuse and segment of the hypotenuse adjacent to that leg
        
        G.G.48: Investigate, justify, and apply the Pythagorean theorem and its converse
        
        G.G.49: Investigate, justify, and apply theorems regarding chords of a circle:
        
        G.G.49.a: perpendicular bisectors of chords
        
        G.G.49.b: the relative lengths of chords as compared to their distance from the center of the circle
        
        G.G.50: Investigate, justify, and apply theorems about tangent lines to a circle:
        
        G.G.50.a: a perpendicular to the tangent at the point of tangency
        
        G.G.50.b: two tangents to a circle from the same external point
        
        G.G.50.c: common tangents of two non-intersecting or tangent circles
        
        G.G.51: Investigate, justify, and apply theorems about the arcs determined by the rays of angles formed by two lines intersecting a circle when the vertex is:
        
        G.G.51.a: inside the circle (two chords)
        
        G.G.51.b: on the circle (tangent and chord)
        
        G.G.51.c: outside the circle (two tangents, two secants, or tangent and secant)
        
        G.G.52: Investigate, justify, and apply theorems about arcs of a circle cut by two parallel lines
        
        G.G.53: Investigate, justify, and apply theorems regarding segments intersected by a circle:
        
        G.G.53.a: along two tangents from the same external point
        
        G.G.53.b: along two secants from the same external point
        
        G.G.53.c: along a tangent and a secant from the same external point
        
        G.G.53.d: along two intersecting chords of a given circle
        
        Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
        
        Constructions
        
        G.G.17: Construct a bisector of a given angle, using a straightedge and compass, and justify the construction
        
        G.G.18: Construct the perpendicular bisector of a given segment, using a straightedge and compass, and justify the construction
        
        G.G.19: Construct lines parallel (or perpendicular) to a given line through a given point, using a straightedge and compass, and justify the construction
        
        G.G.20: Construct an equilateral triangle, using a straightedge and compass, and justify the construction
        
        Geometric Relationships
        
        G.G.1: Know and apply that if a line is perpendicular to each of two intersecting lines at their point of intersection, then the line is perpendicular to the plane determined by them
        
        G.G.2: Know and apply that through a given point there passes one and only one plane perpendicular to a given line
        
        G.G.3: Know and apply that through a given point there passes one and only one line perpendicular to a given plane
        
        G.G.4: Know and apply that two lines perpendicular to the same plane are coplanar
        
        G.G.5: Know and apply that two planes are perpendicular to each other if and only if one plane contains a line perpendicular to the second plane
        
        G.G.6: Know and apply that if a line is perpendicular to a plane, then any line perpendicular to the given line at its point of intersection with the given plane is in the given plane
        
        G.G.7: Know and apply that if a line is perpendicular to a plane, then every plane containing the line is perpendicular to the given plane
        
        G.G.8: Know and apply that if a plane intersects two parallel planes, then the intersection is two parallel lines
        
        G.G.9: Know and apply that if two planes are perpendicular to the same line, they are parallel
        
        G.G.10: Know and apply that the lateral edges of a prism are congruent and parallel
        
        G.G.11: Know and apply that two prisms have equal volumes if their bases have equal areas and their altitudes are equal
        
        G.G.12: Know and apply that the volume of a prism is the product of the area of the base and the altitude
        
        G.G.13: Apply the properties of a regular pyramid, including:
        
        G.G.13.a: lateral edges are congruent
        
        G.G.13.b: lateral faces are congruent isosceles triangles
        
        G.G.13.c: volume of a pyramid equals one-third the product of the area of the base and the altitude
        
        G.G.14: Apply the properties of a cylinder, including:
        
        G.G.14.a: bases are congruent
        
        G.G.14.b: volume equals the product of the area of the base and the altitude
        
        G.G.14.c: lateral area of a right circular cylinder equals the product of an altitude and the circumference of the base
        
        G.G.15: Apply the properties of a right circular cone, including:
        
        G.G.15.a: lateral area equals one-half the product of the slant height and the circumference of its base
        
        G.G.15.b: volume is one-third the product of the area of its base and its altitude
        
        G.G.16: Apply the properties of a sphere, including:
        
        G.G.16.a: the intersection of a plane and a sphere is a circle
        
        G.G.16.b: a great circle is the largest circle that can be drawn on a sphere
        
        G.G.16.c: two planes equidistant from the center of the sphere and intersecting the sphere do so in congruent circles
        
        G.G.16.d: surface area is 4 pi r²
        
        G.G.16.e: volume is 4/3 pi r³
        
        Locus
        
        G.G.21: Investigate and apply the concurrence of medians, altitudes, angle bisectors, and perpendicular bisectors of triangles
        
        G.G.22: Solve problems using compound loci
        
        G.G.23: Graph and solve compound loci in the coordinate plane
      - G.PS: Problem Solving
        
        Students will apply and adapt a variety of appropriate strategies to solve problems.
        
        G.PS.4: Construct various types of reasoning, arguments, justifications and methods of proof for problems
        
        G.PS.5: Choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic)
        
        G.PS.6: Use a variety of strategies to extend solution methods to other problems
        
        G.PS.7: Work in collaboration with others to propose, critique, evaluate, and value alternative approaches to problem solving
        
        Students will build new mathematical knowledge through problem solving.
        
        G.PS.1: Use a variety of problem solving strategies to understand new mathematical content
        
        Students will monitor and reflect on the process of mathematical problem solving.
        
        G.PS.8: Determine information required to solve a problem, choose methods for obtaining the information, and define parameters for acceptable solutions
        
        G.PS.9: Interpret solutions within the given constraints of a problem
        
        G.PS.10: Evaluate the relative efficiency of different representations and solution methods of a problem
        
        Students will solve problems that arise in mathematics and in other contexts.
        
        G.PS.2: Observe and explain patterns to formulate generalizations and conjectures
        
        G.PS.3: Use multiple representations to represent and explain problem situations (e.g., spatial, geometric, verbal, numeric, algebraic, and graphical representations)
      - G.R: Representation
        
        Students will create and use representations to organize, record, and communicate mathematical ideas.
        
        G.R.1: Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or objects created using technology as representations of mathematical concepts
        
        G.R.2: Recognize, compare, and use an array of representational forms
        
        G.R.3: Use representation as a tool for exploring and understanding mathematical ideas
        
        Students will select, apply, and translate among mathematical representations to solve problems.
        
        G.R.4: Select appropriate representations to solve problem situations
        
        G.R.5: Investigate relationships between different representations and their impact on a given problem
        
        Students will use representations to model and interpret physical, social, and mathematical phenomena.
        
        G.R.6: Use mathematics to show and understand physical phenomena (e.g., determine the number of gallons of water in a fish tank)
        
        G.R.7: Use mathematics to show and understand social phenomena (e.g., determine if conclusions from another person's argument have a logical foundation)
        
        G.R.8: Use mathematics to show and understand mathematical phenomena (e.g., use investigation, discovery, conjecture, reasoning, arguments, justification and proofs to validate that the two base angles of an isosceles triangle are congruent)
      - G.RP: Reasoning and Proof
        
        Students will develop and evaluate mathematical arguments and proofs.
        
        G.RP.4: Provide correct mathematical arguments in response to other students' conjectures, reasoning, and arguments
        
        G.RP.5: Present correct mathematical arguments in a variety of forms
        
        G.RP.6: Evaluate written arguments for validity
        
        Students will make and investigate mathematical conjectures.
        
        G.RP.3: Investigate and evaluate conjectures in mathematical terms, using mathematical strategies to reach a conclusion
        
        Students will recognize reasoning and proof as fundamental aspects of mathematics.
        
        G.RP.1: Recognize that mathematical ideas can be supported by a variety of strategies
        
        G.RP.2: Recognize and verify, where appropriate, geometric relationships of perpendicularity, parallelism, congruence, and similarity, using algebraic strategies
        
        Students will select and use various types of reasoning and methods of proof.
        
        G.RP.7: Construct a proof using a variety of methods (e.g., deductive, analytic, transformational)
        
        G.RP.8: Devise ways to verify results or use counterexamples to refute incorrect statements
        
        G.RP.9: Apply inductive reasoning in making and supporting mathematical conjectures
    - Grade 1
      - 1.A: Algebra
        
        Students will recognize, use, and represent algebraically patterns, relations, and functions.
        
        Patterns, Relations, and Functions
        
        1.A.1: Determine and discuss patterns in arithmetic (what comes next in a repeating pattern, using numbers or objects)
      - 1.CM: Communication
        
        Students will analyze and evaluate the mathematical thinking and strategies of others.
        
        1.CM.4: Listen to solutions shared by other students
        
        1.CM.5: Formulate mathematically relevant questions
        
        Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
        
        1.CM.3: Share mathematical ideas through the manipulation of objects, drawings, pictures, charts, and symbols in both written and verbal explanations
        
        Students will organize and consolidate their mathematical thinking through communication.
        
        1.CM.1: Understand how to organize their thought processes with teacher guidance
        
        1.CM.2: Verbally support their reasoning and answer
        
        Students will use the language of mathematics to express mathematical ideas precisely.
        
        1.CM.6: Use appropriate mathematical terms, vocabulary, and language
      - 1.CN: Connections
        
        Students will recognize and apply mathematics in contexts outside of mathematics.
        
        1.CN.7: Recognize the presence of mathematics in their daily lives
        
        1.CN.8: Recognize and apply mathematics to solve problems
        
        1.CN.9: Recognize and apply mathematics to objects, pictures, and symbols
        
        Students will recognize and use connections among mathematical ideas.
        
        1.CN.1: Recognize the connections of patterns in their everyday experiences to mathematical ideas
        
        1.CN.2: Understand the connections between numbers and the quantities they represent
        
        1.CN.3: Compare the similarities and differences of mathematical ideas
        
        Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
        
        1.CN.4: Understand how models of situations involving objects, pictures, and symbols relate to mathematical ideas
        
        1.CN.5: Understand meanings of operations and how they relate to one another
        
        1.CN.6: Understand how mathematical models represent quantitative relationships
      - 1.G: Geometry
        
        Students will apply coordinate geometry to analyze problem solving situations.
        
        Coordinate Geometry
        
        1.G.5: Recognize geometric shapes and structures in the environment
        
        Students will apply transformations and symmetry to analyze problem solving situations.
        
        Transformational Geometry
        
        1.G.3: Experiment with slides, flips, and turns of two-dimensional shapes
        
        1.G.4: Identify symmetry in two-dimensional shapes
        
        Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
        
        Shapes
        
        1.G.1: Match shapes and parts of shapes to justify congruency
        
        1.G.2: Recognize, name, describe, create, sort, and compare two-dimensional and three-dimensional shapes
      - 1.M: Measurement
        
        Students will determine what can be measured and how, using appropriate methods and formulas.
        
        Units of Measurement
        
        1.M.1: Recognize length as an attribute that can be measured
        
        1.M.2: Use non-standard units (including finger lengths, paper clips, students' feet and paces) to measure both vertical and horizontal lengths
        
        1.M.3: Informally explore the standard unit of measure, inch
        
        Students will develop strategies for estimating measurements.
        
        Estimation
        
        1.M.11: Select and use non-standard units to estimate measurements
        
        Students will use units to give meaning to measurements.
        
        Units
        
        1.M.10: Classify months and connect to seasons and other events
        
        1.M.4: Know vocabulary and recognize coins (penny, nickel, dime, quarter)
        
        1.M.5: Recognize the cent notation as ¢
        
        1.M.6: Use different combinations of coins to make money amounts up to 25 cents
        
        1.M.7: Recognize specific times (morning, noon, afternoon, evening)
        
        1.M.8: Tell time to the hour, using both digital and analog clocks
        
        1.M.9: Know the days of the week and months of the year in sequence
      - 1.N: Number Sense and Operations
        
        Students will compute accurately and make reasonable estimates.
        
        Estimation
        
        1.N.30: Estimate the number in a collection to 50 and then compare by counting the actual items in the collection
        
        Students will understand meanings of operations and procedures, and how they relate to one another.
        
        Operations
        
        1.N.24: Develop and use strategies to solve addition and subtraction word problems
        
        1.N.25: Represent addition and subtraction word problems and their solutions as number sentences
        
        1.N.26: Create problem situations that represent a given number sentence
        
        1.N.27: Use a variety of strategies to solve addition and subtraction problems with one- and two-digit numbers without regrouping
        
        1.N.28: Demonstrate fluency and apply addition and subtraction facts to and including 10
        
        1.N.29: Understand that different parts can be added to get the same whole
        
        Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
        
        Number Systems
        
        1.N.1: Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 100)
        
        1.N.10: Draw pictures or other informal symbols to represent a spoken number up to 20
        
        1.N.11: Identify that spacing of the same number of objects does not affect the quantity (conservation)
        
        1.N.12: Arrange objects in size order (increasing and decreasing)
        
        1.N.13: Write numbers to 100
        
        1.N.14: Read the number words one, two, three...ten
        
        1.N.15: Explore and use place value
        
        1.N.16: Compare and order whole numbers up to 100
        
        1.N.17: Develop an initial understanding of the base ten system:
        
        1.N.17.a: 10 ones = 1 ten
        
        1.N.17.b: 10 tens = 1 hundred
        
        1.N.18: Use a variety of strategies to compose and decompose one-digit numbers
        
        1.N.19: Understand the commutative property of addition
        
        1.N.2: Count out (produce) a collection of a specified size (10 to 100 items), using groups of ten
        
        1.N.20: Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart)
        
        1.N.21: Use before, after, or between to order numbers to 100 (with or without the use of a number line)
        
        1.N.22: Use the words higher, lower, greater, and less to compare two numbers
        
        1.N.23: Use and understand verbal ordinal terms, first to twentieth
        
        1.N.3: Quickly see and label with a number, collections of 1 to 10
        
        1.N.4: Count by 1's to 100
        
        1.N.5: Skip count by 10's to 100
        
        1.N.6: Skip count by 5's to 50
        
        1.N.7: Skip count by 2's to 20
        
        1.N.8: Verbally count from a number other than one by 1's
        
        1.N.9: Count backwards from 20 by 1's
      - 1.PS: Problem Solving
        
        Students will apply and adapt a variety of appropriate strategies to solve problems.
        
        1.PS.5: Use informal counting strategies to find solutions
        
        1.PS.6: Experience teacher-directed questioning process to understand problems
        
        1.PS.7: Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking
        
        1.PS.8: Use manipulatives (e.g., tiles, blocks) to model the action in problems
        
        1.PS.9: Use drawings/pictures to model the action in problems
        
        Students will build new mathematical knowledge through problem solving.
        
        1.PS.1: Explore, examine, and make observations about a social problem or mathematical situation
        
        1.PS.2: Interpret information correctly, identify the problem, and generate possible solutions
        
        Students will monitor and reflect on the process of mathematical problem solving.
        
        1.PS.10: Explain to others how a problem was solved, giving strategies and justifications
        
        Students will solve problems that arise in mathematics and in other contexts.
        
        1.PS.3: Act out or model with manipulatives activities involving mathematical content from literature and/or story telling
        
        1.PS.4: Formulate problems and solutions from everyday situations (e.g., counting the number of children in the class or using the calendar to teach counting)
      - 1.R: Representation
        
        Students will create and use representations to organize, record, and communicate mathematical ideas.
        
        1.R.1: Use multiple representations including verbal and written language, acting out or modeling a situation, drawings, and/or symbols as representations
        
        1.R.2: Share mental images of mathematical ideas and understandings
        
        1.R.3: Use standard and nonstandard representations
        
        Students will select, apply, and translate among mathematical representations to solve problems.
        
        1.R.4: Connect mathematical representations with problem solving
        
        Students will use representations to model and interpret physical, social, and mathematical phenomena.
        
        1.R.5: Use mathematics to show and understand physical phenomena (e.g., estimate and represent the number of apples in a tree)
        
        1.R.6: Use mathematics to show and understand social phenomena (e.g., count and represent sharing cookies between friends)
        
        1.R.7: Use mathematics to show and understand mathematical phenomena (e.g., draw pictures to show a story problem, show number value using fingers on your hand)
      - 1.RP: Reasoning and Proof
        
        Students will develop and evaluate mathematical arguments and proofs.
        
        1.RP.5: Justify general claims, using manipulatives
        
        1.RP.6: Develop and explain an argument verbally or with objects
        
        1.RP.7: Listen to and discuss claims other students make
        
        Students will make and investigate mathematical conjectures.
        
        1.RP.3: Investigate the use of knowledgeable guessing as a mathematical tool
        
        1.RP.4: Explore guesses, using a variety of objects and manipulatives
        
        Students will recognize reasoning and proof as fundamental aspects of mathematics.
        
        1.RP.1: Understand that mathematical statements can be true or false
        
        1.RP.2: Recognize that mathematical ideas need to be supported by evidence
        
        Students will select and use various types of reasoning and methods of proof.
        
        1.RP.8: Use trial and error strategies to verify claims
      - 1.S: Statistics and Probability
        
        Students will collect, organize, display, and analyze data.
        
        Analysis of Data
        
        1.S.6: Interpret data in terms of the words: most, least, greater than, less than, or equal to
        
        1.S.7: Answer simple questions related to data displayed in pictographs (e.g., category with most, how many more in a category compared to another, how many all together in two categories)
        
        Collection of Data
        
        1.S.1: Pose questions about themselves and their surroundings
        
        1.S.2: Collect and record data related to a question
        
        Organization and Display of Data
        
        1.S.3: Display data in simple pictographs for quantities up to 20 with units of one
        
        1.S.4: Display data in bar graphs using concrete objects with intervals of one
        
        1.S.5: Use Venn diagrams to sort and describe data
        
        Students will make predictions that are based upon data analysis.
        
        Predictions from Data
        
        1.S.8: Discuss conclusions and make predictions in terms of the words likely and unlikely
        
        1.S.9: Construct a question that can be answered by using information from a graph
    - Grade 2
      - 2.A: Algebra
        
        Students will perform algebraic procedures accurately.
        
        Equations and Inequalities
        
        2.A.1: Use the symbols <, >, = (with and without the use of a number line) to compare whole numbers up to 100
        
        Students will recognize, use, and represent algebraically patterns, relations, and functions.
        
        Patterns, Relations, and Functions
        
        2.A.2: Describe and extend increasing or decreasing (+,-) sequences and patterns (numbers or objects up to 100)
      - 2.CM: Communication
        
        Students will analyze and evaluate the mathematical thinking and strategies of others.
        
        2.CM.4: Listen to solutions shared by other students
        
        2.CM.5: Formulate mathematically relevant questions
        
        Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
        
        2.CM.3: Share mathematical ideas through the manipulation of objects, drawings, pictures, charts, and symbols in both written and verbal explanations
        
        Students will organize and consolidate their mathematical thinking through communication.
        
        2.CM.1: Understand how to organize their thought processes
        
        2.CM.2: Verbally support their reasoning and answer
        
        Students will use the language of mathematics to express mathematical ideas precisely.
        
        2.CM.6: Use appropriate mathematical terms, vocabulary, and language
      - 2.CN: Connections
        
        Students will recognize and apply mathematics in contexts outside of mathematics.
        
        2.CN.7: Recognize the presence of mathematics in their daily lives
        
        2.CN.8: Recognize and apply mathematics to solve problems
        
        2.CN.9: Recognize and apply mathematics to objects, pictures and symbols
        
        Students will recognize and use connections among mathematical ideas.
        
        2.CN.1: Recognize the connections of patterns in their everyday experiences to mathematical ideas
        
        2.CN.2: Understand and use the connections between numbers and the quantities they represent to solve problems
        
        2.CN.3: Compare the similarities and differences of mathematical ideas
        
        Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
        
        2.CN.4: Understand how models of situations involving objects, pictures, and symbols relate to mathematical ideas
        
        2.CN.5: Understand meanings of operations and how they relate to one another
        
        2.CN.6: Understand how mathematical models represent quantitative relationships
      - 2.G: Geometry
        
        Students will apply transformations and symmetry to analyze problem solving situations.
        
        Transformational Geometry
        
        2.G.5: Explore and predict the outcome of slides, flips, and turns of two-dimensional shapes
        
        2.G.6: Explore line symmetry
        
        Students will identify and justify geometric relationships, formally and informally.
        
        Geometric Relationships
        
        2.G.4: Group objects by like properties
        
        Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
        
        Shapes
        
        2.G.1: Experiment with slides, flips, and turns to compare two-dimensional shapes
        
        2.G.2: Identify and appropriately name two-dimensional shapes: circle, square, rectangle, and triangle (both regular and irregular)
        
        2.G.3: Compose (put together) and decompose (break apart) two-dimensional shapes
      - 2.M: Measurement
        
        Students will determine what can be measured and how, using appropriate methods and formulas.
        
        Units of Measurement
        
        2.M.1: Use non-standard and standard units to measure both vertical and horizontal lengths
        
        2.M.2: Use a ruler to measure standard units (including whole inches and whole feet)
        
        2.M.3: Compare and order objects according to the attribute of length
        
        2.M.4: Recognize mass as a qualitative measure (e.g., Which is heavier? Which is lighter?)
        
        2.M.5: Compare and order objects, using lighter than and heavier than
        
        Students will develop strategies for estimating measurements.
        
        Estimation
        
        2.M.10: Select and use standard (customary) and non-standard units to estimate measurements
        
        Students will use units to give meaning to measurements.
        
        Units
        
        2.M.6: Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20)
        
        2.M.7: Recognize the whole dollar notation as $1, etc.
        
        2.M.8: Identify equivalent combinations to make one dollar
        
        2.M.9: Tell time to the half hour and five minutes using both digital and analog clocks
      - 2.N: Number Sense and Operations
        
        Students will compute accurately and make reasonable estimates.
        
        Estimation
        
        2.N.22: Estimate the number in a collection to 100 and then compare by counting the actual items in the collection
        
        Students will understand meanings of operations and procedures, and how they relate to one another.
        
        Operations
        
        2.N.15: Determine sums and differences of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one)
        
        2.N.16: Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping
        
        2.N.17: Demonstrate fluency and apply addition and subtraction facts up to and including 18
        
        2.N.18: Use doubling to add 2-digit numbers
        
        2.N.19: Use compensation to add 2-digit numbers
        
        2.N.20: Develop readiness for multiplication by using repeated addition
        
        2.N.21: Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share)
        
        Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
        
        Number Systems
        
        2.N.1: Skip count to 100 by 2's, 5's, 10's
        
        2.N.10: Use and understand verbal ordinal terms
        
        2.N.11: Read written ordinal terms (first through ninth) and use them to represent ordinal relations
        
        2.N.12: Use zero as the identity element for addition
        
        2.N.13: Recognize the meaning of zero in the place value system (0-100)
        
        2.N.2: Count back from 100 by 1's, 5's, 10's using a number chart
        
        2.N.3: Skip count by 3's to 36 for multiplication readiness
        
        2.N.4: Skip count by 4's to 48 for multiplication readiness
        
        2.N.5: Compare and order numbers to 100
        
        2.N.6: Develop an understanding of the base ten system:
        
        2.N.6.a: 10 ones = 1 ten
        
        2.N.6.b: 10 tens = 1 hundred
        
        2.N.6.c: 10 hundreds = 1 thousand
        
        2.N.7: Use a variety of strategies to compose and decompose two-digit numbers
        
        2.N.8: Understand and use the commutative property of addition
        
        2.N.9: Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart)
        
        Number Theory
        
        2.N.14: Use concrete materials to justify a number as odd or even
      - 2.PS: Problem Solving
        
        Students will apply and adapt a variety of appropriate strategies to solve problems.
        
        2.PS.5: Use informal counting strategies to find solutions
        
        2.PS.6: Experience teacher-directed questioning process to understand problems
        
        2.PS.7: Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking
        
        2.PS.8: Use manipulatives (e.g., tiles, blocks) to model the action in problems
        
        2.PS.9: Use drawings/pictures to model the action in problems
        
        Students will build new mathematical knowledge through problem solving.
        
        2.PS.1: Explore, examine, and make observations about a social problem or mathematical situation
        
        2.PS.2: Interpret information correctly, identify the problem, and generate possible solutions
        
        Students will monitor and reflect on the process of mathematical problem solving.
        
        2.PS.10: Explain to others how a problem was solved, giving strategies and justifications
        
        Students will solve problems that arise in mathematics and in other contexts.
        
        2.PS.3: Act out or model with manipulatives activities involving mathematical content from literature and/or story telling
        
        2.PS.4: Formulate problems and solutions from everyday situations (e.g., counting the number of children in the class, using the calendar to teach counting).
      - 2.R: Representation
        
        Students will create and use representations to organize, record, and communicate mathematical ideas.
        
        2.R.1: Use multiple representations, including verbal and written language, acting out or modeling a situation, drawings, and/or symbols as representations
        
        2.R.2: Share mental images of mathematical ideas and understandings
        
        2.R.3: Use standard and nonstandard representations
        
        Students will select, apply, and translate among mathematical representations to solve problems.
        
        2.R.4: Connect mathematical representations with problem solving
        
        Students will use representations to model and interpret physical, social, and mathematical phenomena.
        
        2.R.5: Use mathematics to show and understand physical phenomena (e.g., estimate and represent the number of apples in a tree)
        
        2.R.6: Use mathematics to show and understand social phenomena (e.g., count and represent sharing cookies between friends)
        
        2.R.7: Use mathematics to show and understand mathematical phenomena (e.g., draw pictures to show a story problem or show number value using fingers on your hand)
      - 2.RP: Reasoning and Proof
        
        Students will develop and evaluate mathematical arguments and proofs.
        
        2.RP.5: Justify general claims, using manipulatives
        
        2.RP.6: Develop and explain an argument verbally or with objects
        
        2.RP.7: Listen to and discuss claims other students make
        
        Students will make and investigate mathematical conjectures.
        
        2.RP.3: Investigate the use of knowledgeable guessing as a mathematical tool
        
        2.RP.4: Explore guesses, using a variety of objects and manipulatives
        
        Students will recognize reasoning and proof as fundamental aspects of mathematics.
        
        2.RP.1: Understand that mathematical statements can be true or false
        
        2.RP.2: Recognize that mathematical ideas need to be supported by evidence
        
        Students will select and use various types of reasoning and methods of proof.
        
        2.RP.8: Use trial and error strategies to verify claims
      - 2.S: Statistics and Probability
        
        Students will collect, organize, display, and analyze data.
        
        Analysis of Data
        
        2.S.4: Compare and interpret data in terms of describing quantity (similarity or differences)
        
        Collection of Data
        
        2.S.1: Formulate questions about themselves and their surroundings
        
        2.S.2: Collect and record data (using tallies) related to the question
        
        Organization and Display of Data
        
        2.S.3: Display data in pictographs and bar graphs using concrete objects or a representation of the object
        
        Students will make predictions that are based upon data analysis.
        
        Predictions from Data
        
        2.S.5: Discuss conclusions and make predictions from graphs
    - Grade 3
      - 3.A: Algebra
        
        Students will perform algebraic procedures accurately.
        
        Equations and Inequalities
        
        3.A.1: Use the symbols <, >, = (with and without the use of a number line) to compare whole numbers and unit fractions, (1/2, 1/3, 1/4, 1/5, 1/6, and 1/10)
        
        Students will recognize, use, and represent algebraically patterns, relations, and functions.
        
        Patterns, Relations, and Functions
        
        3.A.2: Describe and extend numeric (+, -) and geometric patterns
      - 3.CM: Communication
        
        Students will analyze and evaluate the mathematical thinking and strategies of others.
        
        3.CM.7: Listen for understanding of mathematical solutions shared by other students
        
        3.CM.8: Consider strategies used and solutions found in relation to their own work
        
        Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
        
        3.CM.4: Organize and accurately label work
        
        3.CM.5: Share organized mathematical ideas through the manipulation of objects, drawings, pictures, charts, graphs, tables, diagrams, models, symbols, and expressions in written and verbal form
        
        3.CM.6: Answer clarifying questions from others
        
        Students will organize and consolidate their mathematical thinking through communication.
        
        3.CM.1: Understand and explain how to organize their thought process
        
        3.CM.2: Verbally explain their rationale for strategy selection
        
        3.CM.3: Provide reasoning both in written and verbal form
        
        Students will use the language of mathematics to express mathematical ideas precisely.
        
        3.CM.10: Describe objects, relationships, solutions and rationale using appropriate vocabulary
        
        3.CM.11: Decode and comprehend mathematical visuals and symbols to construct meaning
        
        3.CM.9: Increase their use of mathematical vocabulary and language when communicating with others
      - 3.CN: Connections
        
        Students will recognize and apply mathematics in contexts outside of mathematics.
        
        3.CN.6: Recognize the presence of mathematics in their daily lives
        
        3.CN.7: Apply mathematics to solve problems that develop outside of mathematics
        
        3.CN.8: Recognize and apply mathematics to other disciplines
        
        Students will recognize and use connections among mathematical ideas.
        
        3.CN.1: Recognize, understand, and make connections in their everyday experiences to mathematical ideas
        
        3.CN.2: Compare and contrast mathematical ideas
        
        3.CN.3: Connect and apply mathematical information to solve problems
        
        Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
        
        3.CN.4: Understand multiple representations and how they are related
        
        3.CN.5: Model situations with objects and representations and be able to make observations
      - 3.G: Geometry
        
        Students will apply transformations and symmetry to analyze problem solving situations.
        
        Transformational Geometry
        
        3.G.5: Identify and construct lines of symmetry
        
        Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
        
        Shapes
        
        3.G.1: Define and use correct terminology when referring to shapes (circle, triangle, square, rectangle, rhombus, trapezoid, and hexagon)
        
        3.G.2: Identify congruent and similar figures
        
        3.G.3: Name, describe, compare, and sort three-dimensional shapes: cube, cylinder, sphere, prism, and cone
        
        3.G.4: Identify the faces on a three-dimensional shape as two-dimensional shapes
      - 3.M.: Measurement
        
        Students will determine what can be measured and how, using appropriate methods and formulas.
        
        Units of Measurement
        
        3.M.1: Select tools and units (customary) appropriate for the length measured
        
        3.M.2: Use a ruler/yardstick to measure to the nearest standard unit (whole and ½ inches, whole feet, and whole yards)
        
        3.M.3: Measure objects, using ounces and pounds
        
        3.M.4: Recognize capacity as an attribute that can be measured
        
        3.M.5: Compare capacities (e.g., Which contains more? Which contains less?)
        
        3.M.6: Measure capacity, using cups, pints, quarts, and gallons
        
        Students will develop strategies for estimating measurements.
        
        Estimation
        
        3.M.10: Select and use standard (customary) and non-standard units to estimate measurements
        
        3.M.9: Tell time to the minute, using digital and analog clocks
        
        Students will use units to give meaning to measurements.
        
        Units
        
        3.M.7: Count and represent combined coins and dollars, using currency symbols ($0.00)
        
        3.M.8: Relate unit fractions to the face of the clock:
        
        3.M.8.a: Whole = 60 minutes
        
        3.M.8.b: ½ = 30 minutes
        
        3.M.8.c: ¼ = 15 minutes
      - 3.N: Number Sense and Operations
        
        Students will compute accurately and make reasonable estimates.
        
        Estimation
        
        3.N.25: Estimate numbers up to 500
        
        3.N.26: Recognize real world situations in which an estimate (rounding) is more appropriate
        
        3.N.27: Check reasonableness of an answer by using estimation
        
        Students will understand meanings of operations and procedures, and how they relate to one another.
        
        Operations
        
        3.N.18: Use a variety of strategies to add and subtract 3-digit numbers (with and without regrouping)
        
        3.N.19: Develop fluency with single-digit multiplication facts
        
        3.N.20: Use a variety of strategies to solve multiplication problems with factors up to 12 x 12
        
        3.N.21: Use the area model, tables, patterns, arrays, and doubling to provide meaning for multiplication
        
        3.N.22: Demonstrate fluency and apply single-digit division facts
        
        3.N.23: Use tables, patterns, halving, and manipulatives to provide meaning for division
        
        3.N.24: Develop strategies for selecting the appropriate computational and operational method in problem solving situations
        
        Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
        
        Number Systems
        
        3.N.1: Skip count by 25's, 50's, 100's to 1,000
        
        3.N.10: Develop an understanding of fractions as part of a whole unit and as parts of a collection
        
        3.N.11: Use manipulatives, visual models, and illustrations to name and represent unit fractions (1/2, 1/3, 1/4, 1/5, 1/6, and 1/10) as part of a whole or a set of objects
        
        3.N.12: Understand and recognize the meaning of numerator and denominator in the symbolic form of a fraction
        
        3.N.13: Recognize fractional numbers as equal parts of a whole
        
        3.N.14: Explore equivalent fractions (1/2, 1/3, 1/4)
        
        3.N.15: Compare and order unit fractions (1/2, 1/3, 1/4) and find their approximate locations on a number line
        
        3.N.2: Read and write whole numbers to 1,000
        
        3.N.3: Compare and order numbers to 1,000
        
        3.N.4: Understand the place value structure of the base ten number system:
        
        3.N.4.a: 10 ones = 1 ten
        
        3.N.4.b: 10 tens = 1 hundred
        
        3.N.4.c: 10 hundreds = 1 thousand
        
        3.N.5: Use a variety of strategies to compose and decompose three-digit numbers
        
        3.N.6: Use and explain the commutative property of addition and multiplication
        
        3.N.7: Use 1 as the identity element for multiplication
        
        3.N.8: Use the zero property of multiplication
        
        3.N.9: Understand and use the associative property of addition
        
        Number Theory
        
        3.N.16: Identify odd and even numbers
        
        3.N.17: Develop an understanding of the properties of odd/even numbers as a result of addition or subtraction
      - 3.PS: Problem Solving
        
        Students will apply and adapt a variety of appropriate strategies to solve problems.
        
        3.PS.10: Use process of elimination to solve problems
        
        3.PS.11: Make pictures/diagrams of problems
        
        3.PS.12: Use physical objects to model problems
        
        3.PS.13: Work in collaboration with others to solve problems
        
        3.PS.14: Make organized lists to solve numerical problems
        
        3.PS.15: Make charts to solve numerical problems
        
        3.PS.16: Analyze problems by identifying relationships
        
        3.PS.17: Analyze problems by identifying relevant versus irrelevant information
        
        3.PS.18: Analyze problems by observing patterns
        
        3.PS.19: State a problem in their own words
        
        3.PS.9: Use trial and error to solve problems
        
        Students will build new mathematical knowledge through problem solving.
        
        3.PS.1: Explore, examine, and make observations about a social problem or mathematical situation
        
        3.PS.2: Understand that some ways of representing a problem are more helpful than others
        
        3.PS.3: Interpret information correctly, identify the problem, and generate possible solutions
        
        Students will monitor and reflect on the process of mathematical problem solving.
        
        3.PS.20: Determine what information is needed to solve a problem
        
        3.PS.21: Discuss with peers to understand a problem situation
        
        3.PS.22: Discuss the efficiency of different representations of a problem
        
        3.PS.23: Verify results of a problem
        
        3.PS.24: Recognize invalid approaches
        
        3.PS.25: Determine whether a solution is reasonable in the context of the original problem
        
        Students will solve problems that arise in mathematics and in other contexts.
        
        3.PS.4: Act out or model with manipulatives activities involving mathematical content from literature
        
        3.PS.5: Formulate problems and solutions from everyday situations
        
        3.PS.6: Translate from a picture/diagram to a numeric expression
        
        3.PS.7: Represent problem situations in oral, written, concrete, pictorial, and graphical forms
        
        3.PS.8: Select an appropriate representation of a problem
      - 3.R: Representation
        
        Students will create and use representations to organize, record, and communicate mathematical ideas.
        
        3.R.1: Use verbal and written language, physical models, drawing charts, graphs, tables, symbols, and equations as representations
        
        3.R.2: Share mental images of mathematical ideas and understandings
        
        3.R.3: Recognize and use external mathematical representations
        
        3.R.4: Use standard and nonstandard representations with accuracy and detail
        
        Students will select, apply, and translate among mathematical representations to solve problems.
        
        3.R.5: Understand similarities and differences in representations
        
        3.R.6: Connect mathematical representations with problem solving
        
        3.R.7: Construct effective representations to solve problems
        
        Students will use representations to model and interpret physical, social, and mathematical phenomena.
        
        3.R.10: Use mathematics to show and understand mathematical phenomena (e.g., use a multiplication grid to solve odd and even number problems)
        
        3.R.8: Use mathematics to show and understand physical phenomena (e.g., estimate and represent the number of apples in a tree)
        
        3.R.9: Use mathematics to show and understand social phenomena (e.g., determine the number of buses required for a field trip)
      - 3.RP: Reasoning and Proof
        
        Students will develop and evaluate mathematical arguments and proofs.
        
        3.RP.5: Justify general claims or conjectures, using manipulatives, models, and expressions
        
        3.RP.6: Develop and explain an argument using oral, written, concrete, pictorial, and/or graphical forms
        
        3.RP.7: Discuss, listen, and make comments that support or reject claims made by other students
        
        Students will make and investigate mathematical conjectures.
        
        3.RP.3: Investigate the use of knowledgeable guessing by generalizing mathematical ideas
        
        3.RP.4: Make conjectures from a variety of representations
        
        Students will recognize reasoning and proof as fundamental aspects of mathematics.
        
        3.RP.1: Use representations to support mathematical ideas
        
        3.RP.2: Determine whether a mathematical statement is true or false and explain why
        
        Students will select and use various types of reasoning and methods of proof.
        
        3.RP.8: Support an argument by trying many cases
      - 3.S: Statistics and Probability
        
        Students will collect, organize, display, and analyze data.
        
        Analysis of Data
        
        3.S.7: Read and interpret data in bar graphs and pictographs
        
        Collection of Data
        
        3.S.1: Formulate questions about themselves and their surroundings
        
        3.S.2: Collect data using observation and surveys, and record appropriately
        
        Organization and Display of Data
        
        3.S.3: Construct a frequency table to represent a collection of data
        
        3.S.4: Identify the parts of pictographs and bar graphs
        
        3.S.5: Display data in pictographs and bar graphs
        
        3.S.6: State the relationships between pictographs and bar graphs
        
        Students will make predictions that are based upon data analysis.
        
        Predictions from Data
        
        3.S.8: Formulate conclusions and make predictions from graphs
    - Grade 4
      - 4.A: Algebra
        
        Students will perform algebraic procedures accurately.
        
        Equations and Inequalities
        
        4.A.2: Use the symbols <, >, =, and "not equal to", (with and without the use of a number line) to compare whole numbers and unit fractions and decimals (up to hundredths)
        
        4.A.3: Find the value or values that will make an open sentence true, if it contains < or >
        
        Students will recognize, use, and represent algebraically patterns, relations, and functions.
        
        Patterns, Relations, and Functions
        
        4.A.4: Describe, extend, and make generalizations about numeric (+, -, x, ÷) and geometric patterns
        
        4.A.5: Analyze a pattern or a whole-number function and state the rule, given a table or an input/output box
        
        Students will represent and analyze algebraically a wide variety of problem solving situations.
        
        Variables and Expressions
        
        4.A.1: Evaluate and express relationships using open sentences with one operation
      - 4.CM: Communication
        
        Students will analyze and evaluate the mathematical thinking and strategies of others.
        
        4.CM.7: Restate mathematical solutions shared by other students
        
        4.CM.8: Consider strategies used and solutions found in relation to their own work
        
        Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
        
        4.CM.4: Organize and accurately label work
        
        4.CM.5: Share organized mathematical ideas through the manipulation of objects, drawing, pictures, charts, graphs, tables, diagrams, models, symbols, and expressions in written and verbal form
        
        4.CM.6: Answer clarifying questions from others
        
        Students will organize and consolidate their mathematical thinking through communication.
        
        4.CM.1: Understand and explain how to organize their thought process
        
        4.CM.2: Verbally explain their rationale for strategy selection
        
        4.CM.3: Provide reasoning both in written and verbal form
        
        Students will use the language of mathematics to express mathematical ideas precisely.
        
        4.CM.10: Describe objects, relationships, solutions, and rationale using appropriate vocabulary
        
        4.CM.11: Decode and comprehend mathematical visuals and symbols to construct meaning
        
        4.CM.9: Increase their use of mathematical vocabulary and language when communicating with others
      - 4.CN: Connections
        
        Students will recognize and apply mathematics in contexts outside of mathematics.
        
        4.CN.6: Recognize the presence of mathematics in their daily lives
        
        4.CN.7: Apply mathematics to solve problems that develop outside of mathematics
        
        4.CN.8: Recognize and apply mathematics to other disciplines
        
        Students will recognize and use connections among mathematical ideas.
        
        4.CN.1: Recognize, understand, and make connections in their everyday experiences to mathematical ideas
        
        4.CN.2: Compare and contrast mathematical ideas
        
        4.CN.3: Connect and apply mathematical information to solve problems
        
        Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
        
        4.CN.4: Understand multiple representations and how they are related
        
        4.CN.5: Model situations with objects and representations and be able to make observations
      - 4.G: Geometry
        
        Students will identify and justify geometric relationships, formally and informally.
        
        Geometric Relationships
        
        4.G.6: Draw and identify intersecting, perpendicular, and parallel lines
        
        4.G.7: Identify points and rays when drawing angles
        
        4.G.8: Classify angles as acute, obtuse, right, and straight
        
        Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
        
        Shapes
        
        4.G.1: Identify and name polygons, recognizing that their names are related to the number of sides and angles (triangle, quadrilateral, pentagon, hexagon, and octagon)
        
        4.G.2: Identify points and line segments when drawing a plane figure
        
        4.G.3: Find perimeter of polygons by adding sides
        
        4.G.4: Find the area of a rectangle by counting the number of squares needed to cover the rectangle
        
        4.G.5: Define and identify vertices, faces, and edges of three-dimensional shapes
      - 4.M: Measurement
        
        Students will determine what can be measured and how, using appropriate methods and formulas.
        
        Units of Measurement
        
        4.M.1: Select tools and units (customary and metric) appropriate for the length being measured
        
        4.M.2: Use a ruler to measure to the nearest standard unit (whole, ½ and ¼ inches, whole feet, whole yards, whole centimeters, and whole meters)
        
        4.M.3: Know and understand equivalent standard units of length:
        
        4.M.3.a: 12 inches = 1 foot
        
        4.M.3.b: 3 feet = 1 yard
        
        4.M.4: Select tools and units appropriate to the mass of the object being measured (grams and kilograms)
        
        4.M.5: Measure mass, using grams
        
        4.M.6: Select tools and units appropriate to the capacity being measured (milliliters and liters)
        
        4.M.7: Measure capacity, using milliliters and liters
        
        Students will use units to give meaning to measurements.
        
        Units
        
        4.M.10: Calculate elapsed time in days and weeks, using a calendar
        
        4.M.8: Make change, using combined coins and dollar amounts
        
        4.M.9: Calculate elapsed time in hours and half hours, not crossing A.M./P.M.
      - 4.N: Number Sense and Operations
        
        Students will compute accurately and make reasonable estimates.
        
        Estimation
        
        4.N.26: Round numbers less than 1,000 to the nearest tens and hundreds
        
        4.N.27: Check reasonableness of an answer by using estimation
        
        Students will understand meanings of operations and procedures, and how they relate to one another.
        
        Operations
        
        4.N.14: Use a variety of strategies to add and subtract numbers up to 10,000
        
        4.N.15: Select appropriate computational and operational methods to solve problems
        
        4.N.16: Understand various meanings of multiplication and division
        
        4.N.17: Use multiplication and division as inverse operations to solve problems
        
        4.N.18: Use a variety of strategies to multiply two-digit numbers by one-digit numbers (with and without regrouping)
        
        4.N.19: Use a variety of strategies to multiply two-digit numbers by two-digit numbers (with and without regrouping)
        
        4.N.20: Develop fluency in multiplying and dividing multiples of 10 and 100 up to 1,000
        
        4.N.21: Use a variety of strategies to divide two-digit dividends by one-digit divisors (with and without remainders)
        
        4.N.22: Interpret the meaning of remainders
        
        4.N.23: Add and subtract proper fractions with common denominators
        
        4.N.24: Express decimals as an equivalent form of fractions to tenths and hundredths
        
        4.N.25: Add and subtract decimals to tenths and hundredths using a hundreds chart
        
        Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
        
        Number Systems
        
        4.N.1: Skip count by 1,000's
        
        4.N.10: Develop an understanding of decimals as part of a whole
        
        4.N.11: Read and write decimals to hundredths, using money as a context
        
        4.N.12: Use concrete materials and visual models to compare and order decimals (less than 1) to the hundredths place in the context of money
        
        4.N.2: Read and write whole numbers to 10,000
        
        4.N.3: Compare and order numbers to 10,000
        
        4.N.4: Understand the place value structure of the base ten number system:
        
        4.N.4.a: 10 ones = 1 ten
        
        4.N.4.b: 10 tens = 1 hundred
        
        4.N.4.c: 10 hundreds = 1 thousand
        
        4.N.4.d: 10 thousands = 1 ten thousand
        
        4.N.5: Recognize equivalent representations for numbers up to four digits and generate them by decomposing and composing numbers
        
        4.N.6: Understand, use, and explain the associative property of multiplication
        
        4.N.7: Develop an understanding of fractions as locations on number lines and as divisions of whole numbers
        
        4.N.8: Recognize and generate equivalent fractions (halves, fourths, thirds, fifths, sixths, and tenths) using manipulatives, visual models, and illustrations
        
        4.N.9: Use concrete materials and visual models to compare and order unit fractions or fractions with the same denominator (with and without the use of a number line)
        
        Number Theory
        
        4.N.13: Develop an understanding of the properties of odd/even numbers as a result of multiplication
      - 4.PS: Problem Solving
        
        Students will apply and adapt a variety of appropriate strategies to solve problems.
        
        4.PS.10: Use process of elimination to solve problems
        
        4.PS.11: Make pictures/diagrams of problems
        
        4.PS.12: Use physical objects to model problems
        
        4.PS.13: Work in collaboration with others to solve problems
        
        4.PS.14: Make organized lists to solve numerical problems
        
        4.PS.15: Make charts to solve numerical problems
        
        4.PS.16: Analyze problems by identifying relationships
        
        4.PS.17: Analyze problems by identifying relevant versus irrelevant information
        
        4.PS.18: Analyze problems by observing patterns
        
        4.PS.19: State a problem in their own words
        
        4.PS.9: Use trial and error to solve problems
        
        Students will build new mathematical knowledge through problem solving.
        
        4.PS.1: Explore, examine, and make observations about a social problem or mathematical situation
        
        4.PS.2: Understand that some ways of representing a problem are more helpful than others
        
        4.PS.3: Interpret information correctly, identify the problem, and generate possible solutions
        
        Students will monitor and reflect on the process of mathematical problem solving.
        
        4.PS.20: Determine what information is needed to solve a problem
        
        4.PS.21: Discuss with peers to understand a problem situation
        
        4.PS.22: Discuss the efficiency of different representations of a problem
        
        4.PS.23: Verify results of a problem
        
        4.PS.24: Recognize invalid approaches
        
        4.PS.25: Determine whether a solution is reasonable in the context of the original problem
        
        Students will solve problems that arise in mathematics and in other contexts.
        
        4.PS.4: Act out or model with manipulatives activities involving mathematical content from literature
        
        4.PS.5: Formulate problems and solutions from everyday situations
        
        4.PS.6: Translate from a picture/diagram to a numeric expression
        
        4.PS.7: Represent problem situations in oral, written, concrete, pictorial, and graphical forms
        
        4.PS.8: Select an appropriate representation of a problem
      - 4.R: Representation
        
        Students will create and use representations to organize, record, and communicate mathematical ideas.
        
        4.R.1: Use verbal and written language, physical models, drawing charts, graphs, tables, symbols, and equations as representations
        
        4.R.2: Share mental images of mathematical ideas and understandings
        
        4.R.3: Recognize and use external mathematical representations
        
        4.R.4: Use standard and nonstandard representations with accuracy and detail
        
        Students will select, apply, and translate among mathematical representations to solve problems.
        
        4.R.5: Understand similarities and differences in representations
        
        4.R.6: Connect mathematical representations with problem solving
        
        4.R.7: Construct effective representations to solve problems
        
        Students will use representations to model and interpret physical, social, and mathematical phenomena.
        
        4.R.10: Use mathematics to show and understand mathematical phenomena (e.g., use a multiplication grid to solve odd and even number problems)
        
        4.R.8: Use mathematics to show and understand physical phenomena (e.g., estimate and represent the number of apples in a tree)
        
        4.R.9: Use mathematics to show and understand social phenomena (e.g., determine the number of buses required for a field trip)
      - 4.RP: Reasoning and Proof
        
        Students will develop and evaluate mathematical arguments and proofs.
        
        4.RP.5: Justify general claims or conjectures, using manipulatives, models, and expressions
        
        4.RP.6: Develop and explain an argument using oral, written, concrete, pictorial, and/or graphical forms
        
        4.RP.7: Discuss, listen, and make comments that support or reject claims made by other students
        
        Students will make and investigate mathematical conjectures.
        
        4.RP.3: Investigate the use of knowledgeable guessing by generalizing mathematical ideas
        
        4.RP.4: Make conjectures from a variety of representations
        
        Students will recognize reasoning and proof as fundamental aspects of mathematics.
        
        4.RP.1: Use representations to support mathematical ideas
        
        4.RP.2: Determine whether a mathematical statement is true or false and explain why
        
        Students will select and use various types of reasoning and methods of proof.
        
        4.RP.8: Support an argument by trying many cases
        
        4.RP.9: Disprove an argument by finding counterexamples
      - 4.S: Statistics and Probability
        
        Students will collect, organize, display, and analyze data.
        
        Analysis of Data
        
        4.S.4: Read and interpret line graphs
        
        Collection of Data
        
        4.S.1: Design investigations to address a question from given data
        
        4.S.2: Collect data using observations, surveys, and experiments and record appropriately
        
        Organization and Display of Data
        
        4.S.3: Represent data using tables, bar graphs, and pictographs
        
        Students will make predictions that are based upon data analysis.
        
        Predictions from Data
        
        4.S.5: Develop and make predictions that are based on data
        
        4.S.6: Formulate conclusions and make predictions from graphs
    - Grade 5
      - 5.A: Algebra
        
        Students will perform algebraic procedures accurately.
        
        Equations and Inequalities
        
        5.A.4: Solve simple one-step equations using basic whole-number facts
        
        5.A.5: Solve and explain simple one-step equations using inverse operations involving whole numbers
        
        5.A.6: Evaluate the perimeter formula for given input values
        
        Variables and Expressions
        
        5.A.3: Substitute assigned values into variable expressions and evaluate using order of operations
        
        Students will recognize, use, and represent algebraically patterns, relations, and functions.
        
        Patterns, Relations, and Functions
        
        5.A.7: Create and explain patterns and algebraic relationships (e.g., 2, 4, 6, 8...) algebraically: 2n (doubling)
        
        5.A.8: Create algebraic or geometric patterns using concrete objects or visual drawings (e.g., rotate and shade geometric shapes)
        
        Students will represent and analyze algebraically a wide variety of problem solving situations.
        
        Variables and Expressions
        
        5.A.1: Define and use appropriate terminology when referring to constants, variables, and algebraic expressions
        
        5.A.2: Translate simple verbal expressions into algebraic expressions
      - 5.CM: Communication
        
        Students will analyze and evaluate the mathematical thinking and strategies of others.
        
        5.CM.6: Understand mathematical solutions shared by other students
        
        5.CM.7: Raise questions that elicit, extend, or challenge others' thinking
        
        5.CM.8: Consider strategies used and solutions found by others in relation to their own work
        
        Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
        
        5.CM.4: Share organized mathematical ideas through the manipulation of objects, numerical tables, drawings, pictures, charts, graphs, tables, diagrams, models, and symbols in written and verbal form
        
        5.CM.5: Answer clarifying questions from others
        
        Students will organize and consolidate their mathematical thinking through communication.
        
        5.CM.1: Provide an organized thought process that is correct, complete, coherent, and clear
        
        5.CM.2: Explain a rationale for strategy selection
        
        5.CM.3: Organize and accurately label work
        
        Students will use the language of mathematics to express mathematical ideas precisely.
        
        5.CM.10: Use appropriate vocabulary when describing objects, relationships, mathematical solutions, and rationale
        
        5.CM.11: Decode and comprehend mathematical visuals and symbols to construct meaning
        
        5.CM.9: Increase their use of mathematical vocabulary and language when communicating with others
      - 5.CN: Connections
        
        Students will recognize and apply mathematics in contexts outside of mathematics.
        
        5.CN.6: Recognize and provide examples of the presence of mathematics in their daily lives
        
        5.CN.7: Apply mathematics to problem situations that develop outside of mathematics
        
        5.CN.8: Investigate the presence of mathematics in careers and areas of interest
        
        5.CN.9: Recognize and apply mathematics to other disciplines and areas of interest
        
        Students will recognize and use connections among mathematical ideas.
        
        5.CN.1: Understand and make connections and conjectures in their everyday experiences to mathematical ideas
        
        5.CN.2: Explore and explain the relationship between mathematical ideas
        
        5.CN.3: Connect and apply mathematical information to solve problems
        
        Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
        
        5.CN.4: Understand multiple representations and how they are related
        
        5.CN.5: Model situations with objects and representations and be able to draw conclusions
      - 5.G: Geometry
        
        Students will apply coordinate geometry to analyze problem solving situations.
        
        Coordinate Geometry
        
        5.G.12: Identify and plot points in the first quadrant
        
        5.G.13: Plot points to form basic geometric shapes (identify and classify)
        
        5.G.14: Calculate perimeter of basic geometric shapes drawn on a coordinate plane (rectangles and shapes composed of rectangles having sides with integer lengths and parallel to the axes)
        
        Students will apply transformations and symmetry to analyze problem solving situations.
        
        Transformational Geometry
        
        5.G.11: Identify and draw lines of symmetry of basic geometric shapes
        
        Students will identify and justify geometric relationships, formally and informally.
        
        Geometric Relationships
        
        5.G.10: Identify corresponding parts of congruent triangles
        
        5.G.2: Identify pairs of similar triangles
        
        5.G.3: Identify the ratio of corresponding sides of similar triangles
        
        5.G.4: Classify quadrilaterals by properties of their angles and sides
        
        5.G.5: Know that the sum of the interior angles of a quadrilateral is 360 degrees
        
        5.G.6: Classify triangles by properties of their angles and sides
        
        5.G.7: Know that the sum of the interior angles of a triangle is 180 degrees
        
        5.G.8: Find a missing angle when given two angles of a triangle
        
        5.G.9: Identify pairs of congruent triangles
        
        Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
        
        Shapes
        
        5.G.1: Calculate the perimeter of regular and irregular polygons
      - 5.M: Measurement
        
        Students will determine what can be measured and how, using appropriate methods and formulas.
        
        Tools and Methods
        
        5.M.6: Determine the tool and technique to measure with an appropriate level of precision: lengths and angles
        
        Units of Measurement
        
        5.M.1: Use a ruler to measure to the nearest inch, 1/2, 1/4, and 1/8 inch.
        
        5.M.2: Identify customary equivalent units of length
        
        5.M.3: Measure to the nearest centimeter
        
        5.M.4: Identify equivalent metric units of length
        
        5.M.5: Convert measurement within a given system
        
        Students will develop strategies for estimating measurements.
        
        Estimation
        
        5.M.10: Determine personal references for metric units of length
        
        5.M.11: Justify the reasonableness of estimates
        
        5.M.9: Determine personal references for customary units of length (e.g., your pace is approximately 3 feet, your height is approximately 5 feet, etc.)
        
        Students will use units to give meaning to measurements.
        
        Units
        
        5.M.7: Calculate elapsed time in hours and minutes
        
        5.M.8: Measure and draw angles using a protractor
      - 5.N: Number Sense and Operations
        
        Students will compute accurately and make reasonable estimates.
        
        Estimation
        
        5.N.24: Round numbers to the nearest hundredth and up to 10,000
        
        5.N.25: Estimate sums and differences of fractions with like denominators
        
        5.N.26: Estimate sums, differences, products, and quotients of decimals
        
        5.N.27: Justify the reasonableness of answers using estimation
        
        Students will understand meanings of operations and procedures, and how they relate to one another.
        
        Operations
        
        5.N.16: Use a variety of strategies to multiply three-digit by three-digit numbers Note: Multiplication by anything greater than a three-digit multiplier/ multiplicand should be done using technology.
        
        5.N.17: Use a variety of strategies to divide three-digit numbers by one- and two-digit numbers Note: Division by anything greater than a two-digit divisor should be done using technology.
        
        5.N.18: Evaluate an arithmetic expression using order of operations including multiplication, division, addition, subtraction and parentheses
        
        5.N.19: Simplify fractions to lowest terms
        
        5.N.20: Convert improper fractions to mixed numbers, and mixed numbers to improper fractions
        
        5.N.21: Use a variety of strategies to add and subtract fractions with like denominators
        
        5.N.22: Add and subtract mixed numbers with like denominators
        
        5.N.23: Use a variety of strategies to add, subtract, multiply, and divide decimals to thousandths
        
        Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
        
        Number Systems
        
        5.N.1: Read and write whole numbers to millions
        
        5.N.10: Compare decimals using <, >, or =
        
        5.N.11: Understand that percent means part of 100, and write percents as fractions and decimals
        
        5.N.2: Compare and order numbers to millions
        
        5.N.3: Understand the place value structure of the base ten number system
        
        5.N.3.a: 10 ones = 1 ten
        
        5.N.3.b: 10 tens = 1 hundred
        
        5.N.3.c: 10 hundreds = 1 thousand
        
        5.N.3.d: 10 thousands = 1 ten thousand
        
        5.N.3.e: 10 ten thousands = 1 hundred thousand
        
        5.N.3.f: 10 hundred thousands = 1 million
        
        5.N.4: Create equivalent fractions, given a fraction
        
        5.N.5: Compare and order fractions including unlike denominators (with and without the use of a number line) Note: Commonly used fractions such as those that might be indicated on ruler, measuring cup, etc.
        
        5.N.6: Understand the concept of ratio
        
        5.N.7: Express ratios in different forms
        
        5.N.8: Read, write, and order decimals to thousandths
        
        5.N.9: Compare fractions using <, >, or =
        
        Number Theory
        
        5.N.12: Recognize that some numbers are only divisible by one and themselves (prime) and others have multiple divisors (composite)
        
        5.N.13: Calculate multiples of a whole number and the least common multiple of two numbers
        
        5.N.14: Identify the factors of a given number
        
        5.N.15: Find the common factors and the greatest common factor of two numbers
      - 5.PS: Problem Solving
        
        Students will apply and adapt a variety of appropriate strategies to solve problems.
        
        5.PS.10: Work in collaboration with others to solve problems
        
        5.PS.11: Translate from a picture/diagram to a number or symbolic expression
        
        5.PS.12: Use trial and error and the process of elimination to solve problems
        
        5.PS.13: Model problems with pictures/diagrams or physical objects
        
        5.PS.14: Analyze problems by observing patterns
        
        5.PS.15: Make organized lists or charts to solve numerical problems
        
        Students will build new mathematical knowledge through problem solving.
        
        5.PS.1: Know the difference between relevant and irrelevant information when solving problems
        
        5.PS.2: Understand that some ways of representing a problem are more efficient than others
        
        5.PS.3: Interpret information correctly, identify the problem, and generate possible strategies and solutions
        
        Students will monitor and reflect on the process of mathematical problem solving.
        
        5.PS.16: Discuss with peers to understand a problem situation
        
        5.PS.17: Determine what information is needed to solve problem
        
        5.PS.18: Determine the efficiency of different representations of a problem
        
        5.PS.19: Differentiate between valid and invalid approaches
        
        5.PS.20: Understand valid counterexamples
        
        5.PS.21: Explain the methods and reasoning behind the problem solving strategies used
        
        5.PS.22: Discuss whether a solution is reasonable in the context of the original problem
        
        5.PS.23: Verify results of a problem
        
        Students will solve problems that arise in mathematics and in other contexts.
        
        5.PS.4: Act out or model with manipulatives activities involving mathematical content from literature
        
        5.PS.5: Formulate problems and solutions from everyday situations
        
        5.PS.6: Translate from a picture/diagram to a numeric expression
        
        5.PS.7: Represent problem situations verbally, numerically, algebraically, and/or graphically
        
        5.PS.8: Select an appropriate representation of a problem
        
        5.PS.9: Understand the basic language of logic in mathematical situations (and, or, not)
      - 5.R: Representation
        
        Students will create and use representations to organize, record, and communicate mathematical ideas.
        
        5.R.1: Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations
        
        5.R.2: Explain, describe, and defend mathematical ideas using representations
        
        5.R.3: Read, interpret, and extend external models
        
        5.R.4: Use standard and nonstandard representations with accuracy and detail
        
        Students will select, apply, and translate among mathematical representations to solve problems.
        
        5.R.5: Use representations to explore problem situations
        
        5.R.6: Investigate relationships between different representations and their impact on a given problem
        
        Students will use representations to model and interpret physical, social, and mathematical phenomena.
        
        5.R.7: Use mathematics to show and understand physical phenomena (e.g., determine the perimeter of a bulletin board)
        
        5.R.8: Use mathematics to show and understand social phenomena (e.g., construct tables to organize data showing book sales)
        
        5.R.9: Use mathematics to show and understand mathematical phenomena (e.g., find the missing value that makes the equation true: (3 + 4) + 5 = 3 + (4 + ___)
      - 5.RP: Reasoning and Proof
        
        Students will develop and evaluate mathematical arguments and proofs.
        
        5.RP.5: Justify general claims or conjectures, using manipulatives, models, expressions, and mathematical relationships
        
        5.RP.6: Develop and explain an argument verbally, numerically, and/or graphically
        
        5.RP.7: Verify claims other students make, using examples and counterexamples when appropriate
        
        Students will make and investigate mathematical conjectures.
        
        5.RP.3: Investigate conjectures, using arguments and appropriate mathematical terms
        
        5.RP.4: Make and evaluate conjectures, using a variety of strategies
        
        Students will recognize reasoning and proof as fundamental aspects of mathematics.
        
        5.RP.1: Recognize that mathematical ideas can be supported using a variety of strategies
        
        5.RP.2: Understand that mathematical statements can be supported, using models, facts, and relationships to explain their thinking
        
        Students will select and use various types of reasoning and methods of proof.
        
        5.RP.8: Support an argument through examples/counterexamples and special cases
      - 5.S: Statistics and Probability
        
        Students will collect, organize, display, and analyze data.
        
        Analysis of Data
        
        5.S.3: Calculate the mean for a given set of data and use to describe a set of data
        
        Collection of Data
        
        5.S.1: Collect and record data from a variety of sources (e.g., newspapers, magazines, polls, charts, and surveys)
        
        Organization and Display of Data
        
        5.S.2: Display data in a line graph to show an increase or decrease over time
        
        Students will make predictions that are based upon data analysis.
        
        Predictions from Data
        
        5.S.4: Formulate conclusions and make predictions from graphs
        
        Students will understand and apply concepts of probability.
        
        Probability
        
        5.S.5: List the possible outcomes for a single-event experiment
        
        5.S.6: Record experiment results using fractions/ratios
        
        5.S.7: Create a sample space and determine the probability of a single event, given a simple experiment (e.g., rolling a number cube)
    - Grade 6
      - 6.A: Algebra
        
        Students will perform algebraic procedures accurately.
        
        Equations and Inequalities
        
        6.A.3: Translate two-step verbal sentences into algebraic equations
        
        6.A.4: Solve and explain two-step equations involving whole numbers using inverse operations
        
        6.A.5: Solve simple proportions within context
        
        6.A.6: Evaluate formulas for given input values (circumference, area, volume, distance, temperature, interest, etc.)
        
        Variables and Expressions
        
        6.A.2: Use substitution to evaluate algebraic expressions (may include exponents of one, two and three)
        
        Students will represent and analyze algebraically a wide variety of problem solving situations.
        
        Variables and Expressions
        
        6.A.1: Translate two-step verbal expressions into algebraic expressions
      - 6.CM: Communication
        
        Students will analyze and evaluate the mathematical thinking and strategies of others.
        
        6.CM.6: Understand mathematical solutions shared by other students
        
        6.CM.7: Raise questions that elicit, extend, or challenge others' thinking
        
        6.CM.8: Consider strategies used and solutions found by others in relation to their own work
        
        Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
        
        6.CM.4: Share organized mathematical ideas through the manipulation of objects, numerical tables, drawings, pictures, charts, graphs, tables, diagrams, models, and symbols in written and verbal form
        
        6.CM.5: Answer clarifying questions from others
        
        Students will organize and consolidate their mathematical thinking through communication.
        
        6.CM.1: Provide an organized thought process that is correct, complete, coherent, and clear
        
        6.CM.2: Explain a rationale for strategy selection
        
        6.CM.3: Organize and accurately label work
        
        Students will use the language of mathematics to express mathematical ideas precisely.
        
        6.CM.10: Use appropriate vocabulary when describing objects, relationships, mathematical solutions, and rationale
        
        6.CM.11: Decode and comprehend mathematical visuals and symbols to construct meaning
        
        6.CM.9: Increase their use of mathematical vocabulary and language when communicating with others
      - 6.CN: Connections
        
        Students will recognize and apply mathematics in contexts outside of mathematics.
        
        6.CN.6: Recognize and provide examples of the presence of mathematics in their daily lives
        
        6.CN.7: Apply mathematics to problem situations that develop outside of mathematics
        
        6.CN.8: Investigate the presence of mathematics in careers and areas of interest
        
        6.CN.9: Recognize and apply mathematics to other disciplines and areas of interest
        
        Students will recognize and use connections among mathematical ideas.
        
        6.CN.1: Understand and make connections and conjectures in their everyday experiences to mathematical ideas
        
        6.CN.2: Explore and explain the relationship between mathematical ideas
        
        6.CN.3: Connect and apply mathematical information to solve problems
        
        Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
        
        6.CN.4: Understand multiple representations and how they are related
        
        6.CN.5: Model situations with objects and representations and be able to draw conclusions
      - 6.G: Geometry
        
        Students will apply coordinate geometry to analyze problem solving situations.
        
        Coordinate Geometry
        
        6.G.10: Identify and plot points in all four quadrants
        
        6.G.11: Calculate the area of basic polygons drawn on a coordinate plane (rectangles and shapes composed of rectangles having sides with integer lengths)
        
        Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
        
        Shapes
        
        6.G.1: Calculate the length of corresponding sides of similar triangles, using proportional reasoning
        
        6.G.2: Determine the area of triangles and quadrilaterals (squares, rectangles, rhombi, and trapezoids) and develop formulas
        
        6.G.3: Use a variety of strategies to find the area of regular and irregular polygons
        
        6.G.4: Determine the volume of rectangular prisms by counting cubes and develop the formula
        
        6.G.5: Identify radius, diameter, chords and central angles of a circle
        
        6.G.6: Understand the relationship between the diameter and radius of a circle
        
        6.G.7: Determine the area and circumference of a circle, using the appropriate formula
        
        6.G.8: Calculate the area of a sector of a circle, given the measure of a central angle and the radius of the circle
        
        6.G.9: Understand the relationship between the circumference and the diameter of a circle
      - 6.M: Measurement
        
        Students will determine what can be measured and how, using appropriate methods and formulas.
        
        Tools and Methods
        
        6.M.6: Determine the tool and technique to measure with an appropriate level of precision: capacity
        
        Units of Measurement
        
        6.M.1: Measure capacity and calculate volume of a rectangular prism
        
        6.M.2: Identify customary units of capacity (cups, pints, quarts, and gallons)
        
        6.M.3: Identify equivalent customary units of capacity (cups to pints, pints to quarts, and quarts to gallons)
        
        6.M.4: Identify metric units of capacity (liter and milliliter)
        
        6.M.5: Identify equivalent metric units of capacity (milliliter to liter and liter to milliliter)
        
        Students will develop strategies for estimating measurements.
        
        Estimation
        
        6.M.7: Estimate volume, area, and circumference (see figures identified in geometry strand)
        
        6.M.8: Justify the reasonableness of estimates
        
        6.M.9: Determine personal references for capacity
      - 6.N: Number Sense and Operations
        
        Students will compute accurately and make reasonable estimates.
        
        Estimation
        
        6.N.26: Estimate a percent of quantity (0% to 100%)
        
        6.N.27: Justify the reasonableness of answers using estimation (including rounding)
        
        Students will understand meanings of operations and procedures, and how they relate to one another.
        
        Operations
        
        6.N.16: Add and subtract fractions with unlike denominators
        
        6.N.17: Multiply and divide fractions with unlike denominators
        
        6.N.18: Add, subtract, multiply, and divide mixed numbers with unlike denominators
        
        6.N.19: Identify the multiplicative inverse (reciprocal) of a number
        
        6.N.20: Represent fractions as terminating or repeating decimals
        
        6.N.21: Find multiple representations of rational numbers (fractions, decimals, and percents 0 to 100)
        
        6.N.22: Evaluate numerical expressions using order of operations (may include exponents of two and three)
        
        6.N.23: Represent repeated multiplication in exponential form
        
        6.N.24: Represent exponential form as repeated multiplication
        
        6.N.25: Evaluate expressions having exponents where the power is an exponent of one, two, or three
        
        Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
        
        Number Systems
        
        6.N.1: Read and write whole numbers to trillions
        
        6.N.10: Verify the proportionality using the product of the means equals the product of the extremes
        
        6.N.11: Read, write, and identify percents of a whole (0% to 100%)
        
        6.N.12: Solve percent problems involving percent, rate, and base
        
        6.N.13: Define absolute value and determine the absolute value of rational numbers (including positive and negative)
        
        6.N.14: Locate rational numbers on a number line (including positive and negative)
        
        6.N.15: Order rational numbers (including positive and negative)
        
        6.N.2: Define and identify the commutative and associative properties of addition and multiplication
        
        6.N.3: Define and identify the distributive property of multiplication over addition
        
        6.N.4: Define and identify the identity and inverse properties of addition and multiplication
        
        6.N.5: Define and identify the zero property of multiplication
        
        6.N.6: Understand the concept of rate
        
        6.N.7: Express equivalent ratios as a proportion
        
        6.N.8: Distinguish the difference between rate and ratio
        
        6.N.9: Solve proportions using equivalent fractions
      - 6.PS: Problem Solving
        
        Students will apply and adapt a variety of appropriate strategies to solve problems.
        
        6.PS.10: Work in collaboration with others to solve problems
        
        6.PS.11: Translate from a picture/diagram to a number or symbolic expression
        
        6.PS.12: Use trial and error and the process of elimination to solve problems
        
        6.PS.13: Model problems with pictures/diagrams or physical objects
        
        6.PS.14: Analyze problems by observing patterns
        
        6.PS.15: Make organized lists or charts to solve numerical problems
        
        Students will build new mathematical knowledge through problem solving.
        
        6.PS.1: Know the difference between relevant and irrelevant information when solving problems
        
        6.PS.2: Understand that some ways of representing a problem are more efficient than others
        
        6.PS.3: Interpret information correctly, identify the problem, and generate possible strategies and solutions
        
        Students will monitor and reflect on the process of mathematical problem solving.
        
        6.PS.16: Discuss with peers to understand a problem situation
        
        6.PS.17: Determine what information is needed to solve problem
        
        6.PS.18: Determine the efficiency of different representations of a problem
        
        6.PS.19: Differentiate between valid and invalid approaches
        
        6.PS.20: Understand valid counterexamples
        
        6.PS.21: Explain the methods and reasoning behind the problem solving strategies used
        
        6.PS.22: Discuss whether a solution is reasonable in the context of the original problem
        
        6.PS.23: Verify results of a problem
        
        Students will solve problems that arise in mathematics and in other contexts.
        
        6.PS.4: Act out or model with manipulatives activities involving mathematical content from literature
        
        6.PS.5: Formulate problems and solutions from everyday situations
        
        6.PS.6: Translate from a picture/diagram to a numeric expression
        
        6.PS.7: Represent problem situations verbally, numerically, algebraically, and/or graphically
        
        6.PS.8: Select an appropriate representation of a problem
        
        6.PS.9: Understand the basic language of logic in mathematical situations (and, or, and not)
      - 6.R: Representation
        
        Students will create and use representations to organize, record, and communicate mathematical ideas.
        
        6.R.1: Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations
        
        6.R.2: Explain, describe, and defend mathematical ideas using representations
        
        6.R.3: Read, interpret, and extend external models
        
        6.R.4: Use standard and nonstandard representations with accuracy and detail
        
        Students will select, apply, and translate among mathematical representations to solve problems.
        
        6.R.5: Use representations to explore problem situations
        
        6.R.6: Investigate relationships between different representations and their impact on a given problem
        
        Students will use representations to model and interpret physical, social, and mathematical phenomena.
        
        6.R.7: Use mathematics to show and understand physical phenomena (e.g., determine the perimeter of a bulletin board)
        
        6.R.8: Use mathematics to show and understand social phenomena (e.g., construct tables to organize data showing book sales)
        
        6.R.9: Use mathematics to show and understand mathematical phenomena (e.g., Find the missing value: (3 + 4) + 5 = 3 + (4 + ___)
      - 6.RP: Reasoning and Proof
        
        Students will develop and evaluate mathematical arguments and proofs.
        
        6.RP.5: Justify general claims or conjectures, using manipulatives, models, expressions, and mathematical relationships
        
        6.RP.6: Develop and explain an argument verbally, numerically, algebraically, and/or graphically
        
        6.RP.7: Verify claims other students make, using examples and counterexamples when appropriate
        
        Students will make and investigate mathematical conjectures.
        
        6.RP.3: Investigate conjectures, using arguments and appropriate mathematical terms
        
        6.RP.4: Make and evaluate conjectures, using a variety of strategies
        
        Students will recognize reasoning and proof as fundamental aspects of mathematics.
        
        6.RP.1: Recognize that mathematical ideas can be supported using a variety of strategies
        
        6.RP.2: Understand that mathematical statements can be supported, using models, facts, and relationships to explain their thinking
        
        Students will select and use various types of reasoning and methods of proof.
        
        6.RP.8: Support an argument through examples/counterexamples and special cases
        
        6.RP.9: Devise ways to verify results
      - 6.S: Statistics and Probability
        
        Students will collect, organize, display, and analyze data.
        
        Analysis of Data
        
        6.S.5: Determine the mean, mode and median for a given set of data
        
        6.S.6: Determine the range for a given set of data
        
        6.S.7: Read and interpret graphs
        
        Collection of Data
        
        6.S.1: Develop the concept of sampling when collecting data from a population and decide the best method to collect data for a particular question
        
        Organization and Display of Data
        
        6.S.2: Record data in a frequency table
        
        6.S.3: Construct Venn diagrams to sort data
        
        6.S.4: Determine and justify the most appropriate graph to display a given set of data (pictograph, bar graph, line graph, histogram, or circle graph)
        
        Students will make predictions that are based upon data analysis.
        
        Predictions from Data
        
        6.S.8: Justify predictions made from data
        
        Students will understand and apply concepts of probability.
        
        Probability
        
        6.S.10: Determine the probability of dependent events
        
        6.S.11: Determine the number of possible outcomes for a compound event by using the fundamental counting principle and use this to determine the probabilities of events when the outcomes have equal probability
        
        6.S.9: List possible outcomes for compound events
    - Grade 7
      - 7.A: Algebra
        
        Students will perform algebraic procedures accurately.
        
        Equations and Inequalities
        
        7.A.4: Solve multi-step equations by combining like terms, using the distributive property, or moving variables to one side of the equation
        
        7.A.5: Solve one-step inequalities (positive coefficients only)(See 7.G.10)
        
        7.A.6: Evaluate formulas for given input values (surface area, rate, and density problems)
        
        Variables and Expressions
        
        7.A.2: Add and subtract monomials with exponents of one
        
        7.A.3: Identify a polynomial as an algebraic expression containing one or more terms
        
        Students will recognize, use, and represent algebraically patterns, relations, and functions.
        
        Patterns, Relations, and Functions
        
        7.A.10: Write an equation to represent a function from a table of values
        
        7.A.7: Draw the graphic representation of a pattern from an equation or from a table of data
        
        7.A.8: Create algebraic patterns using charts/tables, graphs, equations, and expressions
        
        7.A.9: Build a pattern to develop a rule for determining the sum of the interior angles of polygons
        
        Students will represent and analyze algebraically a wide variety of problem solving situations.
        
        Variables and Expressions
        
        7.A.1: Translate two-step verbal expressions into algebraic expressions
      - 7.CM: Communication
        
        Students will analyze and evaluate the mathematical thinking and strategies of others.
        
        7.CM.6: Analyze mathematical solutions shared by others
        
        7.CM.7: Compare strategies used and solutions found by others in relation to their own work
        
        7.CM.8: Formulate mathematical questions that elicit, extend, or challenge strategies, solutions, and/or conjectures of others
        
        Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
        
        7.CM.4: Share organized mathematical ideas through the manipulation of objects, numerical tables, drawings, pictures, charts, graphs, tables, diagrams, models and symbols in written and verbal form
        
        7.CM.5: Answer clarifying questions from others
        
        Students will organize and consolidate their mathematical thinking through communication.
        
        7.CM.1: Provide a correct, complete, coherent, and clear rationale for thought process used in problem solving
        
        7.CM.2: Provide an organized argument which explains rationale for strategy selection
        
        7.CM.3: Organize and accurately label work
        
        Students will use the language of mathematics to express mathematical ideas precisely.
        
        7.CM.10: Use appropriate language, representations, and terminology when describing objects, relationships, mathematical solutions, and rationale
        
        7.CM.11: Draw conclusions about mathematical ideas through decoding, comprehension, and interpretation of mathematical visuals, symbols, and technical writing
        
        7.CM.9: Increase their use of mathematical vocabulary and language when communicating with others
      - 7.CN: Connections
        
        Students will recognize and apply mathematics in contexts outside of mathematics.
        
        7.CN.6: Recognize and provide examples of the presence of mathematics in their daily lives
        
        7.CN.7: Apply mathematical ideas to problem situations that develop outside of mathematics
        
        7.CN.8: Investigate the presence of mathematics in careers and areas of interest
        
        7.CN.9: Recognize and apply mathematics to other disciplines, areas of interest, and societal issues
        
        Students will recognize and use connections among mathematical ideas.
        
        7.CN.1: Understand and make connections among multiple representations of the same mathematical idea
        
        7.CN.2: Recognize connections between subsets of mathematical ideas
        
        7.CN.3: Connect and apply a variety of strategies to solve problems
        
        Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
        
        7.CN.4: Model situations mathematically, using representations to draw conclusions and formulate new situations
        
        7.CN.5: Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics
      - 7.G: Geometry
        
        Students will apply coordinate geometry to analyze problem solving situations.
        
        Coordinate Geometry
        
        7.G.10: Graph the solution set of an inequality (positive coefficients only) on a number line (See 7.A.5)
        
        Students will identify and justify geometric relationships, formally and informally.
        
        Geometric Relationships
        
        7.G.5: Identify the right angle, hypotenuse, and legs of a right triangle
        
        7.G.6: Explore the relationship between the lengths of the three sides of a right triangle to develop the Pythagorean Theorem
        
        7.G.7: Find a missing angle when given angles of a quadrilateral
        
        7.G.8: Use the Pythagorean Theorem to determine the unknown length of a side of a right triangle
        
        7.G.9: Determine whether a given triangle is a right triangle by applying the Pythagorean Theorem and using a calculator
        
        Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
        
        Shapes
        
        7.G.1: Calculate the radius or diameter, given the circumference or area of a circle
        
        7.G.2: Calculate the volume of prisms and cylinders, using a given formula and a calculator
        
        7.G.3: Identify the two-dimensional shapes that make up the faces and bases of three-dimensional shapes (prisms, cylinders, cones, and pyramids)
        
        7.G.4: Determine the surface area of prisms and cylinders, using a calculator and a variety of methods
      - 7.M: Measurement
        
        Students will determine what can be measured and how, using appropriate methods and formulas.
        
        Tools and Methods
        
        7.M.9: Determine the tool and technique to measure with an appropriate level of precision: mass
        
        Units of Measurement
        
        7.M.1: Calculate distance using a map scale
        
        7.M.2: Convert capacities and volumes within a given system
        
        7.M.3: Identify customary and metric units of mass
        
        7.M.4: Convert mass within a given system
        
        7.M.5: Calculate unit price using proportions
        
        7.M.6: Compare unit prices
        
        7.M.7: Convert money between different currencies with the use of an exchange rate table and a calculator
        
        7.M.8: Draw central angles in a given circle using a protractor (circle graphs)
        
        Students will develop strategies for estimating measurements.
        
        Estimation
        
        7.M.10: Identify the relationships between relative error and magnitude when dealing with large numbers (e.g., money, population)
        
        7.M.11: Estimate surface area
        
        7.M.12: Determine personal references for customary /metric units of mass
        
        7.M.13: Justify the reasonableness of the mass of an object
      - 7.N: Number Sense and Operations
        
        Students will compute accurately and make reasonable estimates.
        
        Estimation
        
        7.N.18: Identify the two consecutive whole numbers between which the square root of a non-perfect square whole number less than 225 lies (with and without the use of a number line)
        
        7.N.19: Justify the reasonableness of answers using estimation
        
        Students will understand meanings of operations and procedures, and how they relate to one another.
        
        Operations
        
        7.N.11: Simplify expressions using order of operations Note: Expressions may include absolute value and/or integral exponents greater than 0.
        
        7.N.12: Add, subtract, multiply, and divide integers
        
        7.N.13: Add and subtract two integers (with and without the use of a number line)
        
        7.N.14: Develop a conceptual understanding of negative and zero exponents with a base of ten and relate to fractions and decimals (e.g., 10 to the -2 power =.01 = 1/100)
        
        7.N.15: Recognize and state the value of the square root of a perfect square (up to 225)
        
        7.N.16: Determine the square root of non-perfect squares using a calculator
        
        7.N.17: Classify irrational numbers as non-repeating/non-terminating decimals
        
        Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
        
        Number Systems
        
        7.N.1: Distinguish between the various subsets of real numbers (counting/natural numbers, whole numbers, integers, rational numbers, and irrational numbers)
        
        7.N.2: Recognize the difference between rational and irrational numbers (e.g., explore different approximations of pi)
        
        7.N.3: Place rational and irrational numbers (approximations) on a number line and justify the placement of the numbers
        
        7.N.4: Develop the laws of exponents for multiplication and division
        
        7.N.5: Write numbers in scientific notation
        
        7.N.6: Translate numbers from scientific notation into standard form
        
        7.N.7: Compare numbers written in scientific notation
        
        Number Theory
        
        7.N.10: Determine the prime factorization of a given number and write in exponential form
        
        7.N.8: Find the common factors and greatest common factor of two or more numbers
        
        7.N.9: Determine multiples and least common multiple of two or more numbers
      - 7.PS: Problem Solving
        
        Students will apply and adapt a variety of appropriate strategies to solve problems.
        
        7.PS.10: Use proportionality to model problems
        
        7.PS.11: Work in collaboration with others to solve problems
        
        7.PS.7: Understand that there is no one right way to solve mathematical problems but that different methods have advantages and disadvantages
        
        7.PS.8: Understand how to break a complex problem into simpler parts or use a similar problem type to solve a problem
        
        7.PS.9: Work backwards from a solution
        
        Students will build new mathematical knowledge through problem solving.
        
        7.PS.1: Use a variety of strategies to understand new mathematical content and to develop more efficient methods
        
        7.PS.2: Construct appropriate extensions to problem situations
        
        7.PS.3: Understand and demonstrate how written symbols represent mathematical ideas
        
        Students will monitor and reflect on the process of mathematical problem solving.
        
        7.PS.12: Interpret solutions within the given constraints of a problem
        
        7.PS.13: Set expectations and limits for possible solutions
        
        7.PS.14: Determine information required to solve the problem
        
        7.PS.15: Choose methods for obtaining required information
        
        7.PS.16: Justify solution methods through logical argument
        
        7.PS.17: Evaluate the efficiency of different representations of a problem
        
        Students will solve problems that arise in mathematics and in other contexts.
        
        7.PS.4: Observe patterns and formulate generalizations
        
        7.PS.5: Make conjectures from generalizations
        
        7.PS.6: Represent problem situations verbally, numerically, algebraically, and graphically
      - 7.R: Representation
        
        Students will create and use representations to organize, record, and communicate mathematical ideas.
        
        7.R.1: Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations
        
        7.R.2: Explain, describe, and defend mathematical ideas using representations
        
        7.R.3: Recognize, compare, and use an array of representational forms
        
        7.R.4: Explain how different representations express the same relationship
        
        7.R.5: Use standard and non-standard representations with accuracy and detail
        
        Students will select, apply, and translate among mathematical representations to solve problems.
        
        7.R.6: Use representations to explore problem situations
        
        7.R.7: Investigate relationships between different representations and their impact on a given problem
        
        7.R.8: Use representation as a tool for exploring and understanding mathematical ideas
        
        Students will use representations to model and interpret physical, social, and mathematical phenomena.
        
        7.R.10: Use mathematics to show and understand social phenomena (e.g., determine profit from sale of yearbooks)
        
        7.R.11: Use mathematics to show and understand mathematical phenomena (e.g., use tables, graphs, and equations to show a pattern underlying a function)
        
        7.R.9: Use mathematics to show and understand physical phenomena (e.g., make and interpret scale drawings of figures or scale models of objects)
      - 7.RP: Reasoning and Proof
        
        Students will develop and evaluate mathematical arguments and proofs.
        
        7.RP.4: Provide supportive arguments for conjectures
        
        7.RP.5: Develop, verify, and explain an argument, using appropriate mathematical ideas and language
        
        Students will make and investigate mathematical conjectures.
        
        7.RP.2: Use mathematical strategies to reach a conclusion
        
        7.RP.3: Evaluate conjectures by distinguishing relevant from irrelevant information to reach a conclusion or make appropriate estimates
        
        Students will recognize reasoning and proof as fundamental aspects of mathematics.
        
        7.RP.1: Recognize that mathematical ideas can be supported by a variety of strategies
        
        Students will select and use various types of reasoning and methods of proof.
        
        7.RP.6: Support an argument by using a systematic approach to test more than one case
        
        7.RP.7: Devise ways to verify results or use counterexamples to refute incorrect statements
        
        7.RP.8: Apply inductive reasoning in making and supporting mathematical conjectures
      - 7.S: Statistics and Probability
        
        Students will collect, organize, display, and analyze data.
        
        Analysis of Data
        
        7.S.4: Calculate the range for a given set of data
        
        7.S.5: Select the appropriate measure of central tendency
        
        7.S.6: Read and interpret data represented graphically (pictograph, bar graph, histogram, line graph, double line/bar graphs or circle graph)
        
        Collection of Data
        
        7.S.1: Identify and collect data using a variety of methods
        
        Organization and Display of Data
        
        7.S.2: Display data in a circle graph
        
        7.S.3: Convert raw data into double bar graphs and double line graphs
        
        Students will make predictions that are based upon data analysis.
        
        Predictions from Data
        
        7.S.7: Identify and explain misleading statistics and graphs
        
        Students will understand and apply concepts of probability.
        
        Probability
        
        7.S.10: Predict the outcome of an experiment
        
        7.S.11: Design and conduct an experiment to test predictions
        
        7.S.12: Compare actual results to predicted results
        
        7.S.8: Interpret data to provide the basis for predictions and to establish experimental probabilities
        
        7.S.9: Determine the validity of sampling methods to predict outcomes
    - Grade 8
      - 8.A: Algebra
        
        Students will perform algebraic procedures accurately.
        
        Equations and Inequalities
        
        8.A.12: Apply algebra to determine the measure of angles formed by or contained in parallel lines cut by a transversal and by intersecting lines
        
        8.A.13: Solve multi-step inequalities and graph the solution set on a number line
        
        8.A.14: Solve linear inequalities by combining like terms, using the distributive property, or moving variables to one side of the inequality (include multiplication or division of inequalities by a negative number)
        
        Variables and Expressions
        
        8.A.10: Factor algebraic expressions using the GCF
        
        8.A.11: Factor a trinomial in the form ax² + bx + c; a=1 and c having no more than three sets of factors
        
        8.A.6: Multiply and divide monomials
        
        8.A.7: Add and subtract polynomials (integer coefficients)
        
        8.A.8: Multiply a binomial by a monomial or a binomial (integer coefficients)
        
        8.A.9: Divide a polynomial by a monomial (integer coefficients) Note: The degree of the denominator is less than or equal to the degree of the numerator for all variables.
        
        Students will recognize, use, and represent algebraically patterns, relations, and functions.
        
        Patterns, Relations, And Functions
        
        8.A.15: Understand that numerical information can be represented in multiple ways: arithmetically, algebraically, and graphically
        
        8.A.16: Find a set of ordered pairs to satisfy a given linear numerical pattern (expressed algebraically); then plot the ordered pairs and draw the line
        
        8.A.17: Define and use correct terminology when referring to function (domain and range)
        
        8.A.18: Determine if a relation is a function
        
        8.A.19: Interpret multiple representations using equation, table of values, and graph
        
        Students will represent and analyze algebraically a wide variety of problem solving situations.
        
        Variables and Expressions
        
        8.A.1: Translate verbal sentences into algebraic inequalities
        
        8.A.2: Write verbal expressions that match given mathematical expressions
        
        8.A.3: Describe a situation involving relationships that matches a given graph
        
        8.A.4: Create a graph given a description or an expression for a situation involving a linear or nonlinear relationship
        
        8.A.5: Use physical models to perform operations with polynomials
      - 8.CM: Communication
        
        Students will analyze and evaluate the mathematical thinking and strategies of others.
        
        8.CM.6: Analyze mathematical solutions shared by others
        
        8.CM.7: Compare strategies used and solutions found by others in relation to their own work
        
        8.CM.8: Formulate mathematical questions that elicit, extend, or challenge strategies, solutions, and/or conjectures of others
        
        Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
        
        8.CM.4: Share organized mathematical ideas through the manipulation of objects, numerical tables, drawings, pictures, charts, graphs, tables, diagrams, models and symbols in written and verbal form
        
        8.CM.5: Answer clarifying questions from others
        
        Students will organize and consolidate their mathematical thinking through communication.
        
        8.CM.1: Provide a correct, complete, coherent, and clear rationale for thought process used in problem solving
        
        8.CM.2: Provide an organized argument which explains rationale for strategy selection
        
        8.CM.3: Organize and accurately label work
        
        Students will use the language of mathematics to express mathematical ideas precisely.
        
        8.CM.10: Use appropriate language, representations, and terminology when describing objects, relationships, mathematical solutions, and rationale
        
        8.CM.11: Draw conclusions about mathematical ideas through decoding, comprehension, and interpretation of mathematical visuals, symbols, and technical writing
        
        8.CM.9: Increase their use of mathematical vocabulary and language when communicating with others
      - 8.CN: Connections
        
        Students will recognize and apply mathematics in contexts outside of mathematics.
        
        8.CN.6: Recognize and provide examples of the presence of mathematics in their daily lives
        
        8.CN.7: Apply mathematical ideas to problem situations that develop outside of mathematics
        
        8.CN.8: Investigate the presence of mathematics in careers and areas of interest
        
        8.CN.9: Recognize and apply mathematics to other disciplines, areas of interest, and societal issues
        
        Students will recognize and use connections among mathematical ideas.
        
        8.CN.1: Understand and make connections among multiple representations of the same mathematical idea
        
        8.CN.2: Recognize connections between subsets of mathematical ideas
        
        8.CN.3: Connect and apply a variety of strategies to solve problems
        
        Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
        
        8.CN.4: Model situations mathematically, using representations to draw conclusions and formulate new situations
        
        8.CN.5: Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics
      - 8.G: Geometry
        
        Students will apply coordinate geometry to analyze problem solving situations.
        
        Coordinate Geometry
        
        8.G.13: Determine the slope of a line from a graph and explain the meaning of slope as a constant rate of change
        
        8.G.14: Determine the y-intercept of a line from a graph and be able to explain the y-intercept
        
        8.G.15: Graph a line using a table of values
        
        8.G.16: Determine the equation of a line given the slope and the y-intercept
        
        8.G.17: Graph a line from an equation in slope-intercept form (y = mx + b)
        
        8.G.18: Solve systems of equations graphically (only linear, integral solutions, y = mx + b format, no vertical/horizontal lines)
        
        8.G.19: Graph the solution set of an inequality on a number line
        
        8.G.20: Distinguish between linear and nonlinear equations ax² + bx + c; a=1 (only graphically)
        
        8.G.21: Recognize the characteristics of quadratics in tables, graphs, equations, and situations
        
        Students will apply transformations and symmetry to analyze problem solving situations.
        
        Transformational Geometry
        
        8.G.10: Draw the image of a figure under a translation
        
        8.G.11: Draw the image of a figure under a dilation
        
        8.G.12: Identify the properties preserved and not preserved under a reflection, rotation, translation, and dilation
        
        8.G.7: Describe and identify transformations in the plane, using proper function notation (rotations, reflections, translations, and dilations)
        
        8.G.8: Draw the image of a figure under rotations of 90 and 180 degrees
        
        8.G.9: Draw the image of a figure under a reflection over a given line
        
        Students will identify and justify geometric relationships, formally and informally.
        
        Geometric Relationships
        
        8.G.1: Identify pairs of vertical angles as congruent
        
        8.G.2: Identify pairs of supplementary and complementary angles
        
        8.G.3: Calculate the missing angle in a supplementary or complementary pair
        
        8.G.4: Determine angle pair relationships when given two parallel lines cut by a transversal
        
        8.G.5: Calculate the missing angle measurements when given two parallel lines cut by a transversal
        
        8.G.6: Calculate the missing angle measurements when given two intersecting lines and an angle
        
        Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
        
        Constructions
        
        8.G.0: Construct the following, using a straight edge and compass:
        
        8.G.0.a: Segment congruent to a segment
        
        8.G.0.b: Angle congruent to an angle
        
        8.G.0.c: Perpendicular bisector
        
        8.G.0.d: Angle bisector
      - 8.M: Measurement
        
        Students will determine what can be measured and how, using appropriate methods and formulas.
        
        Units of Measurement
        
        8.M.1: Solve equations/proportions to convert to equivalent measurements within metric and customary measurement systems Note: Also allow Fahrenheit to Celsius and vice versa.
      - 8.N: Number Sense and Operations
        
        Students will compute accurately and make reasonable estimates.
        
        Estimation
        
        8.N.5: Estimate a percent of quantity, given an application
        
        8.N.6: Justify the reasonableness of answers using estimation
        
        Students will understand meanings of operations and procedures, and how they relate to one another.
        
        Operations
        
        8.N.1: Develop and apply the laws of exponents for multiplication and division
        
        8.N.2: Evaluate expressions with integral exponents
        
        8.N.3: Read, write, and identify percents less than 1% and greater than 100%
        
        8.N.4: Apply percents to:
        
        8.N.4.a: Tax
        
        8.N.4.b: Percent increase/decrease
        
        8.N.4.c: Simple interest
        
        8.N.4.d: Sale price
        
        8.N.4.e: Commission
        
        8.N.4.f: Interest rates
        
        8.N.4.g: Gratuities
      - 8.PS: Problem Solving
        
        Students will apply and adapt a variety of appropriate strategies to solve problems.
        
        8.PS.10: Use proportionality to model problems
        
        8.PS.11: Work in collaboration with others to solve problems
        
        8.PS.7: Understand that there is no one right way to solve mathematical problems but that different methods have advantages and disadvantages
        
        8.PS.8: Understand how to break a complex problem into simpler parts or use a similar problem type to solve a problem
        
        8.PS.9: Work backwards from a solution
        
        Students will build new mathematical knowledge through problem solving.
        
        8.PS.1: Use a variety of strategies to understand new mathematical content and to develop more efficient methods
        
        8.PS.2: Construct appropriate extensions to problem situations
        
        8.PS.3: Understand and demonstrate how written symbols represent mathematical ideas
        
        Students will monitor and reflect on the process of mathematical problem solving.
        
        8.PS.12: Interpret solutions within the given constraints of a problem
        
        8.PS.13: Set expectations and limits for possible solutions
        
        8.PS.14: Determine information required to solve the problem
        
        8.PS.15: Choose methods for obtaining required information
        
        8.PS.16: Justify solution methods through logical argument
        
        8.PS.17: Evaluate the efficiency of different representations of a problem
        
        Students will solve problems that arise in mathematics and in other contexts.
        
        8.PS.4: Observe patterns and formulate generalizations
        
        8.PS.5: Make conjectures from generalizations
        
        8.PS.6: Represent problem situations verbally, numerically, algebraically, and graphically
      - 8.R: Representation
        
        Students will create and use representations to organize, record, and communicate mathematical ideas.
        
        8.R.1: Use physical objects, drawings, charts, tables, graphs, symbols, equations, or objects created using technology as representations
        
        8.R.2: Explain, describe, and defend mathematical ideas using representations
        
        8.R.3: Recognize, compare, and use an array of representational forms
        
        8.R.4: Explain how different representations express the same relationship
        
        8.R.5: Use standard and non-standard representations with accuracy and detail
        
        Students will select, apply, and translate among mathematical representations to solve problems.
        
        8.R.6: Use representations to explore problem situations
        
        8.R.7: Investigate relationships between different representations and their impact on a given problem
        
        8.R.8: Use representation as a tool for exploring and understanding mathematical ideas
        
        Students will use representations to model and interpret physical, social, and mathematical phenomena.
        
        8.R.10: Use mathematics to show and understand social phenomena (e.g., determine profit from sale of yearbooks)
        
        8.R.11: Use mathematics to show and understand mathematical phenomena (e.g., use tables, graphs, and equations to show a pattern underlying a function)
        
        8.R.9: Use mathematics to show and understand physical phenomena (e.g., make and interpret scale drawings of figures or scale models of objects)
      - 8.RP: Reasoning and Proof
        
        Students will develop and evaluate mathematical arguments and proofs.
        
        8.RP.4: Provide supportive arguments for conjectures
        
        8.RP.5: Develop, verify, and explain an argument, using appropriate mathematical ideas and language
        
        Students will make and investigate mathematical conjectures.
        
        8.RP.2: Use mathematical strategies to reach a conclusion
        
        8.RP.3: Evaluate conjectures by distinguishing relevant from irrelevant information to reach a conclusion or make appropriate estimates
        
        Students will recognize reasoning and proof as fundamental aspects of mathematics.
        
        8.RP.1: Recognize that mathematical ideas can be supported by a variety of strategies
        
        Students will select and use various types of reasoning and methods of proof.
        
        8.RP.6: Support an argument by using a systematic approach to test more than one case
        
        8.RP.7: Devise ways to verify results or use counterexamples to refute incorrect statements
        
        8.RP.8: Apply inductive reasoning in making and supporting mathematical conjectures
    - Kindergarten
      - K.A: Algebra
        
        Students will recognize, use, and represent algebraically patterns, relations, and functions.
        
        Patterns, Relations, and Functions
        
        K.A.1: Use a variety of manipulatives to create patterns using attributes of color, size, or shape
        
        K.A.2: Recognize, describe, extend, and create patterns that repeat (e.g., ABABAB or ABAABAAAB)
      - K.CM: Communication
        
        Students will analyze and evaluate the mathematical thinking and strategies of others.
        
        K.CM.3: Listen to solutions shared by other students
        
        K.CM.4: Formulate mathematically relevant questions with teacher guidance
        
        Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
        
        K.CM.2: Share mathematical ideas through the manipulation of objects, drawings, pictures, and verbal explanations
        
        Students will organize and consolidate their mathematical thinking through communication.
        
        K.CM.1: Understand how to organize their thought processes with teacher guidance
        
        Students will use the language of mathematics to express mathematical ideas precisely.
        
        K.CM.5: Use appropriate mathematical terms, vocabulary, and language
      - K.CN: Connections
        
        Students will recognize and apply mathematics in contexts outside of mathematics.
        
        K.CN.1: Recognize the presence of mathematics in their daily lives
        
        K.CN.2: Use counting strategies to solve problems in their daily lives
        
        K.CN.3: Recognize and apply mathematics to objects and pictures
      - K.G: Geometry
        
        Students will apply coordinate geometry to analyze problem solving situations.
        
        Coordinate Geometry
        
        K.G.5: Understand and use ideas such as over, under, above, below, on, beside, next to, and between
        
        Students will apply transformations and symmetry to analyze problem solving situations.
        
        Transformational Geometry
        
        K.G.3: Explore vertical and horizontal orientation of objects
        
        K.G.4: Manipulate two- and three-dimensional shapes to explore symmetry
        
        Students will identify and justify geometric relationships, formally and informally.
        
        Geometric Relationships
        
        K.G.2: Sort groups of objects by size and size order (increasing and decreasing)
        
        Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
        
        Shapes
        
        K.G.1: Describe characteristics and relationships of geometric objects
      - K.M: Measurement
        
        Students will determine what can be measured and how, using appropriate methods and formulas.
        
        Units of Measurement
        
        K.M.1: Name, discuss, and compare attributes of length (longer than, shorter than)
        
        K.M.2: Compare the length of two objects by representing each length with string or a paper strip
        
        K.M.3: Relate specific times such as morning, noon, afternoon, and evening to activities and absence or presence of daylight
      - K.N: Number Sense and Operations
        
        Students will understand meanings of operations and procedures, and how they relate to one another.
        
        Operations
        
        K.N.12: Solve and create addition and subtraction verbal word problems (use counting-based strategies, such as counting on and to ten)
        
        K.N.13: Determine sums and differences by various means
        
        Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
        
        Number Systems
        
        K.N.1: Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 10)
        
        K.N.2: Count out (produce) a collection of a specified size 1 to 10
        
        K.N.3: Numerically label a data set of 1 to 5
        
        K.N.4: Verbally count by 1's to 20
        
        K.N.5: Verbally count backwards from 10
        
        K.N.6: Represent collections with a finger pattern up to 10
        
        K.N.7: Draw pictures or other informal symbols to represent a spoken number up to 10
        
        K.N.8: Draw pictures or other informal symbols to represent how many in a collection up to 10
        
        K.N.9: Write numbers 1-10 to represent a collection
        
        K.N.10: Visually determine how many more or less, and then using the verbal counting sequence, match and count 1-10
        
        K.N.11: Use and understand verbal ordinal terms, first to tenth
      - K.PS: Problem Solving
        
        Students will apply and adapt a variety of appropriate strategies to solve problems.
        
        K.PS.5: Use informal counting strategies to find solutions
        
        K.PS.6: Experience teacher-directed questioning process to understand problems
        
        K.PS.7: Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking
        
        K.PS.8: Use manipulatives (e.g., tiles, blocks) to model the action in problems
        
        K.PS.9: Use drawings/pictures to model the action in problems
        
        Students will build new mathematical knowledge through problem solving.
        
        K.PS.1: Explore, examine, and make observations about a social problem or mathematical situation
        
        K.PS.2: Interpret information correctly, identify the problem, and generate possible solutions
        
        Students will monitor and reflect on the process of mathematical problem solving.
        
        K.PS.10: Explain to others how a problem was solved, giving strategies
        
        Students will solve problems that arise in mathematics and in other contexts.
        
        K.PS.3: Act out or model with manipulatives activities involving mathematical content from literature and/or story telling
        
        K.PS.4: Formulate problems and solutions from everyday situations (e.g., counting the number of children in the class, using the calendar to teach counting).
      - K.R.: Representation
        
        Students will create and use representations to organize, record, and communicate mathematical ideas.
        
        K.R.1: Use multiple representations, including verbal language, acting out or modeling a situation, and drawing pictures as representations
        
        K.R.2: Use standard and nonstandard representations
        
        Students will use representations to model and interpret physical, social, and mathematical phenomena.
        
        K.R.3: Use objects to show and understand physical phenomena (e.g., guess the number of cookies in a package)
        
        K.R.4: Use objects to show and understand social phenomena (e.g., count and represent sharing cookies between friends)
        
        K.R.5: Use objects to show and understand mathematical phenomena (e.g., draw pictures to show a story problem, show number value using fingers on your hand)
      - K.RP: Reasoning and Proof
        
        Students will develop and evaluate mathematical arguments and proofs.
        
        K.RP.4: Listen to claims other students make
        
        Students will make and investigate mathematical conjectures.
        
        K.RP.2: Investigate the use of knowledgeable guessing as a mathematical tool
        
        K.RP.3: Explore guesses, using a variety of objects and manipulatives
        
        Students will recognize reasoning and proof as fundamental aspects of mathematics.
        
        K.RP.1: Understand that mathematical statements can be true or false
      - K.S: Statistics and Probability
        
        Students will collect, organize, display, and analyze data.
        
        Analysis of Data
        
        K.S.5: Identify more, less, and same amounts from pictographs or concrete models
        
        Collection of Data
        
        K.S.1: Gather data in response to questions posed by the teacher and students
        
        Organization and Display of Data
        
        K.S.2: Help to make simple pictographs for quantities up to 10, where one picture represents 1
        
        K.S.3: Sort and organize objects by two attributes (e.g., color, size, or shape)
        
        K.S.4: Represent data using manipulatives
    - Prekindergarten
      - PK.A: Algebra
        
        Students will recognize, use, and represent algebraically patterns, relations, and functions.
        
        Patterns, Relations, and Functions
        
        PK.A.1: Duplicate simple patterns using concrete objects
      - PK.CM: Communication
        
        Students will analyze and evaluate the mathematical thinking and strategies of others.
        
        PK.CM.3: Listen to solutions shared by other students
        
        PK.CM.4: Formulate mathematically relevant questions with teacher guidance
        
        Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
        
        PK.CM.2: Share mathematical ideas through the manipulation of objects, drawings, pictures, and verbal explanations
        
        Students will organize and consolidate their mathematical thinking through communication.
        
        PK.CM.1: Understand how to organize their thought processes with teacher guidance
        
        Students will use the language of mathematics to express mathematical ideas precisely.
        
        PK.CM.5: Use appropriate mathematical terms, vocabulary, and language
      - PK.CN: Connections
        
        Students will recognize and apply mathematics in contexts outside of mathematics.
        
        PK.CN.1: Recognize the presence of mathematics in their daily lives
        
        PK.CN.2: Use counting strategies to solve problems in their daily lives
        
        PK.CN.3: Recognize and apply mathematics to objects and pictures
      - PK.G: Geometry
        
        Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
        
        Shapes
        
        PK.G.1: Match shapes, first with same size and orientation, then with different sizes and orientation
        
        PK.G.2: Informally play with solids (e.g., building blocks)
      - PK.M: Measurement
        
        Students will determine what can be measured and how, using appropriate methods and formulas.
        
        Units of Measurement
        
        PK.M.1: Develop language such as bigger, longer, and taller to discuss length
        
        PK.M.2: Relate specific times such as day and night
      - PK.N: Number Sense and Operations
        
        Students will understand meanings of operations and procedures, and how they relate to one another.
        
        Operations
        
        PK.N.9: Develop addition and subtraction readiness with sums up to 4 and subtraction involving one to four items, using manipulatives
        
        Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.
        
        Number Systems
        
        PK.N.1: Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 10)
        
        PK.N.2: Count out (produce) a collection of a specified size 1 to 10
        
        PK.N.3: Verbally count by 1's to 10
        
        PK.N.4: Explore the different representations of a group of objects
        
        PK.N.5: Draw pictures or other informal symbols to represent a spoken number up to 5
        
        PK.N.6: Draw pictures or other informal symbols to represent how many in a collection up to 5
        
        PK.N.7: Recognize numerals (0-5)
        
        PK.N.8: Use and understand the terms first and last
      - PK.PS: Problem Solving
        
        Students will apply and adapt a variety of appropriate strategies to solve problems.
        
        PK.PS.5: Use informal counting strategies to find solutions
        
        PK.PS.6: Experience teacher-directed questioning process to understand problems
        
        PK.PS.7: Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking
        
        PK.PS.8: Use manipulatives (e.g., tiles, blocks) to model the action in problems
        
        PK.PS.9: Use drawings/pictures to model the action in problems
        
        Students will build new mathematical knowledge through problem solving.
        
        PK.PS.1: Explore, examine, and make observations about a social problem or mathematical situation
        
        PK.PS.2: Interpret information correctly, identify the problem, and generate possible solutions
        
        Students will monitor and reflect on the process of mathematical problem solving.
        
        PK.PS.10: Explain to others how a problem was solved, giving strategies
        
        Students will solve problems that arise in mathematics and in other contexts.
        
        PK.PS.3: Act out or model with manipulatives activities involving mathematical content from literature and/or story telling
        
        PK.PS.4: Formulate problems and solutions from everyday situations (e.g., as counting the number of children in the class or using the calendar to teach counting)
      - PK.R: Representation
        
        Students will create and use representations to organize, record, and communicate mathematical ideas.
        
        PK.R.1: Use multiple representations, including verbal language, acting out or modeling a situation, and drawing pictures as representations
        
        PK.R.2: Use standard and nonstandard representations
        
        Students will use representations to model and interpret physical, social, and mathematical phenomena.
        
        PK.R.3: Use objects to show and understand physical phenomena (e.g., guess the number of cookies in a package)
        
        PK.R.4: Use objects to show and understand social phenomena (e.g., count and represent sharing cookies between friends)
        
        PK.R.5: Use objects to show and understand mathematical phenomena (e.g., draw pictures to show a story problem, show number value using fingers on your hand)
      - PK.RP: Reasoning and Proof
        
        Students will develop and evaluate mathematical arguments and proofs.
        
        PK.RP.4: Listen to claims other students make
        
        Students will make and investigate mathematical conjectures.
        
        PK.RP.2: Investigate the use of knowledgeable guessing as a mathematical tool
        
        PK.RP.3: Explore guesses, using a variety of objects and manipulatives
        
        Students will recognize reasoning and proof as fundamental aspects of mathematics.
        
        PK.RP.1: Understand that mathematical statements can be true or false
      - PK.S: Statistics and Probability
        
        Students will collect, organize, display, and analyze data.
        
        Analysis of Data
        
        PK.S.3: Count and compare groups formed (quantify groups formed)
        
        PK.S.4: Describe the attributes of objects
        
        Organization and Display of Data
        
        PK.S.1: Sort and organize objects by one attribute (e.g., color, size, or shape)
        
        PK.S.2: Use physical objects to make graphs
  - Participation in Government (2002)
    - Grade 12
      - A: Philosophical Foundations and Comparative Perspectives
        
        A.1: What are the purposes and principles of government, politics, and the law?
        
        A.1.1: The student should understand basic concepts of politics and government as they are used in the United States and elsewhere. In particular, the student should be able to define and distinguish between/among government and politics, law and politics, authoritarian and democratic governments, different democratic societies, the major purposes of government (e.g., protecting public safety, providing order, regulating economy, advancing public welfare), the major principles of political systems (e.g., republicanism, rule of law, limited government), constitutions and other laws.
        
        A.1.2: The student also should understand that different peoples may have different cultural and philosophical assumptions of the role of government in society and the relationship of the individual to society.
        
        A.1.3: The student should understand the distinguishing characteristics of United States democracy, and be able to distinguish the key assumptions of American political culture from other political cultures.
      - B: Citizenship in Comparative Perspective
        
        B.2: What are the roles and rights of citizenship?
        
        B.2.1: The student should understand that in democratic societies a citizen is a free and equal member of societ y, with rights and responsibilities to take part in that society's government.
        
        B.2.2: The student should be able to distinguish three civic roles that are uniquely linked to being a citizen in the United States: the right to vote for elected public officials, the right to hold elected public office, and the right to serve as a juro r.
        
        B.2.3: The student should understand that all other civic rights (like the right to associate and petition government) a re enjoyed equally by citizens and all other eligible persons residing under United States jurisdiction ; and that certain responsibilities (like filing tax returns) a re also shared by all persons in the United States.
        
        B.2.4: The student should be able to compare this system of rights and responsibilities with those of at least two other countries.
        
        B.3: How does someone become a citizen of the United States?
        
        B.3.1: Citizenship is an especially vital attribute in a gateway state such as New York State, which for nearly two centuries has attracted generations of immigrants seeking to become citizens. In the decade following the collapse of the Soviet Union, for example, the number of foreign-born residents in New York City increased dramatically from 28 percent to 40 percent.
        
        B.3.2: Students should be able to distinguish the ways in which someone can become a legal resident of the United States and a citizen of the United States.
        
        B.3.3: Students should also be able to compare the major similarities and diff e rences in citizenship requirements between the United States and selected countries (e.g., countries that are major sources of immigration to your region).
      - C: Citizenship, Participation, and the Electoral Process
        
        C.4: Does your vote count?
        
        C.4.1: Students should understand that voting is the pivotal form of political participation. Other forms include:
        
        C.4.1.a: joining a political organization;
        
        C.4.1.b: contributing money; and
        
        C.4.1.c: doing volunteer work in a political campaign.
        
        C.4.2: Students should also understand that people who do not vote may do so as a form of political protest. Students should be able to assess the pros and cons of different forms of participation and nonparticipation.
        
        C.4.3: Students should understand the basic mechanisms of the United States electoral and representational system:
        
        C.4.3.a: single-member districts;
        
        C.4.3.b: winner-take-all elections; and
        
        C.4.3.c: the electoral college.
        
        C.5: How does the political party system enable choice and opportunity for participation?
        
        C.5.1: New York State has a diff e rent political party system than most states. New York has a modified two-party system: a Democratic party with historic strength in New York City and upstate central cities, a stro n g Republican party with historic strength in suburbs and small cities and towns. New York State also has the Liberal and Conservative parties that cross-endorse major party candidates. The Independent, Right to Life, Green, and Working Families parties also exist.
        
        C.6: How do you prepare yourself to vote?
        
        C.6.1: how to obtain and complete a voter registration form;
        
        C.6.2: how to obtain an absentee ballot;
        
        C.6.3: when elections are held for federal, state, county, local, and school board office; and
        
        C.6.4: who holds these offices.
        
        C.6.5: Students should be able to compare and evaluate the promises and voting re c o rds of incumbents holding these offices and the promises and past experiences of the candidates seeking them.
        
        C.6.6: Students should understand that they may have a registration choice when they leave one residence and move to another.
        
        C.6.7: see a voting machine;
        
        C.6.8: learn how to cast a ballot in a voting machine;
        
        C.6.9: learn how and when to vote by absentee ballot; and
        
        C.6.10: learn how to determine the location of their polling place.
        
        C.7: Why would someone seek public office?
        
        C.7.1: Students should be able to identify the different motivations for seeking public office. There is usually a combination of reasons that include a commitment to:
        
        C.7.1.a: a philosophical cause;
        
        C.7.1.b: a political party;
        
        C.7.1.c: a single issue;
        
        C.7.1.d: a constituency group; and
        
        C.7.1.e: personal ambition.
        
        C.7.2: Students should also understand the barriers and burdens of campaigning, including money, time, and loss of privacy.
        
        C.8: How do campaigns and elections enable choice and opportunities for participation?
        
        C.8.1: Students should understand that a political campaign is a process of steps:
        
        C.8.1.a: preparation;
        
        C.8.1.b: declaration;
        
        C.8.1.c: nomination (including a possible primary election); and
        
        C.8.1.d: general election campaign.
        
        C.8.2: A candidate must have an organization that includes:
        
        C.8.2.a: personnel (staff, volunteers, allies);
        
        C.8.2.b: a strategy (offensive and defensive); and
        
        C.8.2.c: money.
        
        C.8.3: In order to campaign, a candidate must have a platform composed of:
        
        C.8.3.a: a philosophy;
        
        C.8.3.b: policy stances on key issues; and
        
        C.8.3.c: statements.
        
        C.9: How do you become a more effective media consumer?
        
        C.9.1: Students should understand the purposes of a fre e p ress in democratic society. A f ree press is needed not only for the free and open flow of information but also as a venue for a variety of views.
        
        C.9.2: Students should review how the First Amendment protects freedom of press and why that freedom has certain constitutional limits such as libel, obscenity, and fair trial.
        
        C.9.3: Students should become familiar with the differ ent forms of news media. These include: daily newspapers, weekly magazines, television, radio, and the Internet.
        
        C.9.4: Students should know how to find, monitor, read , use, and cite various print and electronic media sources of political news and commentary. Through the Internet, students can find and access many reputable sources, including national and regional newspapers, weekly news magazines, monthly opinion magazines, specialized Internet sources and journals of record, and television and radio programs.
      - D: Legal Obligations
        
        D.10: Why are males ages 18 to 26 expected to register with Selective Service?
        
        D.10.1: According to Section 3(a) of the Military Selective Service Act, "... it shall be the duty of every male citizen of the United States, and every other male person residing in the United States, who... is between the ages of eighteen and twenty- six, to present himself for and submit to registration...."
        
        D.10.2: Students should review the constitutional history of military service in American history, including the military and political importance of a militia in colonial times, the origins and development of the Second Amendment, the use of conscription and a military draft, the wartime occurrences of civil disobedience and conscientious objection, and the struggle against racial and gender discrimination in the armed services.
        
        D.10.3: Students should understand the democratic reasons for requiring all males to register, the differences between mandatory registration and a mandatory draft, the differences between voluntary service and mandatory service.
        
        D.10.4: Students should be familiar with the case Rostker v. Goldberg, 453 U.S. 57 (1981) in which the U.S. Supreme Court upheld the male-only requirement military registration, but did not prohibit voluntary registration by women
        
        D.11: What are the civic implications of taxation?
        
        D.11.1: Taxation is a contribution to government, a source of revenue for government, and a form of public policy not only for collecting revenue but also for regulating behavior.
        
        D.11.2: Paying taxes is both a civic contribution and a legal obligation. Paying taxes is a civic contribution in the sense that all governments rely on taxation of the people (income, property, and sales) as a major source of revenue. As a legal obligation, paying taxes is required by law and failure to pay is subject to penalties imposed by the law.
        
        D.11.3: Students should also be able to see this constitutional system of taxation as a reflection of federalism and representative democracy.
        
        D.11.4: Students should understand that taxation can also be an instrument of public policy that has the intent or effect of regulating behavior. Many tax policies contain financial incentives for certain kinds of behavior (like buying a home) and disincentives against other kinds of behavior (like spending retirement savings before retirement age).
        
        D.11.5: Taxes are considered to be "regressive" if they impose a higher tax on people with lower income. A regressive tax exacts a lower proportion of income from higher-income families than it does from lowerincome families. The retail sales tax is a good example. Conversely, a "progressive" income tax is one in which the rate of taxation increases as individual income increases. And tax relief can be offered to certain categories of people to reduce their tax burden (e.g., municipal reduction of property taxes in the form of rate exemptions for senior citizens, those in military service, or veterans with a service-connected disability).
        
        D.12: How should you respond to a call for jury duty?
        
        D.12.1: Students should understand that all United States citizens become eligible for jury duty when they become 18 years of age. It is a myth that in order to serve on a jury one must:
        
        D.12.1.a: own property;
        
        D.12.1.b: be employed; or
        
        D.12.1.c: be out of school.
        
        D.12.2: Though their service would be scheduled so as not to interfere with school, high school students are not exempt from jury duty.
        
        D.12.3: Those who oppose jury service for religious reasons cannot be compelled to serve.
        
        D.12.4: Students should understand the difference between a juror qualification and/or a jury summons and know how to complete them. They should be aware that failure to respond has become a serious problem, and that such failure is subject to a fine, but only after notice and hearing. Students also need to know:
        
        D.12.4.a: the difference between the grand and petit juries;
        
        D.12.4.b: civil and criminal cases;
        
        D.12.4.c: Federal and state court systems; and
        
        D.12.4.d: the qualifications and disqualifications for jury service.
        
        D.13: What is the importance of the jury in a democratic system?
        
        D.13.1: Students need to understand that the right to trial by jury is a double right. First, it is the legal right of the defendant to be judged by a jury of his/her peers on questions of fact (as opposed to law), as provided in Fifth and Sixth Amendments. Second, it is the political right of the people to serve as jurors, and this is guaranteed by the Sixth Amendment in criminal cases and by the Seventh Amendment in civil cases.
        
        D.13.2: Students need to understand that both perspectives of this right are democratic in nature. Historically, Antifederalists sought the right to trial by jury as a political power by which the people could check the power of appointed federal judges in the court system.
      - E: Public Policy and Political Participation
        
        E.14: How do you find and evaluate information on public issues of interest?
        
        E.14.1: To be an effective and informed citizen, a student needs to learn basic research skills-how to find and evaluate the information needed to make informed civic choices. Students should learn the basics of public policy research and be prepared to find information in multiple arenas-local, state, federal, and international (See page 21). They should know:
        
        E.14.1.a: what material exists (e.g., bills and laws, along with descriptions of their legislative history; legislative and executive reports; newspapers; other periodical literature, ranging from popular magazines to scholarly journals; public opinion surveys and other statistical studies; reference works; and books);
        
        E.14.1.b: where to find material (including framing an effective search topic, use of libraries, use of archives, use of the Internet);
        
        E.14.1.c: how to conduct original research (including the basics of designing a survey and conducting an interview);
        
        E.14.1.d: how to use proper protocol in contacting public offices for information (including how to make telephone calls, write letters, and observe public meetings); and
        
        E.14.1.e: how to read, interpret, and evaluate the material (especially legislative material) they have collected.
        
        E.15: Which government(s) should respond to a particular public policy issue?
        
        E.15.1: Students should understand that most issues, from national defense to garbage removal, will involve all levels of governments in one way or another.
        
        E.15.2: However, there are national concerns such as interstate commerce that rely primarily on federal action, while state concerns such as the police power (used to protect public health and safety) rely primarily on state and local actions. The question is not which government should do what, but why is each involved?
        
        E.16: How does the public policy process work?
        
        E.16.1: Having learned why different governments become involved in a particular issue, students now need to understand how different governments make and change policy.
        
        E.16.2: Students should understand that public policy making in all arenas involves executive-legislative relations, and that the policy making process begins each year with an address by the chief executive, seeking popular and legislative acceptance of a policy agenda. Just as Labor Day historically kicks off the campaign season, the State of the Union (or State) Address kicks off the legislative season. The ensuing months are a time of pressure and counterpressure as executive officials, legislators, constituency groups, and advocacy groups battle for their causes. It is the process by which public decisions are made; and students should be exposed to the process and its players in multiple arenas, from local to global.
        
        E.17: How does the public policy process reflect the purposes, values, and principles of American democracy?
        
        E.17.1: Students should be able to identify and discuss the basic civic values found in the United States and New York State Constitutions.
        
        E.17.2: Students should be able to take and defend positions on what the fundamental values and principles of American political life are and their importance in maintaining the public policy process.
        
        E.18: How do citizens become more involved in working on a public issue or for a political organization?
        
        E.18.1: In studying the policy making process, the student should learn that people usually become involved in that process because they care deeply about a public issue, candidate, or party.
        
        E.18.2: Students should come to realize the ways that they too can become involved in the policy making process.
      - F: Legal Rights and Responsibilities
        
        F.19: What are the legal rights and responsibilities of the individual in civic life, the workplace, and school?
        
        F.19.1: The teacher should focus on rights and responsibilities in two or three of the following areas:
        
        F.19.1.a: freedom of expression outside of school;
        
        F.19.1.b: rights of the accused outside of school;
        
        F.19.1.c: rights and responsibilities of students in school;
        
        F.19.1.d: rights and responsibilities of minors in the workplace;
        
        F.19.1.e: rights and responsibilities of minors in the family; and
        
        F.19.1.f: rights and responsibilities related to medical treatment or public assistance for minorities.
        
        F.19.2: Students should understand that the level of rights they enjoy in New York State can change when they move to another state, because the federal government set a floor in regard to rights that some states (like New York) choose to exceed while others do not.
        
        F.19.3: For each right studied, the student should understand and be able to distinguish: the constitutional or statutory source of the right, the key precedents, the current rules or principles of law governing the right, the limits on the right, and some of the major issues and implications of the right today.
        
        F.19.4: The student should also be able to see the connections between the policy making process in the legislature and the judicial process in the courts. In some cases, the legislature is a source of rights; in other cases, the legislature may have passed a law that is the subject of a rights challenge.
        
        F.20: How do your legal rights and responsibilities change as you move about in the international arena?
        
        F.20.1: Students need to know that their legal rights and responsibilities do not necessarily stay with them when they travel to another country, do business in another country, or are engaged in a pursuit (such as adopting a child or seeking custody) that may involve the laws of another country or union of countries.
        
        F.20.2: As globalization becomes a reality, students also need to learn how to think about public issues, consequences, and remedies that can "float"-from local to national to international arenas.
      - G: Selecting a Culminating Question (optional)
        
        G.21: What type of public issue can be selected for a culminating project?
        
        G.21.1: Students should understand the basic differences between domestic and foreign policy.
        
        G.21.2: When choosing a foreign policy question, students would be required to research domestic political considerations as well as foreign considerations of the issue. A domestic policy issue could be local, state, federal, or any combination thereof.
  - Science (1999)
    - Commencement
      - Chemistry
        
        1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
        
        Engineering Design
        
        1.T1: Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints.
        
        1.T1.1: If students are asked to do a design project, then:
        
        1.T1.1a: Initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.
        
        1.T1.1b: Identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.
        
        1.T1.1c: Generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes, using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly document
        
        1.T1.1d: Develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship
        
        1.T1.1e: Devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Use a variety of creative verbal and graphic techniques
        
        Mathematical Analysis
        
        1.M1: Abstraction and symbolic representation are used to communicate mathematically.
        
        1.M1.1: Use algebraic and geometric representations to describe and compare data.
        
        1.M1.1a: organize, graph, and analyze data gathered from laboratory activities or other sources
        
        1.M1.1a.1: identify independent and dependent variables
        
        1.M1.1a.2: create appropriate axes with labels and scale
        
        1.M1.1a.3: identify graph points clearly
        
        1.M1.1b: measure and record experimental data and use data in calculations
        
        1.M1.1b.1: choose appropriate measurement scales and use units in recording
        
        1.M1.1b.2: show mathematical work, stating formula and steps for solution
        
        1.M1.1b.3: estimate answers
        
        1.M1.1b.4: use appropriate equations and significant digits
        
        1.M1.1b.5: show uncertainty in measurement by the use of significant figures
        
        1.M1.1b.6: identify relationships within variables from data tables
        
        1.M1.1b.7: calculate percent error
        
        1.M1.1c: recognize and convert various scales of measurement
        
        1.M1.1c.1: temperature - Celsius (°C), Kelvin (K)
        
        1.M1.1c.2: length - kilometers (km), meters (m), centimeters (cm), millimeters (mm)
        
        1.M1.1c.3: mass - grams (g), kilograms (kg)
        
        1.M1.1c.4: pressure - kilopascal (kPa), atmosphere (atm)
        
        1.M1.1d: use knowledge of geometric arrangements to predict particle properties or behavior
        
        1.M2: Deductive and inductive reasoning are used to reach mathematical conclusions.
        
        1.M2.1: Use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.
        
        1.M2.1a: interpret a graph constructed from experimentally obtained data
        
        1.M2.1a.1: identify relationships - direct, inverse
        
        1.M2.1a.2: apply data showing trends to predict information
        
        1.M3: Critical thinking skills are used in the solution of mathematical problems.
        
        1.M3.1: Apply algebraic and geometric concepts and skills to the solution of problems.
        
        1.M3.1a: state assumptions which apply to the use of a particular mathematical equation and evaluate these assumptions to see if they have been met
        
        1.M3.1b: evaluate the appropriateness of an answer, based on given data
        
        Scientific Inquiry
        
        1.S1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
        
        1.S1.1: Elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent thinking.
        
        1.S1.1a: use theories and/ or models to represent and explain observations
        
        1.S1.1b: use theories and/ or principles to make predictions about natural phenomena
        
        1.S1.1c: develop models to explain observations
        
        1.S1.2: Hone ideas through reasoning, library research, and discussion with others, including experts.
        
        1.S1.2a: locate data from published sources to support/ defend/ explain patterns observed in natural phenomena
        
        1.S1.3: Work towards reconciling competing explanations, clarifying points of agreement and disagreement.
        
        1.S1.3a: evaluate the merits of various scientific theories and indicate why one theory was accepted over another
        
        1.S2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proofed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
        
        1.S2.1: Devise ways of making observations to test proposed explanations.
        
        1.S2.1a: design and/ or carry out experiments, using scientific methodology to test proposed calculations
        
        1.S2.2: Refine research ideas through library investigations, including information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.
        
        1.S2.2a: use library investigations, retrieved information, and literature reviews to improve the experimental design of an experiment
        
        1.S2.3: Develop and present proposals including formal hypotheses to test explanations, i.e.; they predict what should be observed under specific conditions if their explanation is true.
        
        1.S2.3a: develop research proposals in the form of "if X is true and a particular test Y is done, then prediction Z will occur"
        
        1.S2.4: Carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.
        
        1.S2.4a: determine safety procedures to accompany a research plan
        
        1.S3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.
        
        1.S3.1: Use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, and matrices) and insightfully interpret the organized data.
        
        1.S3.1a: organize observations in a data table, analyze the data for trends or patterns, and interpret the trends or patterns, using scientific concepts
        
        1.S3.2: Apply statistical analysis techniques when appropriate to test if chance alone explains the result.
        
        1.S3.3: Assess correspondence between the predicted result contained in the hypothesis and the actual result, and reach a conclusion as to whether or not the explanation on which the prediction is supported.
        
        1.S3.3a: evaluate experimental methodology for inherent sources of error and analyze the possible effect on the result
        
        1.S3.3b: compare the experimental result to the expected result; calculate the percent error as appropriate
        
        1.S3.4: Using results of the test and through public discussion, revise the explanation and contemplate additional research.
        
        1.S3.5: Develop a written report for public scrutiny that describes the proposed explanation, including a literature review, the research carried out, its results, and suggestions for further research.
        
        2: Students will access, generate, process, and transfer information using appropriate technologies.
        
        Information Systems
        
        2.1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning. Examples include:
        
        2.1.1: use the Internet as a source to retrieve information for classroom use, e.g., Periodic Table, acid rain
        
        2.2: Knowledge of the impacts and limitations of information systems is essential to its effectiveness and ethical use. Examples include:
        
        2.2.1: critically assess the value of information with or without benefit of scientific backing and supporting data, and evaluate the effect such information could have on public judgment or opinion, e.g., environmental issues
        
        2.2.2: discuss the use of the peer-review process in the scientific community and explain its value in maintaining the integrity of scientific publication, e.g., "cold fusion"
        
        4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
        
        The Physical Setting
        
        4.C3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
        
        4.C3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
        
        4.C3.1a: The modern model of the atom has evolved over a long period of time through the work of many scientists.
        
        4.C3.1aa: The succession of elements within the same group demonstrates characteristic trends: differences in atomic radius, ionic radius, electronegativity, first ionization energy, metallic/ nonmetallic properties.
        
        4.C3.1b: Each atom has a nucleus, with an overall positive charge, surrounded by negatively charged electrons.
        
        4.C3.1bb: The succession of elements across the same period demonstrates characteristic trends: differences in atomic radius, ionic radius, electronegativity, first ionization energy, metallic/ nonmetallic properties.
        
        4.C3.1c: Subatomic particles contained in the nucleus include protons and neutrons.
        
        4.C3.1cc: A compound is a substance composed of two or more different elements that are chemically combined in a fixed proportion. A chemical compound can be broken down by chemical means. A chemical compound can be represented by a specific chemical formula and as
        
        4.C3.1d: The proton is positively charged, and the neutron has no charge. The electron is negatively charged.
        
        4.C3.1dd: Compounds can be differentiated by their physical and chemical properties.
        
        4.C3.1e: Protons and electrons have equal but opposite charges. The number of protons equals the number of electrons in an atom.
        
        4.C3.1ee: Types of chemical formulas include empirical, molecular, and structural.
        
        4.C3.1f: The mass of each proton and each neutron is approximately equal to one atomic mass unit. An electron is much less massive than a proton or a neutron.
        
        4.C3.1ff: Organic compounds contain carbon atoms, which bond to one another in chains, rings, and networks to form a variety of structures. Organic compounds can be named using the IUPAC system.
        
        4.C3.1g: The number of protons in an atom (atomic number) identifies the element. The sum of the protons and neutrons in an atom (mass number) identifies an isotope. Common notations that represent isotopes include: 14 C, 14 C, carbon-14, C-14. 6
        
        4.C3.1gg: Hydrocarbons are compounds that contain only carbon and hydrogen. Saturated hydrocarbons contain only single carbon-carbon bonds. Unsaturated hydrocarbons contain at least one multiple carbon-carbon bond.
        
        4.C3.1h: In the wave-mechanical model (electron cloud model) the electrons are in orbitals, which are defined as the regions of the most probable electron location (ground state).
        
        4.C3.1hh: Organic acids, alcohols, esters, aldehydes, ketones, ethers, halides, amines, amides, and amino acids are categories of organic compounds that differ in their structures. Functional groups impart distinctive physical and chemical properties to organic com
        
        4.C3.1i: Each electron in an atom has its own distinct amount of energy.
        
        4.C3.1ii: Isomers of organic compounds have the same molecular formula, but different structures and properties.
        
        4.C3.1j: When an electron in an atom gains a specific amount of energy, the electron is at a higher energy state (excited state).
        
        4.C3.1jj: The structure and arrangement of particles and their interactions determine the physical state of a substance at a given temperature and pressure.
        
        4.C3.1k: When an electron returns from a higher energy state to a lower energy state, a specific amount of energy is emitted. This emitted energy can be used to identify an element.
        
        4.C3.1kk: The three phases of matter (solids, liquids, and gases) have different properties.
        
        4.C3.1l: The outermost electrons in an atom are called the valence electrons. In general, the number of valence electrons affects the chemical properties of an element.
        
        4.C3.1ll: Entropy is a measure of the randomness or disorder of a system. A system with greater disorder has greater entropy.
        
        4.C3.1m: Atoms of an element that contain the same number of protons but a different number of neutrons are called isotopes of that element.
        
        4.C3.1mm: Systems in nature tend to undergo changes toward lower energy and higher entropy.
        
        4.C3.1n: The average atomic mass of an element is the weighted average of the masses of its naturally occurring isotopes.
        
        4.C3.1nn: Differences in properties such as density, particle size, molecular polarity, boiling and freezing points, and solubility permit physical separation of the components of the mixture.
        
        4.C3.1o: Stability of an isotope is based on the ratio of neutrons and protons in its nucleus. Although most nuclei are stable, some are unstable and spontaneously decay, emitting radiation.
        
        4.C3.1oo: A solution is a homogeneous mixture of a solute dissolved in a solvent. The solubility of a solute in a given amount of solvent is dependent on the temperature, the pressure, and the chemical natures of the solute and solvent.
        
        4.C3.1p: Spontaneous decay can involve the release of alpha particles, beta particles, positrons, and/ or gamma radiation from the nucleus of an unstable isotope. These emissions differ in mass, charge, ionizing power, and penetrating power.
        
        4.C3.1pp: The concentration of a solution may be expressed in molarity (M), percent by volume, percent by mass, or parts per million (ppm).
        
        4.C3.1q: Matter is classified as a pure substance or as a mixture of substances.
        
        4.C3.1qq: The addition of a nonvolatile solute to a solvent causes the boiling point of the solvent to increase and the freezing point of the solvent to decrease. The greater the concentration of solute particles, the greater the effect.
        
        4.C3.1r: A pure substance (element or compound) has a constant composition and constant properties throughout a given sample, and from sample to sample.
        
        4.C3.1rr: An electrolyte is a substance which, when dissolved in water, forms a solution capable of conducting an electric current. The ability of a solution to conduct an electric current depends on the concentration of ions.
        
        4.C3.1s: Mixtures are composed of two or more different substances that can be separated by physical means. When different substances are mixed together, a homogeneous or heterogeneous mixture is formed.
        
        4.C3.1ss: The acidity or alkalinity of an aqueous solution can be measured by its pH value. The relative level of acidity or alkalinity of these solutions can be shown by using indicators.
        
        4.C3.1t: The proportions of components in a mixture can be varied. Each component in a mixture retains its original properties.
        
        4.C3.1tt: On the pH scale, each decrease of one unit of pH represents a tenfold increase in hydronium ion concentration.
        
        4.C3.1u: Elements are substances that are composed of atoms that have the same atomic number. Elements cannot be broken down by chemical change.
        
        4.C3.1uu: Behavior of many acids and bases can be explained by the Arrhenius theory. Arrhenius acids and bases are electrolytes.
        
        4.C3.1v: Elements can be classified by their properties and located on the Periodic Table as metals, nonmetals, metalloids (B, Si, Ge, As, Sb, Te), and noble gases.
        
        4.C3.1vv: Arrhenius acids yield H + (aq), hydrogen ion as the only positive ion in an aqueous solution. The hydrogen ion may also be written as H 3 O + (aq), hydronium ion.
        
        4.C3.1w: Elements can be differentiated by physical properties. Physical properties of substances, such as density, conductivity, malleability, solubility, and hardness, differ among elements.
        
        4.C3.1ww: Arrhenius bases yield OH -(aq), hydroxide ion as the only negative ion in an aqueous solution.
        
        4.C3.1x: Elements can also be differentiated by chemical properties. Chemical properties describe how an element behaves during a chemical reaction.
        
        4.C3.1xx: In the process of neutralization, an Arrhenius acid and an Arrhenius base react to form a salt and water.
        
        4.C3.1y: The placement or location of an element on the Periodic Table gives an indication of the physical and chemical properties of that element. The elements on the Periodic Table are arranged in order of increasing atomic number.
        
        4.C3.1yy: There are alternate acid-base theories. One theory states that an acid is an H + donor and a base is an H + acceptor.
        
        4.C3.1z: For Groups 1, 2, and 13-18 on the Periodic Table, elements within the same group have the same number of valence electrons (helium is an exception) and therefore similar chemical properties.
        
        4.C3.1zz: Titration is a laboratory process in which a volume of a solution of known concentration is used to determine the concentration of another solution.
        
        4.C3.2: Use atomic and molecular models to explain common chemical reactions.
        
        4.C3.2a: A physical change results in the rearrangement of existing particles in a substance. A chemical change results in the formation of different substances with changed properties.
        
        4.C3.2b: Types of chemical reactions include synthesis, decomposition, single replacement, and double replacement.
        
        4.C3.2c: Types of organic reactions include addition, substitution, polymerization, esterification, fermentation, saponification, and combustion.
        
        4.C3.2d: An oxidation-reduction (redox) reaction involves the transfer of electrons (e -).
        
        4.C3.2e: Reduction is the gain of electrons.
        
        4.C3.2f: A half-reaction can be written to represent reduction.
        
        4.C3.2g: Oxidation is the loss of electrons.
        
        4.C3.2h: A half-reaction can be written to represent oxidation.
        
        4.C3.2i: Oxidation numbers (states) can be assigned to atoms and ions. Changes in oxidation numbers indicate that oxidation and reduction have occurred.
        
        4.C3.2j: An electrochemical cell can be either voltaic or electrolytic. In an electrochemical cell, oxidation occurs at the anode and reduction at the cathode.
        
        4.C3.2k: A voltaic cell spontaneously converts chemical energy to electrical energy.
        
        4.C3.2l: An electrolytic cell requires electrical energy to produce a chemical change. This process is known as electrolysis.
        
        4.C3.3: Apply the principle of conservation of mass to chemical reactions.
        
        4.C3.3a: In all chemical reactions there is a conservation of mass, energy, and charge.
        
        4.C3.3b: In a redox reaction the number of electrons lost is equal to the number of electrons gained.
        
        4.C3.3c: A balanced chemical equation represents conservation of atoms. The coefficients in a balanced chemical equation can be used to determine mole ratios in the reaction.
        
        4.C3.3d: The empirical formula of a compound is the simplest whole-number ratio of atoms of the elements in a compound. It may be different from the molecular formula, which is the actual ratio of atoms in a molecule of that compound.
        
        4.C3.3e: The formula mass of a substance is the sum of the atomic masses of its atoms. The molar mass (gram-formula mass) of a substance equals one mole of that substance.
        
        4.C3.3f: The percent composition by mass of each element in a compound can be calculated mathematically.
        
        4.C3.4: Use kinetic molecular theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
        
        4.C3.4a: The concept of an ideal gas is a model to explain the behavior of gases. A real gas is most like an ideal gas when the real gas is at low pressure and high temperature.
        
        4.C3.4b: Kinetic molecular theory (KMT) for an ideal gas states that all gas particles:
        
        4.C3.4b.1: are in random, constant, straight-line motion.
        
        4.C3.4b.2: are separated by great distances relative to their size; the volume of the gas particles is considered negligible.
        
        4.C3.4b.3: have no attractive forces between them.
        
        4.C3.4b.4: have collisions that may result in a transfer of energy between gas particles, but the total energy of the system remains constant.
        
        4.C3.4c: Kinetic molecular theory describes the relationships of pressure, volume, temperature, velocity, and frequency and force of collisions among gas molecules.
        
        4.C3.4d: Collision theory states that a reaction is most likely to occur if reactant particles collide with the proper energy and orientation.
        
        4.C3.4e: Equal volumes of gases at the same temperature and pressure contain an equal number of particles.
        
        4.C3.4f: The rate of a chemical reaction depends on several factors: temperature, concentration, nature of the reactants, surface area, and the presence of a catalyst.
        
        4.C3.4g: A catalyst provides an alternate reaction pathway, which has a lower activation energy than an uncatalyzed reaction.
        
        4.C3.4h: Some chemical and physical changes can reach equilibrium.
        
        4.C3.4i: At equilibrium the rate of the forward reaction equals the rate of the reverse reaction. The measurable quantities of reactants and products remain constant at equilibrium.
        
        4.C3.4j: LeChatelier's principle can be used to predict the effect of stress (change in pressure, volume, concentration, and temperature) on a system at equilibrium.
        
        4.C4: Energy exists in many forms, and when these forms change energy is conserved.
        
        4.C4.1: Observe and describe transmission of various forms of energy.
        
        4.C4.1a: Energy can exist in different forms, such as chemical, electrical, electromagnetic, thermal, mechanical, nuclear.
        
        4.C4.1b: Chemical and physical changes can be exothermic or endothermic.
        
        4.C4.1c: Energy released or absorbed during a chemical reaction can be represented by a potential energy diagram.
        
        4.C4.1d: Energy released or absorbed during a chemical reaction (heat of reaction) is equal to the difference between the potential energy of the products and potential energy of the reactants.
        
        4.C4.2: Explain heat in terms of kinetic molecular theory.
        
        4.C4.2a: Heat is a transfer of energy (usually thermal energy) from a body of higher temperature to a body of lower temperature. Thermal energy is the energy associated with the random motion of atoms and molecules.
        
        4.C4.2b: Temperature is a measurement of the average kinetic energy of the particles in a sample of material. Temperature is not a form of energy.
        
        4.C4.2c: The concepts of kinetic and potential energy can be used to explain physical processes that include: fusion (melting), solidification (freezing), vaporization (boiling, evaporation), condensation, sublimation, and deposition.
        
        4.C4.4: Explain the benefits and risks of radioactivity.
        
        4.C4.4a: Each radioactive isotope has a specific mode and rate of decay (half-life).
        
        4.C4.4b: Nuclear reactions include natural and artificial transmutation, fission, and fusion.
        
        4.C4.4c: Nuclear reactions can be represented by equations that include symbols which represent atomic nuclei (with mass number and atomic number), subatomic particles (with mass number and charge), and/or emissions such as gamma radiation.
        
        4.C4.4d: Radioactive isotopes have many beneficial uses. Radioactive isotopes are used in medicine and industrial chemistry for radioactive dating, tracing chemical and biological processes, industrial measurement, nuclear power, and detection and treatment of dis
        
        4.C4.4e: There are inherent risks associated with radioactivity and the use of radioactive isotopes. Risks can include biological exposure, long-term storage and disposal, and nuclear accidents.
        
        4.C4.4f: There are benefits and risks associated with fission and fusion reactions.
        
        4.C5: Energy and matter interact through forces that result in changes in motion.
        
        4.C5.2: Explain chemical bonding in terms of the behavior of electrons.
        
        4.C5.2a: Chemical bonds are formed when valence electrons are:
        
        4.C5.2a.1: transferred from one atom to another (ionic)
        
        4.C5.2a.2: shared between atoms (covalent)
        
        4.C5.2a.3: mobile within a metal (metallic)
        
        4.C5.2b: Atoms attain a stable valence electron configuration by bonding with other atoms. Noble gases have stable valence configurations and tend not to bond.
        
        4.C5.2c: When an atom gains one or more electrons, it becomes a negative ion and its radius increases. When an atom loses one or more electrons, it becomes a positive ion and its radius decreases.
        
        4.C5.2d: Electron-dot diagrams (Lewis structures) can represent the valence electron arrangement in elements, compounds, and ions.
        
        4.C5.2e: In a multiple covalent bond, more than one pair of electrons are shared between two atoms. Unsaturated organic compounds contain at least one double or triple bond.
        
        4.C5.2f: Some elements exist in two or more forms in the same phase. These forms differ in their molecular or crystal structure, and hence in their properties.
        
        4.C5.2g: Two major categories of compounds are ionic and molecular (covalent) compounds.
        
        4.C5.2h: Metals tend to react with nonmetals to form ionic compounds. Nonmetals tend to react with other nonmetals to form molecular (covalent) compounds. Ionic compounds containing polyatomic ions have both ionic and covalent bonding.
        
        4.C5.2i: When a bond is broken, energy is absorbed. When a bond is formed, energy is released.
        
        4.C5.2j: Electronegativity indicates how strongly an atom of an element attracts electrons in a chemical bond. Electronegativity values are assigned according to arbitrary scales.
        
        4.C5.2k: The electronegativity difference between two bonded atoms is used to assess the degree of polarity in the bond.
        
        4.C5.2l: Molecular polarity can be determined by the shape of the molecule and distribution of charge. Symmetrical (nonpolar) molecules include CO2 , CH4 , and diatomic elements. Asymmetrical (polar) molecules include HCl, NH3 , and H2 O.
        
        4.C5.2m: Intermolecular forces created by the unequal distribution of charge result in varying degrees of attraction between molecules. Hydrogen bonding is an example of a strong intermolecular force.
        
        4.C5.2n: Physical properties of substances can be explained in terms of chemical bonds and intermolecular forces. These properties include conductivity, malleability, solubility, hardness, melting point, and boiling point.
        
        4.C5.3: Compare energy relationships within an atom's nucleus to those outside the nucleus.
        
        4.C5.3a: A change in the nucleus of an atom that converts it from one element to another is called transmutation. This can occur naturally or can be induced by the bombardment of the nucleus with high-energy particles.
        
        4.C5.3b: Energy released in a nuclear reaction (fission or fusion) comes from the fractional amount of mass that is converted into energy. Nuclear changes convert matter into energy.
        
        4.C5.3c: Energy released during nuclear reactions is much greater than the energy released during chemical reactions.
        
        6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
        
        Equilibrium and Stability
        
        6.4: Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
        
        6.4.1: Describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.
        
        6.4.1a: explain how a small change might not affect a system, e.g., activation energy
        
        6.4.2: Cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.
        
        6.4.2a: explain how a system returns to equilibrium in response to a stress, e.g., LeChatelier's principle
        
        Magnitude and Scale
        
        6.3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.
        
        6.3.1: Describe the effects of changes in scale on the functioning of physical, biological, or designed information systems.
        
        6.3.1a: show how microscale processes can resemble or differ from real-world processes, e.g., microscale chemistry
        
        6.3.2: Extend the use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.
        
        6.3.2a: use powers often to represent a large range of values for a physical quantity, e.g., pH scale
        
        Models
        
        6.2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
        
        6.2.1: Revise a model to create a more complete or improved representation of the system.
        
        6.2.1a: show how models are revised in response to experimental evidence, e.g., atomic theory, Periodic Table
        
        6.2.2: Collect information about the behavior of a system and use modeling tools to represent the operation of the system.
        
        6.2.2a: show how information about a system is used to create a model, e.g., kinetic molecular theory (KMT)
        
        6.2.3: Find and use mathematical models that behave in the same manner as the processes under investigation.
        
        6.2.3a: show how mathematical models (equations) describe a process, e.g., combine.g.s law
        
        6.2.4: Compare predictions to actual observations, using test models.
        
        6.2.4a: compare experimental results to a predicted value, e.g., percent error
        
        Patterns of Change
        
        6.5: Identifying patterns of change is necessary for making predictions about future behavior and conditions. Examples include:
        
        6.5.1: use graphs to make predictions, e.g., half-life, solubility
        
        6.5.2: use graphs to identify patterns and interpret experimental data, e.g., heating and cooling curves
        
        Systems Thinking
        
        6.1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions. Examples include:
        
        6.1.1: use the concept of systems and surroundings to describe heat flow in a chemical or physical change, e.g., dissolving process
        
        7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
        
        Connections
        
        7.1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/ technology/ society, consumer decision making, design, and inquiry into pheno
        
        7.1.1: Analyze science/ technology/ society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.
        
        7.1.1a: carry out a remedial course of action by communicating the plan to others, e.g., writing and sending "a letter to the editor"
        
        7.1.2: Analyze and quantify consumer product data, understand environmental and economic impacts, develop a method for judging the value and efficacy of competing products, and discuss cost-benefit and risk-benefit trade-offs made in arriving at the optimal choi
        
        7.1.2a: compare and analyze specific consumer products, e.g., antacids, vitamin C
        
        7.1.3: Design solutions to real-world problems on a community, national, or global scale, using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.
        
        7.1.3a: design a potential solution to a regional problem, e.g., suggest a plan to adjust the acidity of a lake in the Adirondacks
        
        7.1.4: Explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring int
        
        7.1.4a: design an experiment that requires the use of a mathematical concept to solve a scientific problem, e.g., an experiment to compare the density of different types of soda pop
        
        Strategies
        
        7.2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathemati
        
        7.2.1: If students are asked to do a project, then the project would require students to:
        
        7.2.1a: work effectively
        
        7.2.1b: gather and process information
        
        7.2.1c: generate and analyze ideas
        
        7.2.1d: observe common themes
        
        7.2.1e: realize ideas
        
        7.2.1f: present results
      - Earth Science
        
        1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
        
        Engineering Design
        
        1.T1: Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints. For example:
        
        1.T1.1: after experimenting with conduction of heat (using calorimeters and aluminum bars), make recommendations to create a more efficient system of heat transfer
        
        1.T1.2: determine patterns of topography and drainage around your school and design solutions to effectively deal with runoff
        
        Mathematical Analysis
        
        1.M1: Abstraction and symbolic representation are used to communicate mathematically. For example:
        
        1.M1.1: use eccentricity, rate, gradient, standard error of measurement, and density in context
        
        1.M2: Deductive and inductive reasoning are used to reach mathematical conclusions. For example:
        
        1.M2.1: determine the relationships among: velocity, slope, sediment size, channel shape, and volume of a stream
        
        1.M2.2: understand the relationships among: the planets' distance from the Sun, gravitational force, period of revolution, and speed of revolution
        
        1.M3: Critical thinking skills are used in the solution of mathematical problems. For example:
        
        1.M3.1: in a field, use isolines to determine a source of pollution
        
        Scientific Inquiry
        
        1.S1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. For example:
        
        1.S1.1: show how our observation of celestial motions supports the idea of stars moving around a stationary Earth (the geocentric model), but further investigation has led scientists to understand that most of these changes are a result of Earth's motion around t
        
        1.S2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. For example:
        
        1.S2.1: test sediment properties and the rate of deposition
        
        1.S3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. For example:
        
        1.S3.1: determine the changing length of a shadow based on the motion of the Sun
        
        2: Students will access, generate, process, and transfer information, using appropriate technologies.
        
        Information Systems
        
        2.1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning. For example:
        
        2.1.1: analyze weather maps to predict future weather events
        
        2.1.2: use library or electronic references to obtain information to support a laboratory conclusion
        
        2.2: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use. For example:
        
        2.2.1: obtain printed or electronic materials which exemplify miscommunication and/or misconceptions of current commonly accepted scientific knowledge
        
        2.3: Information technology can have positive and negative impacts on society, depending upon how it is used. For example:
        
        2.3.1: discuss how early warning systems can protect society and the environment from natural disasters such as hurricanes, tornadoes, earthquakes, tsunamis, floods, and volcanoes
        
        4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
        
        The Physical Setting
        
        4.E1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
        
        4.E1.1: Explain complex phenomena, such as tides, variations in day length, solar insolation, apparent motion of the planets, and annual traverse of the constellations.
        
        4.E1.1a: Most objects in the solar system are in regular and predictable motion.
        
        4.E1.1a.1: These motions explain such phenomena as the day, the year, seasons, phases of the moon, eclipses, and tides.
        
        4.E1.1a.2: Gravity influences the motions of celestial objects. The force of gravity between two objects in the universe depends on their masses and the distance between them.
        
        4.E1.1b: Nine planets move around the Sun in nearly circular orbits.
        
        4.E1.1b.1: The orbit of each planet is an ellipse with the Sun located at one of the foci.
        
        4.E1.1b.2: Earth is orbited by one moon and many artificial satellites.
        
        4.E1.1c: Earth's coordinate system of latitude and longitude, with the equator and prime meridian as reference lines, is based upon Earth's rotation and our observation of the Sun and stars.
        
        4.E1.1d: Earth rotates on an imaginary axis at a rate of 15 degrees per hour. To people on Earth, this turning of the planet makes it seem as though the Sun, the moon, and the stars are moving around Earth once a day. Rotation provides a basis for our system of lo
        
        4.E1.1e: The Foucault pendulum and the Coriolis effect provide evidence of Earth's rotation.
        
        4.E1.1f: Earth's changing position with regard to the Sun and the moon has noticeable effects.
        
        4.E1.1f.1: Earth revolves around the Sun with its rotational axis tilted at 23.5 degrees to a line perpendicular to the plane of its orbit, with the North Pole aligned with Polaris.
        
        4.E1.1f.2: During Earth's one-year period of revolution, the tilt of its axis results in changes in the angle of incidence of the Sun's rays at a given latitude; these changes cause variation in the heating of the surface. This produces seasonal variation in weather
        
        4.E1.1g: Seasonal changes in the apparent positions of constellations provide evidence of Earth's revolution.
        
        4.E1.1h: The Sun's apparent path through the sky varies with latitude and season.
        
        4.E1.1i: Approximately 70 percent of Earth's surface is covered by a relatively thin layer of water, which responds to the gravitational attraction of the moon and the Sun with a daily cycle of high and low tides.
        
        4.E1.2: Describe current theories about the origin of the universe and solar system.
        
        4.E1.2a: The universe is vast and estimated to be over ten billion years old. The current theory is that the universe was created from an explosion called the Big Bang. Evidence for this theory includes:
        
        4.E1.2a.1: cosmic background radiation
        
        4.E1.2a.2: a red-shift (the Doppler effect) in the light from very distant galaxies.
        
        4.E1.2b: Stars form when gravity causes clouds of molecules to contract until nuclear fusion of light elements into heavier ones occurs. Fusion releases great amounts of energy over millions of years.
        
        4.E1.2b.1: The stars differ from each other in size, temperature, and age.
        
        4.E1.2b.2: Our Sun is a medium-sized star within a spiral galaxy of stars known as the Milky Way. Our galaxy contains billions of stars, and the universe contains billions of such galaxies.
        
        4.E1.2c: Our solar system formed about five billion years ago from a giant cloud of gas and debris. Gravity caused Earth and the other planets to become layered according to density differences in their materials.
        
        4.E1.2c.1: The characteristics of the planets of the solar system are affected by each planet's location in relationship to the Sun.
        
        4.E1.2c.2: The terrestrial planets are small, rocky, and dense. The Jovian planets are large, gaseous, and of low density.
        
        4.E1.2d: Asteroids, comets, and meteors are components of our solar system.
        
        4.E1.2d.1: Impact events have been correlated with mass extinction and global climatic change.
        
        4.E1.2d.2: Impact craters can be identified in Earth's crust.
        
        4.E1.2e: Earth's early atmosphere formed as a result of the outgassing of water vapor, carbon dioxide, nitrogen, and lesser amounts of other gases from its interior.
        
        4.E1.2f: Earth's oceans formed as a result of precipitation over millions of years. The presence of an early ocean is indicated by sedimentary rocks of marine origin, dating back about four billion years.
        
        4.E1.2g: Earth has continuously been recycling water since the outgassing of water early in its history. This constant recirculation of water at and near Earth's surface is described by the hydrologic (water) cycle.
        
        4.E1.2g.1: Water is returned from the atmosphere to Earth's surface by precipitation. Water returns to the atmosphere by evaporation or transpiration from plants. A portion of the precipitation becomes runoff over the land or infiltrates into the ground to become st
        
        4.E1.2g.2: The amount of precipitation that seeps into the ground or runs off is influenced by climate, slope of the land, soil, rock type, vegetation, land use, and degree of saturation.
        
        4.E1.2g.3: Porosity, permeability, and water retention affect runoff and infiltration.
        
        4.E1.2h: The evolution of life caused dramatic changes in the composition of Earth's atmosphere. Free oxygen did not form in the atmosphere until oxygen-producing organisms evolved.
        
        4.E1.2i: The pattern of evolution of life-forms on Earth is at least partially preserved in the rock record.
        
        4.E1.2i.1: Fossil evidence indicates that a wide variety of life-forms has existed in the past and that most of these forms have become extinct.
        
        4.E1.2i.2: Human existence has been very brief compared to the expanse of geologic time.
        
        4.E1.2j: Geologic history can be reconstructed by observing sequences of rock types and fossils to correlate bedrock at various locations.
        
        4.E1.2j.1: The characteristics of rocks indicate the processes by which they formed and the environments in which these processes took place.
        
        4.E1.2j.2: Fossils preserved in rocks provide information about past environmental conditions.
        
        4.E1.2j.3: Geologists have divided Earth history into time units based upon the fossil record.
        
        4.E1.2j.4: Age relationships among bodies of rocks can be determined using principles of original horizontality, superposition, inclusions, cross-cutting relationships, contact metamorphism, and unconformities. The presence of volcanic ash layers, index fossils, and
        
        4.E1.2j.5: The regular rate of nuclear decay (half-life time period) of radioactive isotopes allows geologists to determine the absolute age of materials found in some rocks.
        
        4.E2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
        
        4.E2.1: Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth's plates.
        
        4.E2.1a: Earth systems have internal and external sources of energy, both of which create heat.
        
        4.E2.1b: The transfer of heat energy within the atmosphere, the hydrosphere, and Earth's interior results in the formation of regions of different densities. These density differences result in motion.
        
        4.E2.1c: Weather patterns become evident when weather variables are observed, measured, and recorded. These variables include air temperature, air pressure, moisture (relative humidity and dewpoint), precipitation (rain, snow, hail, sleet, etc.), wind speed and di
        
        4.E2.1d: Weather variables are measured using instruments such as thermometers, barometers, psychrometers, precipitation gauges, anemometers, and wind vanes.
        
        4.E2.1e: Weather variables are interrelated. For example:
        
        4.E2.1e.1: temperature and humidity affect air pressure and probability of precipitation
        
        4.E2.1e.2: air pressure gradient controls wind velocity
        
        4.E2.1f: Air temperature, dewpoint, cloud formation, and precipitation are affected by the expansion and contraction of air due to vertical atmospheric movement.
        
        4.E2.1g: Weather variables can be represented in a variety of formats including radar and satellite images, weather maps (including station models, isobars, and fronts), atmospheric cross-sections, and computer models.
        
        4.E2.1h: Atmospheric moisture, temperature and pressure distributions; jet streams, wind; air masses and frontal boundaries; and the movement of cyclonic systems and associated tornadoes, thunderstorms, and hurricanes occur in observable patterns. Loss of property
        
        4.E2.1i: Seasonal changes can be explained using concepts of density and heat energy. These changes include the shifting of global temperature zones, the shifting of planetary wind and ocean current patterns, the occurrence of monsoons, hurricanes, flooding, and s
        
        4.E2.1j: Properties of Earth's internal structure (crust, mantle, inner core, and outer core) can be inferred from the analysis of the behavior of seismic waves (including velocity and refraction).
        
        4.E2.1j.1: Analysis of seismic waves allows the determination of the location of earthquake epicenters, and the measurement of earthquake magnitude; this analysis leads to the inference that Earth's interior is composed of layers that differ in composition and state
        
        4.E2.1k: The outward transfer of Earth's internal heat drives convective circulation in the mantle that moves the lithospheric plates comprising Earth's surface.
        
        4.E2.1l: The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another, creating convergent, divergent, and transform plate boundaries. These motions indicate Earth is a dynamic geologic system
        
        4.E2.1l.1: These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain ranges.
        
        4.E2.1l.2: Compared to continental crust, ocean crust is thinner and denser. New ocean crust continues to form at mid-ocean ridges.
        
        4.E2.1l.3: Earthquakes and volcanoes present geologic hazards to humans. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.
        
        4.E2.1m: Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism within subduction zon
        
        4.E2.1n: Many of Earth's surface features such as mid-ocean ridges/rifts, trenches/subduction zones/island arcs, mountain ranges (folded, faulted, and volcanic), hot spots, and the magnetic and age patterns in surface bedrock are a consequence of forces associated
        
        4.E2.1o: Plate motions have resulted in global changes in geography, climate, and the patterns of organic evolution.
        
        4.E2.1p: Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition.
        
        4.E2.1q: Topographic maps represent landforms through the use of contour lines that are isolines connecting points of equal elevation. Gradients and profiles can be determined from changes in elevation over a given distance.
        
        4.E2.1r: Climate variations, structure, and characteristics of bedrock influence the development of landscape features including mountains, plateaus, plains, valleys, ridges, escarpments, and stream drainage patterns.
        
        4.E2.1s: Weathering is the physical and chemical breakdown of rocks at or near Earth's surface. Soils are the result of weathering and biological activity over long periods of time.
        
        4.E2.1t: Natural agents of erosion, generally driven by gravity, remove, transport, and deposit weathered rock particles. Each agent of erosion produces distinctive changes in the material that it transports and creates characteristic surface features and landscap
        
        4.E2.1u: The natural agents of erosion include:
        
        4.E2.1u.1: Streams (running water): Gradient, discharge, and channel shape influence a stream's velocity and the erosion and deposition of sediments. Sediments transported by streams tend to become rounded as a result of abrasion. Stream features include V-shaped va
        
        4.E2.1u.2: Glaciers (moving ice): Glacial erosional processes include the formation of U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial features include moraines, drumlins, kettle lakes, finger lakes, and outwash plains.
        
        4.E2.1u.3: Wave Action: Erosion and deposition cause changes in shoreline features, including beaches, sandbars, and barrier islands. Wave action rounds sediments as a result of abrasion. Waves approaching a shoreline move sand parallel to the shore within the zone
        
        4.E2.1u.4: Wind: Erosion of sediments by wind is most common in arid climates and along shorelines. Wind-generated features include dunes and sand-blasted bedrock.
        
        4.E2.1u.5: Mass Movement: Earth materials move downslope under the influence of gravity.
        
        4.E2.1v: Patterns of deposition result from a loss of energy within the transporting system and are influenced by the size, shape, and density of the transported particles. Sediment deposits may be sorted or unsorted.
        
        4.E2.1w: Sediments of inorganic and organic origin often accumulate in depositional environments. Sedimentary rocks form when sediments are compacted and/or cemented after burial or as the result of chemical precipitation from seawater.
        
        4.E2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.
        
        4.E2.2a: Insolation (solar radiation) heats Earth's surface and atmosphere unequally due to variations in:
        
        4.E2.2a.1: the intensity caused by differences in atmospheric transparency and angle of incidence which vary with time of day, latitude, and season
        
        4.E2.2a.2: characteristics of the materials absorbing the energy such as color, texture, transparency, state of matter, and specific heat
        
        4.E2.2a.3: duration, which varies with seasons and latitude.
        
        4.E2.2b: The transfer of heat energy within the atmosphere, the hydrosphere, and Earth's surface occurs as the result of radiation, convection, and conduction.
        
        4.E2.2b.1: Heating of Earth's surface and atmosphere by the Sun drives convection within the atmosphere and oceans, producing winds and ocean currents.
        
        4.E2.2c: A location's climate is influenced by latitude, proximity to large bodies of water, ocean currents, prevailing winds, vegetative cover, elevation, and mountain ranges.
        
        4.E2.2d: Temperature and precipitation patterns are altered by:
        
        4.E2.2d.1: natural events such as El Nino and volcanic eruptions
        
        4.E2.2d.2: human influences including deforestation, urbanization, and the production of greenhouse gases such as carbon dioxide and methane.
        
        4.E3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
        
        4.E3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
        
        4.E3.1a: Minerals have physical properties determined by their chemical composition and crystal structure.
        
        4.E3.1a.1: Minerals can be identified by well-defined physical and chemical properties, such as cleavage, fracture, color, density, hardness, streak, luster, crystal shape, and reaction with acid.
        
        4.E3.1a.2: Chemical composition and physical properties determine how minerals are used by humans.
        
        4.E3.1b: Minerals are formed inorganically by the process of crystallization as a result of specific environmental conditions. These include:
        
        4.E3.1b.1: cooling and solidification of magma
        
        4.E3.1b.2: precipitation from water caused by such processes as evaporation, chemical reactions, and temperature changes
        
        4.E3.1b.3: rearrangement of atoms in existing minerals subjected to conditions of high temperature and pressure.
        
        4.E3.1c: Rocks are usually composed of one or more minerals.
        
        4.E3.1c.1: Rocks are classified by their origin, mineral content, and texture.
        
        4.E3.1c.2: Conditions that existed when a rock formed can be inferred from the rock's mineral content and texture.
        
        4.E3.1c.3: The properties of rocks determine how they are used and also influence land usage by humans.
        
        6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
        
        Equilibrium and Stability
        
        6.4: Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces (dynamic equilibrium). For example:
        
        6.4.1: analyze the interrelationship between gravity and inertia and its effects on the orbit of planets or satellites
        
        Magnitude and Scale
        
        6.3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.
        
        6.3.1: develop a scale model to represent planet size and/or distance
        
        6.3.2: develop a scale model of units of geologic time
        
        6.3.3: use topographical maps to determine distances and elevations
        
        Models
        
        6.2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design. For example:
        
        6.2.1: draw a simple contour map of a model landform
        
        6.2.2: design a 3-D landscape model from a contour map
        
        6.2.3: construct and interpret a profile based on an isoline map
        
        6.2.4: use flowcharts to identify rocks and minerals
        
        Optimization
        
        6.6: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs. For example:
        
        6.6.1: debate the effect of human activities as they relate to quality of life on Earth systems (global warming, land use, preservation of natural resources, pollution)
        
        Patterns of Change
        
        6.5: Identifying patterns of change is necessary for making predictions about future behavior and conditions. For example:
        
        6.5.1: graph and interpret the nature of cyclic change such as sunspots, tides, and atmospheric carbon dioxide
        
        6.5.2: based on present data of plate movement, determine past and future positions of land masses
        
        6.5.3: using given weather data, identify the interface between air masses, such as cold fronts, warm fronts, and stationary fronts
        
        Systems Thinking
        
        6.1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions. For example:
        
        6.1.1: analyze a depositional-erosional system of a stream
        
        7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
        
        Connections
        
        7.1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenome
        
        7.1.1: analyze the issues related to local energy needs and develop a viable energy generation plan for the community
        
        7.1.2: investigate two similar fossils to determine if they represent a developmental change over time
        
        7.1.3: investigate the political, economic, and environmental impact of global distribution and use of mineral resources and fossil fuels
        
        7.1.4: consider environmental and social implications of various solutions to an environmental Earth resources problem
        
        Strategies
        
        7.2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathemati
        
        7.2.1: collect, collate, and process data concerning potential natural disasters (tornadoes, thunderstorms, blizzards, earthquakes, tsunamis, floods, volcanic eruptions, asteroid impacts, etc.) in an area and develop an emergency action plan
        
        7.2.2: using a topographic map, determine the safest and most efficient route for rescue purposes
      - Living Environment
        
        1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
        
        Scientific Inquiry
        
        1.S1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.
        
        1.S1.1: Elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent one's thinking.
        
        1.S1.1a: Scientific explanations are built by combining evidence that can be observed with what people already know about the world.
        
        1.S1.1b: Learning about the historical development of scientific concepts or about individuals who have contributed to scientific knowledge provides a better understanding of scientific inquiry and the relationship between science and society.
        
        1.S1.1c: Science provides knowledge, but values are also essential to making effective and ethical decisions about the application of scientific knowledge.
        
        1.S1.2: Hone ideas through reasoning, library research, and discussion with others, including experts.
        
        1.S1.2a: Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.
        
        1.S1.2b: Inquiry involves making judgments about the reliability of the source and relevance of information.
        
        1.S1.3: Work toward reconciling competing explanations; clarify points of agreement and disagreement.
        
        1.S1.3a: Scientific explanations are accepted when they are consistent with experimental and observational evidence and when they lead to accurate predictions.
        
        1.S1.3b: All scientific explanations are tentative and subject to change or improvement. Each new bit of evidence can create more questions than it answers. This leads to increasingly better understanding of how things work in the living world.
        
        1.S1.4: Coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity, and recognize the need for such alternative representations of the natural world.
        
        1.S1.4a: Well-accepted theories are ones that are supported by different kinds of scientific investigations often involving the contributions of individuals from different disciplines.
        
        1.S2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
        
        1.S2.1: Devise ways of making observations to test proposed explanations.
        
        1.S2.2: Refine research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.
        
        1.S2.2a: Development of a research plan involves researching background information and understanding the major concepts in the area being investigated. Recommendations for methodologies, use of technologies, proper equipment, and safety precautions should also be
        
        1.S2.3: Develop and present proposals including formal hypotheses to test explanations; i.e., predict what should be observed under specific conditions if the explanation is true.
        
        1.S2.3a: Hypotheses are predictions based upon both research and observation.
        
        1.S2.3b: Hypotheses are widely used in science for determining what data to collect and as a guide for interpreting the data.
        
        1.S2.3c: Development of a research plan for testing a hypothesis requires planning to avoid bias (e.g., repeated trials, large sample size, and objective data-collection techniques).
        
        1.S2.4: Carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.
        
        1.S3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.
        
        1.S3.1: Use various methods of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.
        
        1.S3.1a: Interpretation of data leads to development of additional hypotheses, the formulation of generalizations, or explanations of natural phenomena.
        
        1.S3.2: Apply statistical analysis techniques when appropriate to test if chance alone explains the results.
        
        1.S3.3: Apply statistical analysis techniques when appropriate to test if chance alone explains the results.
        
        1.S3.4: Based on the results of the test and through public discussion, revise the explanation and contemplate additional research.
        
        1.S3.4a: Hypotheses are valuable, even if they turn out not to be true, because they may lead to further investigation.
        
        1.S3.4b: Claims should be questioned if the data are based on samples that are very small, biased, or inadequately controlled or if the conclusions are based on the faulty, incomplete, or misleading use of numbers.
        
        1.S3.4c: Claims should be questioned if fact and opinion are intermingled, if adequate evidence is not cited, or if the conclusions do not follow logically from the evidence given.
        
        1.S3.5: Develop a written report for public scrutiny that describes the proposed explanation, including a literature review, the research carried out, its result, and suggestions for further research.
        
        1.S3.5a: One assumption of science is that other individuals could arrive at the same explanation if they had access to similar evidence. Scientists make the results of their investigations public; they should describe the investigations in ways that enable others
        
        1.S3.5b: Scientists use peer review to evaluate the results of scientific investigations and the explanations proposed by other scientists. They analyze the experimental procedures, examine the evidence, identify faulty reasoning, point out statements that go beyo
        
        4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
        
        The Living Environment
        
        4.L1: Living things are both similar to and different from each other and from nonliving things.
        
        4.L1.1: Explain how diversity of populations within ecosystems relates to the stability of ecosystems.
        
        4.L1.1a: Populations can be categorized by the function they serve. Food webs identify the relationships among producers, consumers, and decomposers carrying out either autotropic or heterotropic nutrition.
        
        4.L1.1b: An ecosystem is shaped by the nonliving environment as well as its interacting species. The world contains a wide diversity of physical conditions, which creates a variety of environments.
        
        4.L1.1c: In all environments, organisms compete for vital resources. The linked and changing interactions of populations and the environment compose the total ecosystem.
        
        4.L1.1d: The interdependence of organisms in an established ecosystem often results in approximate stability over hundreds and thousands of years. For example, as one population increases, it is held in check by one or more environmental factors or another species
        
        4.L1.1e: Ecosystems, like many other complex systems, tend to show cyclic changes around a state of approximate equilibrium.
        
        4.L1.1f: Every population is linked, directly or indirectly, with many others in an ecosystem. Disruptions in the numbers and types of species and environmental changes can upset ecosystem stability.
        
        4.L1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
        
        4.L1.2a: Important levels of organization for structure and function include organelles, cells, tissues, organs, organ systems, and whole organisms.
        
        4.L1.2b: Humans are complex organisms. They require multiple systems for digestion, respiration, reproduction, circulation, excretion, movement, coordination, and immunity. The systems interact to perform the life functions.
        
        4.L1.2c: The components of the human body, from organ systems to cell organelles, interact to maintain a balanced internal environment. To successfully accomplish this, organisms possess a diversity of control mechanisms that detect deviations and make corrective
        
        4.L1.2d: If there is a disruption in any human system, there may be a corresponding imbalance in homeostasis.
        
        4.L1.2e: The organs and systems of the body help to provide all the cells with their basic needs. The cells of the body are of different kinds and are grouped in ways that enhance how they function together.
        
        4.L1.2f: Cells have particular structures that perform specific jobs. These structures perform the actual work of the cell. Just as systems are coordinated and work together, cell parts must also be coordinated and work together.
        
        4.L1.2g: Each cell is covered by a membrane that performs a number of important functions for the cell. These include: separation from its outside environment, controlling which molecules enter and leave the cell, and recognition of chemical signals. The processes
        
        4.L1.2h: Many organic and inorganic substances dissolved in cells allow necessary chemical reactions to take place in order to maintain life. Large organic food molecules such as proteins and starches must initially be broken down (digested to amino acids and simp
        
        4.L1.2i: Inside the cell a variety of specialized structures, formed from many different molecules, carry out the transport of materials (cytoplasm), extraction of energy from nutrients (mitochondria), protein building (ribosomes), waste disposal (cell membrane),
        
        4.L1.2j: Receptor molecules play an important role in the interactions between cells. Two primary agents of cellular communication are hormones and chemicals produced by nerve cells. If nerve or hormone signals are blocked, cellular communication is disrupted and
        
        4.L1.3: Explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.
        
        4.L1.3a: The structures present in some single-celled organisms act in a manner similar to the tissues and systems found in multicellular organisms, thus enabling them to perform all of the life processes needed to maintain homeostasis.
        
        4.L2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
        
        4.L2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents.
        
        4.L2.1a: Genes are inherited, but their expression can be modified by interactions with the environment.
        
        4.L2.1b: Every organism requires a set of coded instructions for specifying its traits. For offspring to resemble their parents, there must be a reliable way to transfer information from one generation to the next. Heredity is the passage of these instructions fro
        
        4.L2.1c: Hereditary information is contained in genes, located in the chromosomes of each cell. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands
        
        4.L2.1d: In asexually reproducing organisms, all the genes come from a single parent. Asexually produced offspring are normally genetically identical to the parent.
        
        4.L2.1e: In sexually reproducing organisms, the new individual receives half of the genetic information from its mother (via the egg) and half from its father (via the sperm). Sexually produced offspring often resemble, but are not identical to, either of their pa
        
        4.L2.1f: In all organisms, the coded instructions for specifying the characteristics of the organism are carried in DNA, a large molecule formed from subunits arranged in a sequence with bases of four kinds (represented by A, G, C, and T). The chemical and structu
        
        4.L2.1g: Cells store and use coded information. The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires.
        
        4.L2.1h: Genes are segments of DNA molecules. Any alteration of the DNA sequence is a mutation. Usually, an altered gene will be passed on to every cell that develops from it.
        
        4.L2.1i: The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. Protein molecules are long, usually folded chains made from 20 different kinds of amino acids in a specific sequence. This sequence influences the
        
        4.L2.1j: Offspring resemble their parents because they inherit similar genes that code for the production of proteins that form similar structures and perform similar functions.
        
        4.L2.1k: The many body cells in an individual can be very different from one another, even though they are all descended from a single cell and thus have essentially identical genetic instructions. This is because different parts of these instructions are used in
        
        4.L2.2: Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms.
        
        4.L2.2a: For thousands of years new varieties of cultivated plants and domestic animals have resulted from selective breeding for particular traits.
        
        4.L2.2b: In recent years new varieties of farm plants and animals have been engineered by manipulating their genetic instructions to produce new characteristics.
        
        4.L2.2c: Different enzymes can be used to cut, copy, and move segments of DNA. Characteristics produced by the segments of DNA may be expressed when these segments are inserted into new organisms, such as bacteria.
        
        4.L2.2d: Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to every cell that develops from it.
        
        4.L2.2e: Knowledge of genetics is making possible new fields of health care; for example, finding genes which may have mutations that can cause disease will aid in the development of preventive measures to fight disease. Substances, such as hormones and enzymes, f
        
        4.L3: Individual organisms and species change over time.
        
        4.L3.1: Explain the mechanisms and patterns of evolution.
        
        4.L3.1a: The basic theory of biological evolution states that the Earth's present-day species developed from earlier, distinctly different species.
        
        4.L3.1b: New inheritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells.
        
        4.L3.1c: Mutation and the sorting and recombining of genes during meiosis and fertilization result in a great variety of possible gene combinations.
        
        4.L3.1d: Mutations occur as random chance events. Gene mutations can also be caused by such agents as radiation and chemicals. When they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to other b
        
        4.L3.1e: Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life-forms, as well as for the molecular and structural similarities observed among the diverse species of living organisms.
        
        4.L3.1f: Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resource
        
        4.L3.1g: Some characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring, in turn, are more likely than others to survive and reproduce. The proportion of individuals that have advantageous characteristics
        
        4.L3.1h: The variation of organisms within a species increases the likelihood that at least some members of the species will survive under changed environmental conditions.
        
        4.L3.1i: Behaviors have evolved through natural selection. The broad patterns of behavior exhibited by organisms are those that have resulted in greater reproductive success.
        
        4.L3.1j: Billions of years ago, life on Earth is thought by many scientists to have begun as simple, single-celled organisms. About a billion years ago, increasingly complex multi- cellular organisms began to evolve.
        
        4.L3.1k: Evolution does not necessitate long-term progress in some set direction. Evolutionary changes appear to be like the growth of a bush: Some branches survive from the beginning with little or no change, many die out altogether, and others branch repeatedly,
        
        4.L3.1l: Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most o
        
        4.L4: The continuity of life is sustained through reproduction and development.
        
        4.L4.1: Explain how organisms, including humans, reproduce their own kind.
        
        4.L4.1a: Reproduction and development are necessary for the continuation of any species.
        
        4.L4.1b: Some organisms reproduce asexually with all the genetic information coming from one parent. Other organisms reproduce sexually with half the genetic information typically contributed by each parent. Cloning is the production of identical genetic copies.
        
        4.L4.1c: The processes of meiosis and fertilization are key to sexual reproduction in a wide variety of organisms. The process of meiosis results in the production of eggs and sperm which each contain half of the genetic information. During fertilization, gametes
        
        4.L4.1d: The zygote may divide by mitosis and differentiate to form the specialized cells, tissues, and organs of multicellular organisms.
        
        4.L4.1e: Human reproduction and development are influenced by factors such as gene expression, hormones, and the environment. The reproductive cycle in both males and females is regulated by hormones such as testosterone, estrogen, and progesterone.
        
        4.L4.1f: The structures and functions of the human female reproductive system, as in almost all other mammals, are designed to produce gametes in ovaries, allow for internal fertilization, support the internal development of the embryo and fetus in the uterus, and
        
        4.L4.1g: The structures and functions of the human male reproductive system, as in other mammals, are designed to produce gametes in testes and make possible the delivery of these gametes for fertilization.
        
        4.L4.1h: In humans, the embryonic development of essential organs occurs in early stages of pregnancy. The embryo may encounter risks from faults in its genes and from its mother's exposure to environmental factors such as inadequate diet, use of alcohol/drugs/tob
        
        4.L5: Organisms maintain a dynamic equilibrium that sustains life.
        
        4.L5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.
        
        4.L5.1a: The energy for life comes primarily from the Sun. Photosynthesis provides a vital connection between the Sun and the energy needs of living systems.
        
        4.L5.1b: Plant cells and some one-celled organisms contain chloroplasts, the site of photosynthesis. The process of photosynthesis uses solar energy to combine the inorganic molecules carbon dioxide and water into energy-rich organic compounds (e.g., glucose) and
        
        4.L5.1c: In all organisms, organic compounds can be used to assemble other molecules such as proteins, DNA, starch, and fats. The chemical energy stored in bonds can be used as a source of energy for life processes.
        
        4.L5.1d: In all organisms, the energy stored in organic molecules may be released during cellular respiration. This energy is temporarily stored in ATP molecules. In many organisms, the process of cellular respiration is concluded in mitochondria, in which ATP is
        
        4.L5.1e: The energy from ATP is used by the organism to obtain, transform, and transport materials, and to eliminate wastes.
        
        4.L5.1f: Biochemical processes, both breakdown and synthesis, are made possible by a large set of biological catalysts called enzymes. Enzymes can affect the rates of chemical change. The rate at which enzymes work can be influenced by internal environmental facto
        
        4.L5.1g: Enzymes and other molecules, such as hormones, receptor molecules, and antibodies, have specific shapes that influence both how they function and how they interact with other molecules.
        
        4.L5.2: Explain disease as a failure of homeostasis.
        
        4.L5.2a: Homeostasis in an organism is constantly threatened. Failure to respond effectively can result in disease or death.
        
        4.L5.2b: Viruses, bacteria, fungi, and other parasites may infect plants and animals and interfere with normal life functions.
        
        4.L5.2c: The immune system protects against antigens associated with pathogenic organisms or foreign substances and some cancer cells.
        
        4.L5.2d: Some white blood cells engulf invaders. Others produce antibodies that attack them or mark them for killing. Some specialized white blood cells will remain, able to fight off subsequent invaders of the same kind.
        
        4.L5.2e: Vaccinations use weakened microbes (or parts of them) to stimulate the immune system to react. This reaction prepares the body to fight subsequent invasions by the same microbes.
        
        4.L5.2f: Some viral diseases, such as AIDS, damage the immune system, leaving the body unable to deal with multiple infectious agents and cancerous cells.
        
        4.L5.2g: Some allergic reactions are caused by the body's immune responses to usually harmless environmental substances. Sometimes the immune system may attack some of the body's own cells or transplanted organs.
        
        4.L5.2h: Disease may also be caused by inheritance, toxic substances, poor nutrition, organ malfunction, and some personal behavior. Some effects show up right away; others may not show up for many years.
        
        4.L5.2i: Gene mutations in a cell can result in uncontrolled cell division, called cancer. Exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.
        
        4.L5.2j: Biological research generates knowledge used to design ways of diagnosing, preventing, treating, controlling, or curing diseases of plants and animals.
        
        4.L5.3: Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organisms.
        
        4.L5.3a: Dynamic equilibrium results from detection of and response to stimuli. Organisms detect and respond to change in a variety of ways both at the cellular level and at the organismal level.
        
        4.L5.3b: Feedback mechanisms have evolved that maintain homeostasis. Examples include the changes in heart rate or respiratory rate in response to increased activity in muscle cells, the maintenance of blood sugar levels by insulin from the pancreas, and the chang
        
        4.L6: Plants and animals depend on each other and their physical environment.
        
        4.L6.1: Explain factors that limit growth of individuals and populations.
        
        4.L6.1a: Energy flows through ecosystems in one direction, typically from the Sun, through photosynthetic organisms including green plants and algae, to herbivores to carnivores and decomposers.
        
        4.L6.1b: The atoms and molecules on the Earth cycle among the living and nonliving components of the biosphere. For example, carbon dioxide and water molecules used in photosynthesis to form energy-rich organic compounds are returned to the environment when the en
        
        4.L6.1c: The chemical elements, such as carbon, hydrogen, nitrogen, and oxygen, that make up the molecules of living things pass through food webs and are combined and recombined in different ways. At each link in a food web, some energy is stored in newly made st
        
        4.L6.1d: The number of organisms any habitat can support (carrying capacity) is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle the residue of dead organisms through the activities of bacteria and fungi.
        
        4.L6.1e: In any particular environment, the growth and survival of organisms depend on the physical conditions including light intensity, temperature range, mineral availability, soil/rock type, and relative acidity (pH).
        
        4.L6.1f: Living organisms have the capacity to produce populations of unlimited size, but environments and resources are finite. This has profound effects on the interactions among organisms.
        
        4.L6.1g: Relationships between organisms may be negative, neutral, or positive. Some organisms may interact with one another in several ways. They may be in a producer/consumer, predator/prey, or parasite/host relationship; or one organism may cause disease in, sc
        
        4.L6.2: Explain the importance of preserving diversity of species and habitats.
        
        4.L6.2a: As a result of evolutionary processes, there is a diversity of organisms and roles in ecosystems. This diversity of species increases the chance that at least some will survive in the face of large environmental changes. Biodiversity increases the stabili
        
        4.L6.2b: Biodiversity also ensures the availability of a rich variety of genetic material that may lead to future agricultural or medical discoveries with significant value to humankind. As diversity is lost, potential sources of these materials may be lost with i
        
        4.L6.3: Explain how the living and nonliving environments change over time and respond to disturbances.
        
        4.L6.3a: The interrelationships and interdependencies of organisms affect the development of stable ecosystems.
        
        4.L6.3b: Through ecological succession, all ecosystems progress through a sequence of changes during which one ecological community modifies the environment, making it more suitable for another community. These long-term gradual changes result in the community rea
        
        4.L6.3c: A stable ecosystem can be altered, either rapidly or slowly, through the activities of organisms (including humans), or through climatic changes or natural disasters. The altered ecosystem can usually recover through gradual changes back to a point of lon
        
        4.L7: Human decisions and activities have had a profound impact on the physical and living environment.
        
        4.L7.1: Describe the range of interrelationships of humans with the living and nonliving environment.
        
        4.L7.1a: The Earth has finite resources; increasing human consumption of resources places stress on the natural processes that renew some resources and deplete those resources that cannot be renewed.
        
        4.L7.1b: Natural ecosystems provide an array of basic processes that affect humans. Those processes include but are not limited to: maintenance of the quality of the atmosphere, generation of soils, control of the water cycle, removal of wastes, energy flow, and r
        
        4.L7.1c: Human beings are part of the Earth's ecosystems. Human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems. Humans modify ecosystems as a result of population growth, consumption, and technology. Human destruction of habitat
        
        4.L7.2: Explain the impact of technological development and growth in the human population on the living and nonliving environment.
        
        4.L7.2a: Human activities that degrade ecosystems result in a loss of diversity of the living and nonliving environment. For example, the influence of humans on other organisms occurs through land use and pollution. Land use decreases the space and resources avail
        
        4.L7.2b: When humans alter ecosystems either by adding or removing specific organisms, serious consequences may result. For example, planting large expanses of one crop reduces the biodiversity of the area.
        
        4.L7.2c: Industrialization brings an increased demand for and use of energy and other resources including fossil and nuclear fuels. This usage can have positive and negative effects on humans and ecosystems.
        
        4.L7.3: Explain how individual choices and societal actions can contribute to improving the environment.
        
        4.L7.3a: Societies must decide on proposals which involve the introduction of new technologies. Individuals need to make decisions which will assess risks, costs, benefits, and trade-offs.
        
        4.L7.3b: The decisions of one generation both provide and limit the range of possibilities open to the next generation.
      - Physics
        
        1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
        
        Engineering Design
        
        1.T1: Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints) which is used to develop technological solutions to problems within given constraints. (Note: The design process could appl
        
        1.T1.1: Students engage in the following steps of a design process:
        
        1.T1.1a: initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation
        
        1.T1.1b: identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem
        
        1.T1.1c: generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes, using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly document
        
        1.T1.1d: develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship
        
        1.T1.1e: devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Use a variety of creative verbal and graphic techniques
        
        Mathematical Analysis
        
        1.M1: Abstraction and symbolic representation are used to communicate mathematically.
        
        1.M1.1: Use algebraic and geometric representations to describe and compare data.
        
        1.M1.1a: use scaled diagrams to represent and manipulate vector quantities
        
        1.M1.1b: represent physical quantities in graphical form solutions
        
        1.M1.1c: construct graphs of real-world data (scatter plots, line or curve of best fit)
        
        1.M1.1d: manipulate equations to solve for unknowns
        
        1.M1.1e: use dimensional analysis to confirm algebraic
        
        1.M2: Deductive and inductive reasoning are used to reach mathematical conclusions.
        
        1.M2.1: Use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.
        
        1.M2.1a: interpret graphs to determine the mathematical relationship between the variables
        
        1.M3: Critical thinking skills are used in the solution of mathematical problems.
        
        1.M3.1: Apply algebraic and geometric concepts and skills to the solution of problems.
        
        1.M3.1a: explain the physical relevance of properties of a graphical representation of real-world data, e.g., slope, intercepts, area under the curve
        
        Scientific Inquiry
        
        1.S1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
        
        1.S1.1: develop extended visual models and mathematical formulations to represent an understanding of natural phenomena
        
        1.S1.2: clarify ideas through reasoning, research, and discussion
        
        1.S2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
        
        1.S2.1: Devise ways of making observations to test proposed explanations.
        
        1.S2.1a: design an experiment to investigate the relationship between physical phenomena
        
        1.S2.2: Refine research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.
        
        1.S2.3: Develop and present proposals including formal hypotheses to test explanations; i.e., predict what should be observed under specific conditions if the explanation is true.
        
        1.S2.4: Carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary. (Note: This could apply to many activities from simple investigations to long-ter
        
        1.S3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.
        
        1.S3.1: Use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, and equations) and insightfully interpret the organized data.
        
        1.S3.1a: use appropriate methods to present scientific information (e.g., lab reports, posters, research papers, or multimedia presentations)
        
        1.S3.1b: identify possible sources of error in data collection and explain their effects on experimental results
        
        1.S3.2: Apply statistical analysis techniques when appropriate to test if chance alone explains the result.
        
        1.S3.2a: examine collected data to evaluate the reliability of experimental results, including percent error, range, standard deviation, line of best fit, and the use of the correct number of significant digits
        
        1.S3.3: Assess correspondence between the predicted result contained in the hypothesis and the actual result, and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.
        
        1.S3.4: Based on the results of the test and through public discussion, revise the explanation and contemplate additional research. (Note: Public discussion may include lab partners, lab groups, classes, etc.)
        
        2: Students will access, generate, process, and transfer information, using appropriate technologies.
        
        Information Systems
        
        2.1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.
        
        2.1.1: Understand and use the more advanced features of word processing, spreadsheets, and database software.
        
        2.1.2: Prepare multimedia presentations demonstrating a clear sense of audience and purpose. (Note: Multimedia may include posters, slides, images, presentation software, etc.)
        
        2.1.2a: extend knowledge of physical phenomena through independent investigation, e.g., literature review, electronic resources, library research
        
        2.1.2b: use appropriate technology to gather experimental data, develop models, and present results
        
        2.1.3: Access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.
        
        2.1.3a: use knowledge of physics to evaluate articles in the popular press on contemporary scientific topics
        
        2.1.4: Utilize electronic networks to share information.
        
        2.1.5: Model solutions to a range of problems in mathematics, science, and technology, using computer simulation software.
        
        2.1.5a: use software to model and extend classroom and laboratory experiences, recognizing the differences between the model used for understanding and real-world behavior
        
        2.2: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.
        
        2.3: Information technology can have positive and negative impacts on society, depending upon how it is used.
        
        4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
        
        The Physical Setting
        
        4.P4: Energy exists in many forms, and when these forms change energy is conserved.
        
        4.P4.1: Students can observe and describe transmission of various forms of energy.
        
        4.P4.1a: All energy transfers are governed by the law of conservation of energy.
        
        4.P4.1b: Energy may be converted among mechanical, electromagnetic, nuclear, and thermal forms.
        
        4.P4.1c: Potential energy is the energy an object possesses by virtue of its position or condition. Types of potential energy include gravitational and elastic.
        
        4.P4.1d: Kinetic energy is the energy an object possesses by virtue of its motion.
        
        4.P4.1e: In an ideal mechanical system, the sum of the macroscopic kinetic and potential energies (mechanical energy) is constant.
        
        4.P4.1f: In a nonideal mechanical system, as mechanical energy decreases there is a corresponding increase in other energies such as internal energy.
        
        4.P4.1g: When work is done on or by a system, there is a change in the total energy of the system.
        
        4.P4.1h: Work done against friction results in an increase in the internal energy of the system.
        
        4.P4.1i: Power is the time-rate at which work is done or energy is expended.
        
        4.P4.1j: Energy may be stored in electric or magnetic fields. This energy may be transferred through conductors or space and may be converted to other forms of energy.
        
        4.P4.1k: Moving electric charges produce magnetic fields. The relative motion between a conductor and a magnetic field may produce a potential difference in the conductor.
        
        4.P4.1l: All materials display a range of conductivity. At constant temperature, common metallic conductors obey Ohm's Law.
        
        4.P4.1m: The factors affecting resistance in a conductor are length, cross-sectional area, temperature, and resistivity.
        
        4.P4.1n: A circuit is a closed path in which a current can exist. (Note: Use conventional current.)
        
        4.P4.1o: Circuit components may be connected in series or in parallel. Schematic dia-grams are used to represent circuits and circuit elements.
        
        4.P4.1p: Electrical power and energy can be determined for electric circuits.
        
        4.P4.3: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.
        
        4.P4.3a: An oscillating system produces waves. The nature of the system determines the type of wave produced.
        
        4.P4.3b: Waves carry energy and information without transferring mass. This energy may be carried by pulses or periodic waves.
        
        4.P4.3c: The model of a wave incorporates the characteristics of amplitude, wavelength, frequency, period, wave speed, and phase.
        
        4.P4.3d: Mechanical waves require a material medium through which to travel.
        
        4.P4.3e: Waves are categorized by the direction in which particles in a medium vibrate about an equilibrium position relative to the direction of propagation of the wave, such as transverse and longitudinal waves.
        
        4.P4.3f: Resonance occurs when energy is transferred to a system at its natural frequency.
        
        4.P4.3g: Electromagnetic radiation exhibits wave characteristics. Electromagnetic waves can propagate through a vacuum.
        
        4.P4.3h: When a wave strikes a boundary between two media, reflection, transmission, and absorption occur. A transmitted wave may be refracted.
        
        4.P4.3i: When a wave moves from one medium into another, the wave may refract due to a change in speed. The angle of refraction (measured with respect to the normal) depends on the angle of incidence and the properties of the media (indices of refraction).
        
        4.P4.3j: The absolute index of refraction is inversely proportional to the speed of a wave.
        
        4.P4.3k: All frequencies of electromagnetic radiation travel at the same speed in a vacuum.
        
        4.P4.3l: Diffraction occurs when waves pass by obstacles or through openings. The wave-length of the incident wave and the size of the obstacle or opening affect how the wave spreads out.
        
        4.P4.3m: When waves of a similar nature meet, the resulting interference may be explained using the principle of superposition. Standing waves are a special case of interference.
        
        4.P4.3n: When a wave source and an observer are in relative motion, the observed frequency of the waves traveling between them is shifted (Doppler effect).
        
        4.P5: Energy and matter interact through forces that result in changes in motion.
        
        4.P5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).
        
        4.P5.1a: Measured quantities can be classified as either vector or scalar.
        
        4.P5.1b: A vector may be resolved into perpendicular components.
        
        4.P5.1c: The resultant of two or more vectors, acting at any angle, is determined by vector addition.
        
        4.P5.1d: An object in linear motion may travel with a constant velocity or with acceleration. (Note: Testing of acceleration will be limited to cases in which acceleration is constant.)
        
        4.P5.1e: An object in free fall accelerates due to the force of gravity. Friction and other forces cause the actual motion of a falling object to deviate from its theoretical motion. (Note: Initial velocities of objects in free fall may be in any direction.)
        
        4.P5.1f: The path of a projectile is the result of the simultaneous effect of the horizontal and vertical components of its motion; these components act independently.
        
        4.P5.1g: A projectile's time of flight is dependent upon the vertical component of its motion.
        
        4.P5.1h: The horizontal displacement of a projectile is dependent upon the horizontal component of its motion and its time of flight.
        
        4.P5.1i: According to Newton's First Law, the inertia of an object is directly proportional to its mass. An object remains at rest or moves with constant velocity, unless acted upon by an unbalanced force.
        
        4.P5.1j: When the net force on a system is zero, the system is in equilibrium.
        
        4.P5.1k: According to Newton's Second Law, an unbalanced force causes a mass to accelerate.
        
        4.P5.1l: Weight is the gravitational force with which a planet attracts a mass. The mass of an object is independent of the gravitational field in which it is located.
        
        4.P5.1m: The elongation or compression of a spring depends upon the nature of the spring (its spring constant) and the magnitude of the applied force.
        
        4.P5.1n: Centripetal force is the net force which produces centripetal acceleration. In uniform circular motion, the centripetal force is perpendicular to the tangential velocity.
        
        4.P5.1o: Kinetic friction is a force that opposes motion.
        
        4.P5.1p: The impulse imparted to an object causes a change in its momentum.
        
        4.P5.1q: According to Newton's Third Law, forces occur in action/ reaction pairs. When one object exerts a force on a second, the second exerts a force on the first that is equal in magnitude and opposite in direction.
        
        4.P5.1r: Momentum is conserved in a closed system. (Note: Testing will be limited to momentum in one dimension.)
        
        4.P5.1s: Field strength and direction are determined using a suitable test particle. (Notes: 1) Calculations are limited to electrostatic and gravitational fields. 2) The gravitational field near the surface of Earth and the electrical field between two oppositely
        
        4.P5.1t: Gravitational forces are only attractive, whereas electrical and magnetic forces can be attractive or repulsive.
        
        4.P5.1u: The inverse square law applies to electrical and gravitational fields produced by point sources.
        
        4.P5.3: Students can compare energy relationships within an atom's nucleus to those outside the nucleus. Major Understandings:
        
        4.P5.3a: States of matter and energy are restricted to discrete values (quantized).
        
        4.P5.3b: Charge is quantized on two levels. On the atomic level, charge is restricted to multiples of the elementary charge (charge on the electron or proton). On the subnuclear level, charge appears as fractional values of the elementary charge (quarks).
        
        4.P5.3c: On the atomic level, energy is emitted or absorbed in discrete packets called photons.
        
        4.P5.3d: The energy of a photon is proportional to its frequency.
        
        4.P5.3e: On the atomic level, energy and matter exhibit the characteristics of both waves and particles.
        
        4.P5.3f: Among other things, mass-energy and charge are conserved at all levels (from sub-nuclear to cosmic).
        
        4.P5.3g: The Standard Model of Particle Physics has evolved from previous attempts to explain the nature of the atom and states that:
        
        4.P5.3g.1: atomic particles are composed of subnuclear particles
        
        4.P5.3g.2: the nucleus is a conglomeration of quarks which manifest themselves as protons and neutrons
        
        4.P5.3g.3: each elementary particle has a corresponding antiparticle
        
        4.P5.3h: Behaviors and characteristics of matter, from the microscopic to the cosmic levels, are manifestations of its atomic structure. The macroscopic characteristics of matter, such as electrical and optical properties, are the result of microscopic interaction
        
        4.P5.3i: The total of the fundamental interactions is responsible for the appearance and behavior of the objects in the universe.
        
        4.P5.3j: The fundamental source of all energy in the universe is the conversion of mass into energy.
        
        6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
        
        Equilibrium and Stability
        
        6.4: Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
        
        6.4.1: Describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.
        
        6.4.2: Cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.
        
        Magnitude and Scale
        
        6.3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.
        
        6.3.1: Describe the effects of changes in scale on the functioning of physical, biological, or designed systems.
        
        6.3.2: Extend their use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.
        
        6.3.2a: estimate quantitative results, using orders of magnitude
        
        6.3.2b: simplify calculations by using scientific notation
        
        Models
        
        6.2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
        
        6.2.1: Revise a model to create a more complete or improved representation of the system.
        
        6.2.2: Collect information about the behavior of a system and use modeling tools to represent the operation of the system.
        
        6.2.2a: use observations of the behavior of a system to develop a model
        
        6.2.3: Find and use mathematical models that behave in the same manner as the processes under investigation.
        
        6.2.3a: represent the behavior of real-world systems, using physical and mathematical models
        
        6.2.4: Compare predictions to actual observations, using test models.
        
        6.2.4a: validate or reject a model based on collated experimental data
        
        6.2.4b: predict the behavior of a system, using a model
        
        Optimization
        
        6.6: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.
        
        6.6.1: determine optimal solutions to problems that can be solved using quantitative methods
        
        Patterns of Change
        
        6.5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.
        
        6.5.1: Use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions.
        
        6.5.1a: predict the behavior of physical systems, using mathematical models such as graphs and equations
        
        6.5.2: Search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.
        
        6.5.2a: deduce patterns from the organization and presentation of data
        
        6.5.2b: identify and develop models, using patterns in data
        
        Systems Thinking
        
        6.1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
        
        6.1.1: Define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.
        
        7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
        
        Connections
        
        7.1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/ technology/society, consumer decision making, design, and inquiry into phenom
        
        7.1.1: address real-world problems, using scientific methodology
        
        Strategies
        
        7.2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathemati
        
        7.2.1: collect, analyze, interpret, and present data, using appropriate tools
        
        7.2.2: If students participate in an extended, culminating mathematics, science, and technology project, then students should:
        
        7.2.2a: work effectively
        
        7.2.2b: gather and process information
        
        7.2.2c: generate and analyze ideas
        
        7.2.2d: observe common themes
        
        7.2.2e: realize ideas
        
        7.2.2f: present results
    - Commencement Process Skills
      - 4.C: Chemistry
        
        4.C.3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
        
        4.C.3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
        
        4.C.3.1.i: use models to describe the structure of an atom
        
        4.C.3.1.ii: relate experimental evidence (given in the introduction of Key Idea 3) to models of the atom
        
        4.C.3.1.iii: determine the number of protons or electrons in an atom or ion when given one of these values
        
        4.C.3.1.iv: calculate the mass of an atom, the number of neutrons or the number of protons, given the other two values
        
        4.C.3.1.ix: determine decay mode and write nuclear equations showing alpha and beta decay
        
        4.C.3.1.v: distinguish between ground state and excited state electron configurations, e.g., 2-8-2 vs. 2-7-3
        
        4.C.3.1.vi: identify an element by comparing its bright-line spectrum to given spectra
        
        4.C.3.1.vii: distinguish between valence and non-valence electrons, given an electron configuration, e.g., 2-8-2
        
        4.C.3.1.viii: draw a Lewis electron-dot structure of an atom
        
        4.C.3.1.x: interpret and write isotopic notation
        
        4.C.3.1.xi: given an atomic mass, determine the most abundant isotope
        
        4.C.3.1.xii: calculate the atomic mass of an element, given the masses and ratios of naturally occurring isotopes
        
        4.C.3.1.xiii: classify elements as metals, nonmetals, metalloids, or noble gases by their properties
        
        4.C.3.1.xiv: compare and contrast properties of elements within a group or a period for Groups 1, 2, 13-18 on the Periodic Table
        
        4.C.3.1.xix: distinguish among ionic, molecular, and metallic substances, given their properties
        
        4.C.3.1.xv: determine the group of an element, given the chemical formula of a compound, e.g., XCl or XCl2
        
        4.C.3.1.xvi: explain the placement of an unknown element on the Periodic Table based on its properties
        
        4.C.3.1.xvii: classify an organic compound based on its structural or condensed structural formula (i.e., CH3COOH or -C-C-OH)
        
        4.C.3.1.xviii: describe the states of the elements at STP
        
        4.C.3.1.xx: draw a structural formula with the functional group(s) on a straight chain hydrocarbon backbone, when given the IUPAC name for the compound
        
        4.C.3.1.xxi: draw structural formulas for alkanes, alkenes, and alkynes containing a maximum of ten carbon atoms
        
        4.C.3.1.xxii: use a simple particle model to differentiate among properties of solids, liquids, and gases
        
        4.C.3.1.xxiii: compare the entropy of phases of matter
        
        4.C.3.1.xxiv: describe the processes and uses of filtration, distillation, and chromatography in the separation of a mixture
        
        4.C.3.1.xxix: calculate solution concentration in molarity (M), percent mass, and parts per million (ppm)
        
        4.C.3.1.xxv: interpret and construct solubility curves
        
        4.C.3.1.xxvi: apply the adage "like dissolves like" to real-world situations
        
        4.C.3.1.xxvii: interpret solution concentration data
        
        4.C.3.1.xxviii: use solubility curves to distinguish among saturated, supersaturated, and unsaturated solutions
        
        4.C.3.1.xxx: describe the preparation of a solution, given the molarity
        
        4.C.3.1.xxxi: given properties, identify substances as Arrhenius acids or Arrhenius bases
        
        4.C.3.1.xxxii: identify solutions as acid, base, or neutral based upon the pH
        
        4.C.3.1.xxxiii: interpret changes in acid-base indicator color
        
        4.C.3.1.xxxiv: write simple neutralization reactions when given the reactants
        
        4.C.3.1.xxxv: calculate the concentration or volume of a solution, using titration data
        
        4.C.3.1.xxxvi: use particle models/diagrams to differentiate among elements, compounds, and mixtures
        
        4.C.3.2: Use atomic and molecular models to explain common chemical reactions.
        
        4.C.3.2.i: distinguish between chemical and physical changes
        
        4.C.3.2.ii: identify types of chemical reactions
        
        4.C.3.2.iii: determine a missing reactant or product in a balanced equation
        
        4.C.3.2.iv: identify organic reactions
        
        4.C.3.2.ix: compare and contrast voltaic and electrolytic cells
        
        4.C.3.2.v: balance equations, given the formulas of reactants and products
        
        4.C.3.2.vi: write and balance half-reactions for oxidation and reduction of free elements and their monatomic ions
        
        4.C.3.2.vii: identify and label the parts of a voltaic cell (cathode, anode, salt bridge) and direction of electron flow, given the reaction equation
        
        4.C.3.2.viii: identify and label the parts of an electrolytic cell (cathode, anode) and direction of electron flow, given the reaction equation
        
        4.C.3.2.x: use an activity series to determine whether a redox reaction is spontaneous
        
        4.C.3.3: Apply the principle of conservation of mass to chemical reactions.
        
        4.C.3.3.i: balance equations, given the formulas for reactants and products
        
        4.C.3.3.ii: interpret balanced chemical equations in terms of conservation of matter and energy
        
        4.C.3.3.iii: create and use models of particles to demonstrate balanced equations
        
        4.C.3.3.iv: calculate simple mole-mole stoichiometry problems, given a balanced equation
        
        4.C.3.3.ix: determine the number of moles of a substance, given its mass
        
        4.C.3.3.v: determine the empirical formula from a molecular formula
        
        4.C.3.3.vi: determine the mass of a given number of moles of a substance
        
        4.C.3.3.vii: determine the molecular formula, given the empirical formula and the molecular mass
        
        4.C.3.3.viii: calculate the formula mass and gram-formula mass
        
        4.C.3.4: Use kinetic molecular theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
        
        4.C.3.4.i: explain the gas laws in terms of KMT
        
        4.C.3.4.ii: solve problems, using the combined gas laws
        
        4.C.3.4.iii: convert temperatures in Celsius degrees (oC) to kelvins (K), and kelvins to Celsius degrees
        
        4.C.3.4.iv: describe the concentration of particles and rates of opposing reactions in an equilibrium system
        
        4.C.3.4.v: qualitatively describe the effect of stress on equilibrium, using LeChatelier's principle
        
        4.C.3.4.vi: use collision theory to explain how various factors, such as temperature, surface area, and concentration, influence the rate of reaction
        
        4.C.3.4.vii: identify examples of physical equilibria as solution equilibrium and phase equilibrium, including the concept that a saturated solution is at equilibrium
        
        4.C.4: Energy exists in many forms, and when these forms change, energy is conserved.
        
        4.C.4.1: Observe and describe transmission of various forms of energy.
        
        4.C.4.1.i: distinguish between endothermic and exothermic reactions, using energy terms in a reaction equation, delta H, potential energy diagrams, or experimental data
        
        4.C.4.1.ii: read and interpret potential energy diagrams: PE reactants, PE products, activation energy (with or without a catalyst), heat of reaction
        
        4.C.4.2: Explain heat in terms of kinetic molecular theory.
        
        4.C.4.2.i: distinguish between heat energy and temperature in terms of molecular motion and amount of matter
        
        4.C.4.2.ii: explain phase change in terms of the changes in energy and intermolecular distances
        
        4.C.4.2.iii: qualitatively interpret heating and cooling curves in terms of changes in kinetic and potential energy, heat of vaporization, heat of fusion, and phase changes
        
        4.C.4.2.iv: calculate the heat involved in a phase or temperature change for a given sample of matter
        
        4.C.4.4: Explain the benefits and risks of radioactivity.
        
        4.C.4.4.i: calculate the initial amount, the fraction remaining, or the halflife of a radioactive isotope, given two of the three variables
        
        4.C.4.4.ii: compare and contrast fission and fusion reactions
        
        4.C.4.4.iii: complete nuclear equations; predict missing particles from nuclear equations
        
        4.C.4.4.iv: identify specific uses of some common radioisotopes, such as I-131 in diagnosing and treating thyroid disorders, C-14 to C-12 ratio in dating once-living organisms, U-238 to Pb-206 ratio in dating geological formations, and Co-60 in treating cancer
        
        4.C.5: Energy and matter interact through forces that result in changes in motion.
        
        4.C.5.2: Students will explain chemical bonding in terms of the behavior of electrons.
        
        4.C.5.2.i: demonstrate bonding concepts, using Lewis dot structures representing valence electrons:
        
        4.C.5.2.i.a: transferred (ionic bonding)
        
        4.C.5.2.i.b: shared (covalent bonding)
        
        4.C.5.2.i.c: in a stable octet
        
        4.C.5.2.ii: compare the physical properties of substances based on chemical bonds and intermolecular forces, e.g., conductivity, malleability, solubility, hardness, melting point, and boiling point
        
        4.C.5.2.iii: explain vapor pressure, evaporation rate, and phase changes in terms of intermolecular forces
        
        4.C.5.2.iv: determine the noble gas configuration an atom will achieve by bonding
        
        4.C.5.2.v: distinguish between nonpolar covalent bonds (two of the same nonmetals) and polar covalent bonds
      - 4.L: The Living Environment
        
        4.L.1: Follows safety rules in the laboratory
        
        4.L.10: States an appropriate hypothesis
        
        4.L.11: Differentiates between independent and dependent variables
        
        4.L.12: Identifies the control group and/or controlled variables
        
        4.L.13: Collects, organizes, and analyzes data, using a computer and/or other laboratory equipment
        
        4.L.14: Organizes data through the use of data tables and graphs
        
        4.L.15: Analyzes results from observations/expressed data
        
        4.L.16: Formulates an appropriate conclusion or generalization from the results of an experiment
        
        4.L.17: Recognizes assumptions and limitations of the experiment
        
        4.L.2: Selects and uses correct instruments
        
        4.L.2.a: Uses graduated cylinders to measure volume
        
        4.L.2.b: Uses metric ruler to measure length
        
        4.L.2.c: Uses thermometer to measure temperature
        
        4.L.2.d: Uses triple-beam or electronic balance to measure mass
        
        4.L.3: Uses a compound microscope/stereoscope effectively to see specimens clearly, using different magnifications
        
        4.L.3.a: Identifies and compares parts of a variety of cells
        
        4.L.3.b: Compares relative sizes of cells and organelles
        
        4.L.3.c: Prepares wet-mount slides and uses appropriate staining techniques
        
        4.L.4: Designs and uses dichotomous keys to identify specimens
        
        4.L.5: Makes observations of biological processes
        
        4.L.6: Dissects plant and/or animal specimens to expose and identify internal structures
        
        4.L.7: Follows directions to correctly use and interpret chemical indicators
        
        4.L.8: Uses chromatography and/or electrophoresis to separate molecules
        
        4.L.9: Designs and carries out a controlled, scientific experiment based on biological processes
      - 4.P: Physics
        
        4.P.4: Energy exists in many forms, and when these forms change energy is conserved.
        
        4.P.4.1: Observe and describe transmission of various forms of energy.
        
        4.P.4.1.i: describe and explain the exchange among potential energy, kinetic energy, and internal energy for simple mechanical systems, such as a pendulum, a roller coaster, a spring, a freely falling object
        
        4.P.4.1.ii: predict velocities, heights, and spring compressions based on energy conservation
        
        4.P.4.1.iii: determine the energy stored in a spring
        
        4.P.4.1.iv: determine the factors that affect the period of a pendulum
        
        4.P.4.1.ix: use measurements to determine the resistance of a circuit element
        
        4.P.4.1.v: observe and explain energy conversions in real-world situations
        
        4.P.4.1.vi: recognize and describe conversions among different forms of energy in real or hypothetical devices such as a motor, a generator, a photocell, a battery
        
        4.P.4.1.vii: compare the power developed when the same work is done at different rates
        
        4.P.4.1.viii: measure current and voltage in a circuit
        
        4.P.4.1.x: interpret graphs of voltage versus current
        
        4.P.4.1.xi: measure and compare the resistance of conductors of various lengths and cross-sectional areas
        
        4.P.4.1.xii: construct simple series and parallel circuits
        
        4.P.4.1.xiii: draw and interpret circuit diagrams which include voltmeters and ammeters
        
        4.P.4.1.xiv: predict the behavior of lightbulbs in series and parallel circuits
        
        4.P.4.1.xv: map the magnetic field of a permanent magnet, indicating the direction of the field between the N (north-seeking) and S (south-seeking) poles
        
        4.P.4.3: Explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.
        
        4.P.4.3.i: compare the characteristics of two transverse waves such as amplitude, frequency, wavelength, speed, period, and phase
        
        4.P.4.3.ii: draw wave forms with various characteristics
        
        4.P.4.3.iii: identify nodes and antinodes in standing waves
        
        4.P.4.3.iv: differentiate between transverse and longitudinal waves
        
        4.P.4.3.ix: determine empirically the index of refraction of a transparent medium
        
        4.P.4.3.v: determine the speed of sound in air
        
        4.P.4.3.vi: predict the superposition of two waves interfering constructively and destructively (indicating nodes, antinodes, and standing waves)
        
        4.P.4.3.vii: observe, sketch, and interpret the behavior of wave fronts as they reflect, refract, and diffract
        
        4.P.4.3.viii: draw ray diagrams to represent the reflection and refraction of waves
        
        4.P.5: Energy and matter interact through forces that result in changes in motion.
        
        4.P.5.1: Explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion, velocity and acceleration, momentum and inertia).
        
        4.P.5.1.i: construct and interpret graphs of position, velocity, or acceleration versus time
        
        4.P.5.1.ii: determine and interpret slopes and areas of motion graphs
        
        4.P.5.1.iii: determine the acceleration due to gravity near the surface of Earth
        
        4.P.5.1.iv: determine the resultant of two or more vectors graphically or algebraically
        
        4.P.5.1.ix: verify Newton's Second Law for linear motion
        
        4.P.5.1.v: draw scaled force diagrams using a ruler and a protractor
        
        4.P.5.1.vi: resolve a vector into perpendicular components both graphically and algebraically
        
        4.P.5.1.vii: sketch the theoretical path of a projectile
        
        4.P.5.1.viii: use vector diagrams to analyze mechanical systems (equilibrium and nonequilibrium)
        
        4.P.5.1.x: determine the coefficient of friction for two surfaces
        
        4.P.5.1.xi: verify Newton's Second Law for uniform circular motion
        
        4.P.5.1.xii: verify conservation of momentum
        
        4.P.5.1.xiii: determine a spring constant
        
        4.P.5.3: Compare energy relationships within an atom's nucleus to those outside the nucleus.
        
        4.P.5.3.i: interpret energy-level diagrams
        
        4.P.5.3.ii: correlate spectral lines with an energy-level diagram
    - Elementary
      - 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
        
        Engineering Design
        
        1.T1: Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints.
        
        1.T1.1: Describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved.
        
        1.T1.1a: Identify a simple/ common object which might be improved and state the purpose of the improvement
        
        1.T1.1b: Identify features of an object that help or hinder the performance of the object
        
        1.T1.1c: Suggest ways the object can be made differently, fixed, or improved within given constraints
        
        1.T1.2: Investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members.
        
        1.T1.2a: Identify appropriate questions to ask about the design of an object
        
        1.T1.2b: Identify the appropriate resources to use to find out about the design of an object
        
        1.T1.2c: Describe prior designs of the object
        
        1.T1.3: Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and deter- mine the best solution; and explain reasons for the choices.
        
        1.T1 3a: List possible solutions, applying age-appropriate math and science skills
        
        1.T1.3b: Develop and apply criteria to evaluate possible solutions
        
        1.T1.3c: Select a solution consistent with given constraints and explain why it was chosen
        
        1.T1.4: Plan and build, under supervision, a model of the solution, using familiar materials, processes, and hand tools.
        
        1.T1.4a: Create a grade-appropriate graphic or plan listing all materials needed, showing sizes of parts, indicating how things will fit together, and detailing steps for assembly
        
        1.T1.4b: Build a model of the object, modifying the plan as necessary
        
        1.T1.5: Discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make t
        
        1.T1.5a: Determine a way to test the finished solution or model
        
        1.T1.5b: Perform the test and record the results, numerically and/ or graphically
        
        1.T1.5c: Analyze results and suggest how to improve the solution or model, using oral, graphic, or written formats
        
        Mathematical Analysis
        
        1.M1: Abstraction and symbolic representation are used to communicate mathematically.
        
        1.M1.1: Use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to their immediate environment.
        
        1.M1.1a: Use plus, minus, greater than, less than, equal to, multiplication, and division signs
        
        1.M1.1b: Select the appropriate operation to solve mathematical problems
        
        1.M1.1c: Apply mathematical skills to describe the natural world
        
        1.M2: Deductive and inductive reasoning are used to reach mathematical conclusions.
        
        1.M2.1: Use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions.
        
        1.M2.1a: Explain verbally, graphically, or in writing the reasoning used to develop mathematical conclusions
        
        1.M2.1b: Explain verbally, graphically, or in writing patterns and relationships observed in the physical and living environment
        
        1.M3: Critical thinking skills are used in the solution of mathematical problems.
        
        1.M3.1: Explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible.
        
        1.M3.1a: Use appropriate scientific tools, such as metric rulers, spring scale, pan balance, graph paper, thermometers [Fahrenheit and Celsius], graduated cylinder to solve problems about the natural world
        
        Scientific Inquiry
        
        1.S1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
        
        1.S1.1: Ask " why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.
        
        1.S1.1a: Observe and discuss objects and events and record observations
        
        1.S1.1b: Articulate appropriate questions based on observations
        
        1.S1.2: Question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.
        
        1.S1.2a: Identify similarities and differences between explanations received from others or in print and personal observations or understandings
        
        1.S1.3: Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.
        
        1.S1.3a: Clearly express a tentative explanation or description which can be tested
        
        1.S2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
        
        1.S2.1: Develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate.
        
        1.S2.1a: Indicate materials to be used and steps to follow to conduct the investigation and describe how data will be recorded (journal, dates and times, etc.)
        
        1.S2.2: Share their research plans with others and revise them based on their suggestions.
        
        1.S2.2a: Explain the steps of a plan to others, actively listening to their suggestions for possible modification of the plan, seeking clarification and understand- ing of the suggestions and modifying the plan where appropriate
        
        1.S2.3: Carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurement of quantities, such as length, mass, volume, temperature, and time.
        
        1.S2.3a: Use appropriate "inquiry and process skills" to collect data
        
        1.S2.3b: Record observations accurately and concisely
        
        1.S3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.
        
        1.S3.1: Organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.
        
        1.S3.1a: Accurately transfer data from a science journal or notes to appropriate graphic organizer
        
        1.S3.2: Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships.
        
        1.S3.2a: State, orally and in writing, any inferences or generalizations indicated by the data collected
        
        1.S3.3: Share their findings with others and actively seek their interpretations and ideas.
        
        1.S3.3a: Explain their findings to others, and actively listen to suggestions for possible interpretations and ideas
        
        1.S3.4: Adjust their explanations and understandings of objects and events based on their findings and new ideas.
        
        1.S3.4a: State, orally and in writing, any inferences or generalizations indicated by the data, with appropriate modifications of their original prediction/ explanation
        
        1.S3.4b: State, orally and in writing, any new questions that arise from their investigation
      - 2: Students will access, generate, process, and transfer information using appropriate technologies.
        
        Information Systems
        
        2.1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
        
        2.1.1: use computer technology, traditional paper-based resources, and interpersonal discussions to learn, do, and share science in the classroom
        
        2.1.2: select appropriate hardware and software that aids in word processing, creating databases, telecommunications, graphing, data display, and other tasks
        
        2.1.3: use information technology to link the classroom to world events
        
        2.2: Knowledge of the impacts and limitations of information systems is essential to its effectiveness and ethical use.
        
        2.2.1: use a variety of media to access scientific information
        
        2.2.2: consult several sources of information and points of view before drawing conclusions
        
        2.2.3: identify and report sources in oral and written communications
        
        2.3: Information technology can have positive and negative impacts on society, depending upon how it is used.
        
        2.3.1: distinguish fact from fiction (presenting opinion as fact is contrary to the scientific process)
        
        2.3.2: demonstrate an ability to critically evaluate information and misinformation
        
        2.3.3: recognize the impact of information technology on the daily life of students
      - 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
        
        The Living Environment
        
        4.L1: Living things are both similar to and different from each other and from nonliving things.
        
        4.L1.1: Describe the characteristics of and variations between living and nonliving things.
        
        4.L1.1a: Animals need air, water, and food in order to live and thrive.
        
        4.L1.1b: Plants require air, water, nutrients, and light in order to live and thrive.
        
        4.L1.1c: Nonliving things do not live and thrive.
        
        4.L1.1d: Nonliving things can be human-created or naturally occurring.
        
        4.L1.2: Describe the life processes common to all living things.
        
        4.L1.2a: Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die.
        
        4.L2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
        
        4.L2.1: Recognize that traits of living things are both inherited and acquired or learned.
        
        4.L2.1a: Some traits of living things have been inherited (e.g., color of flowers and number of limbs of animals).
        
        4.L2.1b: Some characteristics result from an individual s interactions with the environment and cannot be inherited by the next generation (e.g., having scars; riding a bicycle).
        
        4.L2.2: Recognize that for humans and other living things there is genetic continuity between generations.
        
        4.L2.2a: Plants and animals closely resemble their parents and other individuals in their species.
        
        4.L2.2b: Plants and animals can transfer specific traits to their offspring when they reproduce.
        
        4.L3: Individual organisms and species change over time.
        
        4.L3.1: Describe how the structures of plants and animals complement the environment of the plant or animal. Major Understandings:
        
        4.L3.1a: Each animal has different structures that serve different functions in growth, survival, and reproduction.
        
        4.L3.1a.1: wings, legs, or fins enable some animals to seek shelter and escape predators the mouth, including teeth, jaws, and tongue, enables some animals to eat and drink
        
        4.L3.1a.2: the mouth, including teeth, jaws, and tongue, enables some animals to eat and drink
        
        4.L3.1a.3: eyes, nose, ears, tongue, and skin of some animals enable the animals to sense their surroundings
        
        4.L3.1a.4: claws, shells, spines, feathers, fur, scales, and color of body covering enable some animals to protect themselves from predators and other environmental conditions, or enable them to obtain food
        
        4.L3.1a.5: some animals have parts that are used to produce sounds and smells to help the animal meet its needs
        
        4.L3.1a.6: the characteristics of some animals change as seasonal conditions change (e.g. , fur grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes as the seasons change)
        
        4.L3.1b: Each plant has different structures that serve different functions in growth, survival, and reproduction.
        
        4.L3.1b.1: roots help support the plant and take in water and nutrients
        
        4.L3.1b.2: leaves help plants utilize sunlight to make food for the plant
        
        4.L3.1b.3: stems, stalks, trunks, and other similar structures provide support for the plant
        
        4.L3.1b.4: some plants have flowers
        
        4.L3.1b.5: flowers are reproductive structures of plants that produce fruit which contains seeds
        
        4.L3.1b.6: seeds contain stored food that aids in germination and the growth of young plants
        
        4.L3.1c: In order to survive in their environment, plants and animals must be adapted to that environment.
        
        4.L3.1c.1: seeds disperse by a plant s own mechanism and/ or in a variety of ways that can include wind, water, and animals
        
        4.L3.1c.2: leaf, flower, stem, and root adaptations may include variations in size, shape, thickness, color, smell, and texture
        
        4.L3.1c.3: animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, and migration
        
        4.L3.2: Observe that differences within a species may give individuals an advantage in surviving and reproducing.
        
        4.L3.2a: Individuals within a species may compete with each other for food, mates, space, water, and shelter in their environment.
        
        4.L3.2b: All individuals have variations, and because of these variations, individuals of a species may have an advantage in surviving and reproducing.
        
        4.L4: The continuity of life is sustained through reproduction and development.
        
        4.L4.1: Describe the major stages in the life cycles of selected plants and animals.
        
        4.L4.1a: Plants and animals have life cycles. These may include beginning of a life, development into an adult, reproduction as an adult, and eventually death.
        
        4.L4.1b: Each kind of plant goes through its own stages of growth and development that may include seed, young plant, and mature plant.
        
        4.L4.1c: The length of time from beginning of development to death of the plant is called its life span.
        
        4.L4.1d: Life cycles of some plants include changes from seed to mature plant.
        
        4.L4.1e: Each generation of animals goes through changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Some insects change from egg to larva to pupa to adult.
        
        4.L4.1f: Each kind of animal goes through its own stages of growth and development during its life span.
        
        4.L4.1g: The length of time from an animal s birth to its death is called its life span. Life spans of different animals vary.
        
        4.L4.2: Describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises.
        
        4.L4.2a: Growth is the process by which plants and animals increase in size.
        
        4.L4.2b: Food supplies the energy and materials necessary for growth and repair.
        
        4.L5: Organisms maintain a dynamic equilibrium that sustains life.
        
        4.L5.1: Describe basic life functions of common living specimens (e.g., guppies, mealworms, gerbils).
        
        4.L5.1a: All living things grow, take in nutrients, breathe, reproduce, and eliminate waste.
        
        4.L5.1b: An organism s external physical features can enable it to carry out life functions in its particular environment.
        
        4.L5.2: Describe some survival behaviors of common living specimens.
        
        4.L5.2a: Plants respond to changes in their environment. For example, the leaves of some green plants change position as the direction of light changes; the parts of some plants undergo seasonal changes that enable the plant to grow; seeds germinate, and leaves fo
        
        4.L5.2b: Animals respond to change in their environment, (e.g. , perspiration, heart rate, breathing rate, eye blinking, shivering, and salivating).
        
        4.L5.2c: Senses can provide essential information (regarding danger, food, mates, etc.) to animals about their environment.
        
        4.L5.2d: Some animals, including humans, move from place to place to meet their needs.
        
        4.L5.2e: Particular animal characteristics are influenced by changing environmental conditions including: fat storage in winter, coat thickness in winter, camouflage, shedding of fur.
        
        4.L5.2f: Some animal behaviors are influenced by environmental conditions. These behaviors may include: nest building, hibernating, hunting, migrating, and communicating.
        
        4.L5.2g: The health, growth, and development of organisms are affected by environmental conditions such as the availability of food, air, water, space, shelter, heat, and sunlight.
        
        4.L5.3: Describe the factors that help promote good health and growth in humans.
        
        4.L5.3a: Humans need a variety of healthy foods, exercise, and rest in order to grow and maintain good health.
        
        4.L5.3b: Good health habits include hand washing and personal cleanliness; avoiding harmful substances (including alcohol, tobacco, illicit drugs) ; eating a balanced diet; engaging in regular exercise.
        
        4.L6: Plants and animals depend on each other and their physical environment.
        
        4.L6.1: Describe how plants and animals, including humans, depend upon each other and the nonliving environment.
        
        4.L6.1a: Green plants are producers because they provide the basic food supply for them- selves and animals.
        
        4.L6.1b: All animals depend on plants. Some animals (predators) eat other animals (prey).
        
        4.L6.1c: Animals that eat plants for food may in turn become food for other animals. This sequence is called a food chain.
        
        4.L6.1d: Decomposers are living things that play a vital role in recycling nutrients.
        
        4.L6.1e: An organism s pattern of behavior is related to the nature of that organism s environment, including the kinds and numbers of other organisms present, the availability of food and other resources, and the physical characteristics of the environment.
        
        4.L6.1f: When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.
        
        4.L6.2: Describe the relationship of the Sun as an energy source for living and nonliving cycles.
        
        4.L6.2a: Plants manufacture food by utilizing air, water, and energy from the Sun.
        
        4.L6.2b: The Sun s energy is transferred on Earth from plants to animals through the food chain.
        
        4.L6.2c: Heat energy from the Sun powers the water cycle (see Physical Science Key Idea 2).
        
        4.L7: Human decisions and activities have had a profound impact on the physical and living environments.
        
        4.L7.1: Identify ways in which humans have changed their environment and the effects of those changes.
        
        4.L7.1a: Humans depend on their natural and constructed environments.
        
        4.L7.1b: Over time humans have changed their environment by cultivating crops and raising animals, creating shelter, using energy, manufacturing goods, developing means of transportation, changing populations, and carrying out other activities.
        
        4.L7.1c: Humans, as individuals or communities, change environments in ways that can be either helpful or harmful for themselves and other organisms.
        
        The Physical Setting
        
        4.P1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
        
        4.P1.1: Describe patterns of daily, monthly, and seasonal changes in their environment.
        
        4.P1.1a: Natural cycles and patterns include:
        
        4.P1.1a.1: Earth spinning around once every 24 hours (rotation), resulting in day and night
        
        4.P1.1a.2: Earth moving in a path around the Sun (revolution), resulting in one Earth year
        
        4.P1.1a.3: the length of daylight and darkness varying with the seasons
        
        4.P1.1a.4: weather changing from day to day and through the seasons
        
        4.P1.1a.5: the appearance of the Moon changing as it moves in a path around Earth to complete a single cycle
        
        4.P1.1b: Humans organize time into units based on natural motions of Earth:
        
        4.P1.1b.1: second, minute, hour
        
        4.P1.1b.2: week, month
        
        4.P1.1c: The Sun and other stars appear to move in a recognizable pattern both daily and seasonally.
        
        4.P2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
        
        4.P2.1: Describe the relationship among air, water, and land on Earth.
        
        4.P2.1a: Weather is the condition of the outside air at a particular moment.
        
        4.P2.1b: Weather can be described and measured by:
        
        4.P2.1b.1: temperature
        
        4.P2.1b.2: wind speed and direction
        
        4.P2.1b.3: form and amount of precipitation
        
        4.P2.1b.4: general sky conditions (cloudy, sunny, partly cloudy)
        
        4.P2.1c: Water is recycled by natural processes on Earth.
        
        4.P2.1c.1: evaporation: changing of water (liquid) into water vapor (gas)
        
        4.P2.1c.2: condensation: changing of water vapor (gas) into water (liquid)
        
        4.P2.1c.3: precipitation: rain, sleet, snow, hail
        
        4.P2.1c.4: runoff: water flowing on Earth s surface
        
        4.P2.1c.5: groundwater: water that moves downward into the ground
        
        4.P2.1d: Erosion and deposition result from the interaction among air, water, and land.
        
        4.P2.1d.1: interaction between air and water breaks down earth materials
        
        4.P2.1d.2: pieces of earth material may be moved by air, water, wind, and gravity
        
        4.P2.1d.3: pieces of earth material will settle or deposit on land or in the water in different places
        
        4.P2.1d.4: soil is composed of broken-down pieces of living and nonliving earth material
        
        4.P2.1e: Extreme natural events (floods, fires, earthquakes, volcanic eruptions, hurricanes, tornadoes, and other severe storms) may have positive or negative impacts on living things.
        
        4.P3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
        
        4.P3.1: Observe and describe properties of materials, using appropriate tools.
        
        4.P3.1a: Matter takes up space and has mass. Two objects cannot occupy the same place at the same time.
        
        4.P3.1b: Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses.
        
        4.P3.1c: Objects have properties that can be observed, described, and/ or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflective- ness of light.
        
        4.P3.1d: Measurements can be made with standard metric units and nonstandard units. (Note: Exceptions to the metric system usage are found in meteorology.)
        
        4.P3.1e: The material(s) an object is made up of determine some specific properties of the object (sink/ float, conductivity, magnetism). Properties can be observed or measured with tools such as hand lenses, metric rulers, thermometers, balances, magnets, circuit
        
        4.P3.1f: Objects and/ or materials can be sorted or classified according to their properties.
        
        4.P3.1g: Some properties of an object are dependent on the conditions of the present surroundings in which the object exists. For example:
        
        4.P3.1g.1: temperature -hot or cold
        
        4.P3.1g.2: lighting -shadows, color
        
        4.P3.1g.3: moisture -wet or dry
        
        4.P3.2: Describe chemical and physical changes, including changes in states of matter.
        
        4.P3.2a: Matter exists in three states: solid, liquid, gas.
        
        4.P3.2a.1: solids have a definite shape and volume
        
        4.P3.2a.2: liquids do not have a definite shape but have a definite volume
        
        4.P3.2a.3: gases do not hold their shape or volume
        
        4.P3.2b: Temperature can affect the state of matter of a substance.
        
        4.P3.2c: Changes in the properties or materials of objects can be observed and described.
        
        4.P4: Energy exists in many forms, and when these forms change energy is conserved.
        
        4.P4.1: Describe a variety of forms of energy (e.g. , heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
        
        4.P4.1a: Energy exists in various forms: heat, electric, sound, chemical, mechanical, light.
        
        4.P4.1b: Energy can be transferred from one place to another.
        
        4.P4.1c: Some materials transfer energy better than others (heat and electricity).
        
        4.P4.1d: Energy and matter interact: water is evaporated by the Sun s heat; a bulb is lighted by means of electrical current; a musical instrument is played to produce sound; dark colors may absorb light, light colors may reflect light.
        
        4.P4.1e: Electricity travels in a closed circuit.
        
        4.P4.1f: Heat can be released in many ways, for example, by burning, rubbing (friction) , or combining one substance with another.
        
        4.P4.1g: Interactions with forms of energy can be either helpful or harmful.
        
        4.P4.2: Observe the way one form of energy can be transferred into another form of energy present in common situations (e.g. , mechanical to heat energy, mechanical to electrical energy, chemical to heat energy).
        
        4.P4.2a: Everyday events involve one form of energy being changed to another.
        
        4.P4.2a.1: animals convert food to heat and motion
        
        4.P4.2a.2: the Sun's energy warms the air and water
        
        4.P4.2b: Humans utilize interactions between matter and energy.
        
        4.P4.2b.1: chemical to electrical, light, and heat: battery and bulb
        
        4.P4.2b.2: electrical to sound (e.g. , doorbell buzzer)
        
        4.P4.2b.3: mechanical to sound (e.g. , musical instruments, clapping)
        
        4.P4.2b.4: light to electrical (e.g. , solar-powered calculator)
        
        4.P5: Energy and matter interact through forces that result in changes in motion.
        
        4.P5.1: Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and mechanical forces.
        
        4.P5.1a: The position of an object can be described by locating it relative to another object or the background (e.g., on top of, next to, over, under, etc.).
        
        4.P5.1b: The position or direction of motion of an object can be changed by pushing or pulling.
        
        4.P5.1c: The force of gravity pulls objects toward the center of Earth.
        
        4.P5.1d: The amount of change in the motion of an object is affected by friction.
        
        4.P5.1e: Magnetism is a force that may attract or repel certain materials.
        
        4.P5.1f: Mechanical energy may cause change in motion through the application of force and through the use of simple machines such as pulleys, levers, and inclined planes.
        
        4.P5.2: Describe how forces can operate across distances.
        
        4.P5.2a: The forces of gravity and magnetism can affect objects through gases, liquids, and solids.
        
        4.P5.2b: The force of magnetism on objects decreases as distance increases.
      - 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
        
        Equilibrium and Stability
        
        6.4: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
        
        6.4.1: observe that things change in some ways and stay the same in some ways
        
        6.4.2: recognize that things can change in different ways such as size, weight, color, and movement. Some small changes can be detected by taking measurements.
        
        Magnitude and Scale
        
        6.3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect behavior and design of systems.
        
        6.3.1: observe that things in nature and things that people make have very different sizes, weights, and ages
        
        6.3.2: recognize that almost anything has limits on how big or small it can be
        
        Models
        
        6.2: Models are simplified representations of objects, structures, or systems, used in analysis, explanation, or design.
        
        6.2.1: analyze, construct, and operate models in order to discover attributes of the real thing
        
        6.2.2: discover that a model of something is different from the real thing but can be used to study the real thing
        
        6.2.3: use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world
        
        Optimization
        
        6.6: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.
        
        6.6.1: choose the best alternative of a set of solutions under given constraints
        
        6.6.2: explain the criteria used in selecting a solution orally and in writing
        
        Patterns of Change
        
        6.5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.
        
        6.5.1: use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data
        
        6.5.2: analyze data by making tables and graphs and looking for patterns of change
        
        Systems Thinking
        
        6.1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
        
        6.1.1: observe and describe interactions among components of simple systems
        
        6.1.2: identify common things that can be considered to be systems (e.g. , a plant, a transportation system, human beings)
      - 7: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
        
        Connections
        
        7.1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/ technology/ society, consumer decision making, design, and inquiry into pheno
        
        7.1.1: analyze science/ technology/ society problems and issues that affect their home, school, or community, and carry out a remedial course of action
        
        7.1.2: make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/ benefit trade-offs to arrive at an optimal choice
        
        7.1.3: design solutions to problems involving a familiar and real context, investigate related science concepts to determine the solution, and use mathematics to model, quantify, measure, and compute
        
        7.1.4: observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions
        
        Strategies
        
        7.2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathemati
        
        7.2.1: work effectively
        
        7.2.2: gather and process information
        
        7.2.3: generate and analyze ideas
        
        7.2.4: observe common themes
        
        7.2.5: realize ideas
        
        7.2.6: present results
    - Elementary Process Skills
      - 4.i: follow safety procedures in the classroom, laboratory, and field
      - 4.ii: safely and accurately use the following tools:
        
        4.ii.a: hand lens
        
        4.ii.b: ruler (metric)
        
        4.ii.c: balance
        
        4.ii.d: gram weights
        
        4.ii.e: spring scale
        
        4.ii.f: thermometer (C°, F°)
        
        4.ii.g: measuring cups
        
        4.ii.h: graduated cylinder
        
        4.ii.i: timepiece(s)
      - 4.iii: develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.)
      - 4.iv: manipulate materials thr ough teacher dir ection and fr ee discovery
      - 4.ix: order and sequence objects and/or events
      - 4.v: use information systems appr opriately
      - 4.vi: select appropriate standard and nonstandard measurement tools for measurement activities
      - 4.vii: estimate, find, and communicate measurements, using standard and nonstandard units
      - 4.viii: use and record appropriate units for measured or calculated values
      - 4.x: classify objects according to an established scheme
      - 4.xi: generate a scheme for classification
      - 4.xii: utilize senses optimally for making observations
      - 4.xiii: observe, analyze, and report observations of objects and events
      - 4.xiv: observe, identify, and communicate patterns
      - 4.xix: make predictions based on prior experiences and/or information
      - 4.xv: observe, identify, and communicate cause-and-effect relationships
      - 4.xvi: generate appropriate questions (teacher and student based) in response to observations, events, and other experiences
      - 4.xvii: observe, collect, organize, and appropriately record data, then accurately interpret results
      - 4.xviii: collect and organize data, choosing the appropriate representation:
        
        4.xviii.a: journal entries
        
        4.xviii.b: graphic representations
        
        4.xviii.c: drawings/pictorial representations
      - 4.xx: compare and contrast organisms/objects/events in the living and physical environments
      - 4.xxi: identify and control variables/factors
      - 4.xxii: plan, design, and implement a short-term and long-term investigation based on a student- or teacher-posed problem
      - 4.xxiii: communicate procedures and conclusions through oral and written presentations
    - Intermediate
      - 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
        
        Engineering Design
        
        1.T1: Engineering design is an iterative process involving modeling and optimization (finding the best solution within given constraints); this process is used to develop technological solutions to problems within given constraints.
        
        1.T1.1: Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.
        
        1.T1.1a: identify a scientific or human need that is subject to a technological solution which applies scientific principles
        
        1.T1.2: Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.
        
        1.T1.2a: use all available information systems for a preliminary search that addresses the need
        
        1.T1.3: Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluat
        
        1.T1.3a: generate ideas for alternative solutions
        
        1.T1.3b: evaluate alternatives based on the constraints of design
        
        1.T1.4: Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.
        
        1.T1.4a: design and construct a model of the product or process
        
        1.T1.4b: construct a model of the product or process
        
        1.T1.5: In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss trade-offs that might have to be made.
        
        1.T1.5a: test a design
        
        1.T1.5b: evaluate a design
        
        Mathematical Analysis
        
        1.M1: Abstraction and symbolic representation are used to communicate mathematically.
        
        1.M1.1: Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships.
        
        1.M1.1a: identify independent and dependent variables
        
        1.M1.1b: identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material
        
        1.M1.1c: apply mathematical equations to describe relationships among variables in the natural world
        
        1.M2: Deductive and inductive reasoning are used to reach mathematical conclusions.
        
        1.M2.1: Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena.
        
        1.M2.1a: interpolate and extrapolate from data
        
        1.M2.1b: quantify patterns and trends
        
        1.M3: Critical thinking skills are used in the solution of mathematical problems.
        
        1.M3.1: Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.
        
        1.M3.1a: use appropriate scientific tools to solve problems about the natural world
        
        Scientific Inquiry
        
        1.S1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
        
        1.S1.1: Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.
        
        1.S1.1a: formulate questions about natural phenomena
        
        1.S1.1b: identify appropriate references to investigate a question
        
        1.S1.1c: refine and clarify questions so that they are subject to scientific investigation
        
        1.S1.2: Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.
        
        1.S1.2a: independently formulate a hypothesis
        
        1.S1.2b: propose a model of a natural phenomenon
        
        1.S1.2c: differentiate among observations, inferences, predictions, and explanations
        
        1.S1.3: Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others.
        
        1.S1.4: Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.
        
        1.S2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
        
        1.S2.1: Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.
        
        1.S2.1a: demonstrate appropriate safety techniques
        
        1.S2.1b: conduct an experiment designed by others
        
        1.S2.1c: design and conduct an experiment to test a hypothesis
        
        1.S2.1d: use appropriate tools and conventional techniques to solve problems about the natural world, including:
        
        1.S2.1d.1: measuring
        
        1.S2.1d.2: observing
        
        1.S2.1d.3: describing
        
        1.S2.1d.4: classifying
        
        1.S2.1d.5: sequencing
        
        1.S2.2: Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments.
        
        1.S2.2a: include appropriate safety procedures
        
        1.S2.2b: design scientific investigations (e.g., observing, describing, and comparing; collecting samples; seeking more information, conducting a controlled experiment; discovering new objects or phenomena; making models)
        
        1.S2.2c: design a simple controlled experiment
        
        1.S2.2d: identify independent variables (manipulated), dependent variables (responding), and constants in a simple controlled experiment
        
        1.S2.2e: choose appropriate sample size and number of trials
        
        1.S2.3: Carry out their research proposals, recording observations and measurements (e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation.
        
        1.S2.3a: use appropriate safety procedures
        
        1.S2.3b: conduct a scientific investigation
        
        1.S2.3c: collect quantitative and qualitative data
        
        1.S3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.
        
        1.S3.1: Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.
        
        1.S3.1a: organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships
        
        1.S3.1b: generate and use scales, create legends, and appropriately label axes
        
        1.S3.2: Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.
        
        1.S3.2a: accurately describe the procedures used and the data gathered
        
        1.S3.2b: identify sources of error and the limitations of data collected
        
        1.S3.2c: evaluate the original hypothesis in light of the data
        
        1.S3.2d: formulate and defend explanations and conclusions as they relate to scientific phenomena
        
        1.S3.2e: form and defend a logical argument about cause-and-effect relationships in an investigation
        
        1.S3.2f: make predictions based on experimental data
        
        1.S3.2g: suggest improvements and recommendations for further studying
        
        1.S3.2h: use and interpret graphs and data tables
        
        1.S3.3: Modify their personal understanding of phenomena based on evaluation of their hypothesis.
      - 2: Students will access, generate, process, and transfer information, using appropriate technologies.
        
        Information Systems
        
        2.1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.
        
        2.1.1: Use a range of equipment and software to integrate several forms of information in order to create good-quality audio, video, graphic, and text-based presentations.
        
        2.1.2: Use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services.
        
        2.1.3: Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries, and individuals.
        
        2.1.4: Collect data from probes to measure events and phenomena.
        
        2.1.4a: collect the data, using the appropriate, available tool
        
        2.1.4b: organize the data
        
        2.1.4c: use the collected data to communicate a scientific concept
        
        2.1.5: Use simple modeling programs to make predictions.
        
        2.2: Knowledge of the impacts and limitations of information systems is essential to its effectiveness and ethical use
        
        2.2.1: Understand the need to question the accuracy of information displayed on a computer because the results produced by a computer may be affected by incorrect data entry.
        
        2.2.1a: critically analyze data to exclude erroneous information
        
        2.2.1b: identify and explain sources of error in a data collection
        
        2.2.2: Identify advantages and limitations of data-handling programs and graphics programs.
        
        2.2.3: Understand why electronically stored personal information has greater potential for misuse than records kept in conventional form.
        
        2.3: Information technology can have positive and negative impacts on society, depending upon how it is used.
        
        2.3.1: Use graphical, statistical, and presentation software to present projects to fellow classmates.
        
        2.3.2: Describe applications of information technology in mathematics, science, and other technologies that address needs and solve problems in the community.
        
        2.3.3: Explain the impact of the use and abuse of electronically generated information on individuals and families.
      - 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
        
        The Living Environment
        
        4.L1: Living things are both similar to and different from each other and from nonliving things.
        
        4.L1.1: Compare and contrast the parts of plants, animals, and one-celled organisms.
        
        4.L1.1a: Living things are composed of cells. Cells provide structure and carry on major functions to sustain life. Cells are usually microscopic in size.
        
        4.L1.1b: The way in which cells function is similar in all living things. Cells grow and divide, producing more cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs.
        
        4.L1.1c: Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus.
        
        4.L1.1d: Some organisms are single cells; others, including humans, are multicellular.
        
        4.L1.1e: Cells are organized for more effective functioning in multicellular organisms. Levels of organization for structure and function of a multicellular organism include cells, tissues, organs, and organ systems.
        
        4.L1.1f: Many plants have roots, stems, leaves, and reproductive structures. These organized groups of tissues are responsible for a plant's life activities.
        
        4.L1.1g: Multicellular animals often have similar organs and specialized systems for carrying out major life activities.
        
        4.L1.1h: Living things are classified by shared characteristics on the cellular and organism level. In classifying organisms, biologists consider details of internal and external structures. Biological classification systems are arranged from general (kingdom) to
        
        4.L1.2: Explain the functioning of the major human organ systems and their interactions.
        
        4.L1.2a: Each system is composed of organs and tissues which perform specific functions and interact with each other, e.g., digestion, gas exchange, excretion, circulation, locomotion, control, coordination, reproduction, and protection from disease.
        
        4.L1.2b: Tissues, organs, and organ systems help to provide all cells with nutrients, oxygen, and waste removal.
        
        4.L1.2c: The digestive system consists of organs that are responsible for the mechanical and chemical breakdown of food. The breakdown process results in molecules that can be absorbed and transported to cells.
        
        4.L1.2d: During respiration, cells use oxygen to release the energy stored in food. The respiratory system supplies oxygen and removes carbon dioxide (gas exchange).
        
        4.L1.2e: The excretory system functions in the disposal of dissolved waste molecules, the elimination of liquid and gaseous wastes, and the removal of excess heat energy.
        
        4.L1.2f: The circulatory system moves substances to and from cells, where they are needed or produced, responding to changing demands.
        
        4.L1.2g: Locomotion, necessary to escape danger, obtain food and shelter, and reproduce, is accomplished by the interaction of the skeletal and muscular systems, and coordinated by the nervous system.
        
        4.L1.2h: The nervous and endocrine systems interact to control and coordinate the body's responses to changes in the environment, and to regulate growth, development, and reproduction. Hormones are chemicals produced by the endocrine system; hormones regulate many
        
        4.L1.2i: The male and female reproductive systems are responsible for producing sex cells necessary for the production of offspring.
        
        4.L1.2j: Disease breaks down the structures or functions of an organism. Some diseases are the result of failures of the system. Other diseases are the result of damage by infection from other organisms (germ theory). Specialized cells protect the body from infect
        
        4.L2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
        
        4.L2.1: Describe sexual and asexual mechanisms for passing genetic materials from generation to generation.
        
        4.L2.1a: Hereditary information is contained in genes. Genes are composed of DNA that makes up the chromosomes of cells.
        
        4.L2.1b: Each gene carries a single unit of information. A single inherited trait of an individual can be determined by one pair or by many pairs of genes. A human cell contains thousands of different genes.
        
        4.L2.1c: Each human cell contains a copy of all the genes needed to produce a human being.
        
        4.L2.1d: In asexual reproduction, all the genes come from a single parent. Asexually produced offspring are genetically identical to the parent.
        
        4.L2.1e: In sexual reproduction typically half of the genes come from each parent. Sexually produced offspring are not identical to either parent.
        
        4.L2.2: Describe simple mechanisms related to the inheritance of some physical traits in offspring.
        
        4.L2.2a: In all organisms, genetic traits are passed on from generation to generation.
        
        4.L2.2b: Some genes are dominant and some are recessive. Some traits are inherited by mechanisms other than dominance and recessiveness.
        
        4.L2.2c: The probability of traits being expressed can be determined using models of genetic inheritance. Some models of prediction are pedigree charts and Punnett squares.
        
        4.L3: Individual organisms and species change over time.
        
        4.L3.1: Describe sources of variation in organisms and their structures and relate the variations to survival.
        
        4.L3.1a: The processes of sexual reproduction and mutation have given rise to a variety of traits within a species.
        
        4.L3.1b: Changes in environmental conditions can affect the survival of individual organisms with a particular trait. Small differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancesto
        
        4.L3.1c: Human activities such as selective breeding and advances in genetic engineering may affect the variations of species.
        
        4.L3.2: Describe factors responsible for competition within species and the significance of that competition.
        
        4.L3.2a: In all environments, organisms with similar needs may compete with one another for resources.
        
        4.L3.2b: Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to permit its survival. Extinction of species is common. Fossils are evidence that a great variety of species existed in the past.
        
        4.L3.2c: Many thousands of layers of sedimentary rock provide evidence for the long history of Earth and for the long history of changing lifeforms whose remains are found in the rocks. Recently deposited rock layers are more likely to contain fossils resembling e
        
        4.L3.2d: Although the time needed for change in a species is usually great, some species of insects and bacteria have undergone significant change in just a few years.
        
        4.L4: The continuity of life is sustained through reproduction and development.
        
        4.L4.1: Observe and describe the variations in reproductive patterns of organisms, including asexual and sexual reproduction.
        
        4.L4.1a: Some organisms reproduce asexually. Other organisms reproduce sexually. Some organisms can reproduce both sexually and asexually.
        
        4.L4.1b: There are many methods of asexual reproduction, including division of a cell into two cells, or separation of part of an animal or plant from the parent, resulting in the growth of another individual.
        
        4.L4.1c: Methods of sexual reproduction depend upon the species. All methods involve the merging of sex cells to begin the development of a new individual. In many species, including plants and humans, eggs and sperm are produced.
        
        4.L4.1d: Fertilization and/or development in organisms may be internal or external.
        
        4.L4.2: Explain the role of sperm and egg cells in sexual reproduction.
        
        4.L4.2a: The male sex cell is the sperm. The female sex cell is the egg. The fertilization of an egg by a sperm results in a fertilized egg.
        
        4.L4.2b: In sexual reproduction, sperm and egg each carry one-half of the genetic information for the new individual. Therefore, the fertilized egg contains genetic information from each parent.
        
        4.L4.3: Observe and describe developmental patterns in selected plants and animals (e.g., insects, frogs, humans, seed-bearing plants).
        
        4.L4.3a: Multicellular organisms exhibit complex changes in development, which begin after fertilization. The fertilized egg undergoes numerous cellular divisions that will result in a multicellular organism, with each cell having identical genetic information.
        
        4.L4.3b: In humans, the fertilized egg grows into tissue which develops into organs and organ systems before birth.
        
        4.L4.3c: Various body structures and functions change as an organism goes through its life cycle.
        
        4.L4.3d: Patterns of development vary among animals. In some species the young resemble the adult, while in others they do not. Some insects and amphibians undergo metamorphosis as they mature.
        
        4.L4.3e: Patterns of development vary among plants. In seed-bearing plants, seeds contain stored food for early development. Their later development into adulthood is characterized by varying patterns of growth from species to species.
        
        4.L4.3f: As an individual organism ages, various body structures and functions change.
        
        4.L4.4: Observe and describe cell division at the microscopic level and its macroscopic effects.
        
        4.L4.4a: In multicellular organisms, cell division is responsible for growth, maintenance, and repair. In some one-celled organisms, cell division is a method of asexual reproduction.
        
        4.L4.4b: In one type of cell division, chromosomes are duplicated and then separated into two identical and complete sets to be passed to each of the two resulting cells. In this type of cell division, the hereditary information is identical in all the cells that
        
        4.L4.4c: Another type of cell division accounts for the production of egg and sperm cells in sexually reproducing organisms. The eggs and sperm resulting from this type of cell division contain one-half of the hereditary information.
        
        4.L4.4d: Cancers are a result of abnormal cell division.
        
        4.L5: Organisms maintain a dynamic equilibrium that sustains life.
        
        4.L5.1: Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium.
        
        4.L5.1a: Animals and plants have a great variety of body plans and internal structures that contribute to their ability to maintain a balanced condition.
        
        4.L5.1b: An organism's overall body plan and its environment determine the way that the organism carries out the life processes.
        
        4.L5.1c: All organisms require energy to survive. The amount of energy needed and the method for obtaining this energy vary among cells. Some cells use oxygen to release the energy stored in food.
        
        4.L5.1d: The methods for obtaining nutrients vary among organisms. Producers, such as green plants, use light energy to make their food. Consumers, such as animals, take in energy-rich foods.
        
        4.L5.1e: Herbivores obtain energy from plants. Carnivores obtain energy from animals. Omnivores obtain energy from both plants and animals. Decomposers, such as bacteria and fungi, obtain energy by consuming wastes and/or dead organisms.
        
        4.L5.1f: Regulation of an organism's internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required for survival. Regulation includes a variety of nervous and hormonal feedback syst
        
        4.L5.1g: The survival of an organism depends on its ability to sense and respond to its external environment.
        
        4.L5.2: Describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth, and explain the need for a constant input of energy for living organisms.
        
        4.L5.2a: Food provides molecules that serve as fuel and building material for all organisms. All living things, including plants, must release energy from their food, using it to carry on their life processes.
        
        4.L5.2b: Foods contain a variety of substances, which include carbohydrates, fats, vitamins, proteins, minerals, and water. Each substance is vital to the survival of the organism.
        
        4.L5.2c: Metabolism is the sum of all chemical reactions in an organism. Metabolism can be influenced by hormones, exercise, diet, and aging.
        
        4.L5.2d: Energy in foods is measured in Calories. The total caloric value of each type of food varies. The number of Calories a person requires varies from person to person.
        
        4.L5.2e: In order to maintain a balanced state, all organisms have a minimum daily intake of each type of nutrient based on species, size, age, sex, activity, etc. An imbalance in any of the nutrients might result in weight gain, weight loss, or a diseased state.
        
        4.L5.2f: Contraction of infectious disease, and personal behaviors such as use of toxic substances and some dietary habits, may interfere with one's dynamic equilibrium. During pregnancy these conditions may also affect the development of the child. Some effects o
        
        4.L6: Plants and animals depend on each other and their physical environment.
        
        4.L6.1: Describe the flow of energy and matter through food chains and food webs.
        
        4.L6.1a: Energy flows through ecosystems in one direction, usually from the Sun, through producers to consumers and then to decomposers. This process may be visualized with food chains or energy pyramids.
        
        4.L6.1b: Food webs identify feeding relationships among producers, consumers, and decomposers in an ecosystem.
        
        4.L6.1c: Matter is transferred from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide, and oxygen are examples of substances cycled between the living and nonliving environment.
        
        4.L6.2: Provide evidence that green plants make food and explain the significance of this process to other organisms.
        
        4.L6.2a: Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun's energy is converted into and stored as chemical energy in the form of a sugar. The quantity of sugar molecules increases in green plants du
        
        4.L6.2b: The major source of atmospheric oxygen is photosynthesis. Carbon dioxide is removed from the atmosphere and oxygen is released during photosynthesis.
        
        4.L6.2c: Green plants are the producers of food which is used directly or indirectly by consumers.
        
        4.L7: Human decisions and activities have had a profound impact on the physical and living environment.
        
        4.L7.1: Describe how living things, including humans, depend upon the living and nonliving environ-ment for their survival.
        
        4.L7.1a: A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem.
        
        4.L7.1b: Given adequate resources and no disease or predators, populations (including humans) increase. Lack of resources, habitat destruction, and other factors such as predation and climate limit the growth of certain populations in the ecosystem.
        
        4.L7.1c: In all environments, organisms interact with one another in many ways. Relationships among organisms may be competitive, harmful, or beneficial. Some species have adapted to be dependent upon each other with the result that neither could survive without t
        
        4.L7.1d: Some microorganisms are essential to the survival of other living things.
        
        4.L7.1e: The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of environments and individuals requires the monitoring of soil, air, and water, and taking steps to keep them safe.
        
        4.L7.2: Describe the effects of environmental changes on humans and other populations.
        
        4.L7.2a: In ecosystems, balance is the result of interactions between community members and their environment.
        
        4.L7.2b: The environment may be altered through the activities of organisms. Alterations are sometimes abrupt. Some species may replace others over time, resulting in long- term gradual changes (ecological succession).
        
        4.L7.2c: Overpopulation by any species impacts the environment due to the increased use of resources. Human activities can bring about environmental degradation through resource acquisition, urban growth, land-use decisions, waste disposal, etc.
        
        4.L7.2d: Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depe
        
        The Physical Setting
        
        4.P1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
        
        4.P1.1: Explain daily, monthly, and seasonal changes on Earth.
        
        4.P1.1a: Earth's Sun is an average-sized star. The Sun is more than a million times greater in volume than Earth.
        
        4.P1.1b: Other stars are like the Sun but are so far away that they look like points of light. Distances between stars are vast compared to distances within our solar system.
        
        4.P1.1c: The Sun and the planets that revolve around it are the major bodies in the solar system. Other members include comets, moons, and asteroids. Earth' orbit is nearly circular.
        
        4.P1.1d: Gravity is the force that keeps planets in orbit around the Sun and the Moon in orbit around the Earth.
        
        4.P1.1e: Most objects in the solar system have a regular and predictable motion. These motions explain such phenomena as a day, a year, phases of the Moon, eclipses, tides, meteor showers, and comets.
        
        4.P1.1f: The latitude/longitude coordinate system and our system of time are based on celestial observations.
        
        4.P1.1g: Moons are seen by reflected light. Our Moon orbits Earth, while Earth orbits the Sun. The Moon's phases as observed from Earth are the result of seeing different portions of the lighted area of the Moon's surface. The phases repeat in a cyclic pattern in
        
        4.P1.1h: The apparent motions of the Sun, Moon, planets, and stars across the sky can be explained by Earth's rotation and revolution. Earth's rotation causes the length of one day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear
        
        4.P1.1i: The tilt of Earth's axis of rotation and the revolution of Earth around the Sun cause seasons on Earth. The length of daylight varies depending on latitude and season.
        
        4.P1.1j: The shape of Earth, the other planets, and stars is nearly spherical.
        
        4.P2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
        
        4.P2.1: Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change.
        
        4.P2.1a: Nearly all the atmosphere is confined to a thin shell surrounding Earth. The atmosphere is a mixture of gases, including nitrogen and oxygen with small amounts of water vapor, carbon dioxide, and other trace gases. The atmosphere is stratified into layers
        
        4.P2.1b: As altitude increases, air pressure decreases.
        
        4.P2.1c: The rock at Earth's surface forms a nearly continuous shell around Earth called the lithosphere.
        
        4.P2.1d: The majority of the lithosphere is covered by a relatively thin layer of water called the hydrosphere.
        
        4.P2.1e: Rocks are composed of minerals. Only a few rock-forming minerals make up most of the rocks of Earth. Minerals are identified on the basis of physical properties such as streak, hardness, and reaction to acid.
        
        4.P2.1f: Fossils are usually found in sedimentary rocks. Fossils can be used to study past climates and environments.
        
        4.P2.1g: The dynamic processes that wear away Earth's surface include weathering and erosion.
        
        4.P2.1h: The process of weathering breaks down rocks to form sediment. Soil consists of sediment, organic material, water, and air.
        
        4.P2.1i: Erosion is the transport of sediment. Gravity is the driving force behind erosion. Gravity can act directly or through agents such as moving water, wind, and glaciers.
        
        4.P2.1j: Water circulates through the atmosphere, lithosphere, and hydrosphere in what is known as the water cycle.
        
        4.P2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
        
        4.P2.2a: The interior of Earth is hot. Heat flow and movement of material within Earth cause sections of Earth's crust to move. This may result in earthquakes, volcanic eruption, and the creation of mountains and ocean basins.
        
        4.P2.2b: Analysis of earthquake wave data (vibrational disturbances) leads to the conclusion that there are layers within Earth. These layers - the crust, mantle, outer core, and inner core - have distinct properties.
        
        4.P2.2c: Folded, tilted, faulted, and displaced rock layers suggest past crustal movement.
        
        4.P2.2d: Continents fitting together like puzzle parts and fossil correlations provided initial evidence that continents were once together.
        
        4.P2.2e: The Theory of Plate Tectonics explains how the "solid" lithosphere consists of a series of plates that "float" on the partially molten section of the mantle. Convection cells within the mantle may be the driving force for the movement of the plates.
        
        4.P2.2f: Plates may collide, move apart, or slide past one another. Most volcanic activity and mountain building occur at the boundaries of these plates, often resulting in earthquakes.
        
        4.P2.2g: Rocks are classified according to their method of formation. The three classes of rocks are sedimentary, metamorphic, and igneous. Most rocks show characteristics that give clues to their formation conditions.
        
        4.P2.2h: The rock cycle model shows how types of rock or rock material may be transformed from one type of rock to another.
        
        4.P2.2i: Weather describes the conditions of the atmosphere at a given location for a short period of time.
        
        4.P2.2j: Climate is the characteristic weather that prevails from season to season and year to year.
        
        4.P2.2k: The uneven heating of Earth's surface is the cause of weather.
        
        4.P2.2l: Air masses form when air remains nearly stationary over a large section of Earth's surface and takes on the conditions of temperature and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity, and
        
        4.P2.2m: Most local weather condition changes are caused by movement of air masses.
        
        4.P2.2n: The movement of air masses is determined by prevailing winds and upper air currents.
        
        4.P2.2o: Fronts are boundaries between air masses. Precipitation is likely to occur at these boundaries.
        
        4.P2.2p: High-pressure systems generally bring fair weather. Low-pressure systems usually bring cloudy, unstable conditions. The general movement of highs and lows is from west to east across the United States.
        
        4.P2.2q: Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice storms, and blizzards. Humans can prepare for and respond to these conditions if given sufficient warning.
        
        4.P2.2r: Substances enter the atmosphere naturally and from human activity. Some of these substances include dust from volcanic eruptions and greenhouse gases such as carbon dioxide, methane, and water vapor. These substances can affect weather, climate, and livin
        
        4.P3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
        
        4.P3.1: Observe and describe properties of materials, such as density, conductivity, and solubility.
        
        4.P3.1a: Substances have characteristic properties. Some of these properties include color, odor, phase at room temperature, density, solubility, heat and electrical conductivity, hardness, and boiling and freezing points.
        
        4.P3.1b: Solubility can be affected by the nature of the solute and solvent, temperature, and pressure. The rate of solution can be affected by the size of the particles, stirring, temperature, and the amount of solute already dissolved.
        
        4.P3.1c: The motion of particles helps to explain the phases (states) of matter as well as changes from one phase to another. The phase in which matter exists depends on the attractive forces among its particles.
        
        4.P3.1d: Gases have neither a determined shape nor a definite volume. Gases assume the shape and volume of a closed container.
        
        4.P3.1e: A liquid has definite volume, but takes the shape of a container.
        
        4.P3.1f: A solid has definite shape and volume. Particles resist a change in position.
        
        4.P3.1g: Characteristic properties can be used to identify different materials, and separate a mixture of substances into its components. For example, iron can be removed from a mixture by means of a magnet. An insoluble substance can be separated from a soluble s
        
        4.P3.1h: Density can be described as the amount of matter that is in a given amount of space. If two objects have equal volume, but one has more mass, the one with more mass is denser.
        
        4.P3.1i: Buoyancy is determined by comparative densities.
        
        4.P3.2: Distinguish between chemical and physical changes.
        
        4.P3.2a: During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include freezing, melting, condensation, boiling, evaporation, tearing, and crushing.
        
        4.P3.2b: Mixtures are physical combinations of materials and can be separated by physical means.
        
        4.P3.2c: During a chemical change, substances react in characteristic ways to form new substances with different physical and chemical properties. Examples of chemical changes include burning of wood, cooking of an egg, rusting of iron, and souring of milk.
        
        4.P3.2d: Substances are often placed in categories if they react in similar ways. Examples include metals, nonmetals, and noble gases.
        
        4.P3.2e: The Law of Conservation of Mass states that during an ordinary chemical reaction matter cannot be created or destroyed. In chemical reactions, the total mass of the reactants equals the total mass of the products.
        
        4.P3.3: Develop mental models to explain common chemical reactions and changes in states of matter.
        
        4.P3.3a: All matter is made up of atoms. Atoms are far too small to see with a light microscope.
        
        4.P3.3b: Atoms and molecules are perpetually in motion. The greater the temperature, the greater the motion.
        
        4.P3.3c: Atoms may join together in well-defined molecules or may be arranged in regular geometric patterns.
        
        4.P3.3d: Interactions among atoms and/or molecules result in chemical reactions.
        
        4.P3.3e: The atoms of any one element are different from the atoms of other elements.
        
        4.P3.3f: There are more than 100 elements. Elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances. Few elements are found in their pure form.
        
        4.P3.3g: The periodic table is one useful model for classifying elements. The periodic table can be used to predict properties of elements (metals, nonmetals, noble gases).
        
        4.P4: Energy exists in many forms, and when these forms change energy is conserved.
        
        4.P4.1: Describe the sources and identify the transformations of energy observed in everyday life.
        
        4.P4.1a: The Sun is a major source of energy for Earth. Other sources of energy include nuclear and geothermal energy.
        
        4.P4.1b: Fossil fuels contain stored solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.
        
        4.P4.1c: Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of th
        
        4.P4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways.
        
        4.P4.1e: Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position.
        
        4.P4.2: Observe and describe heating and cooling events.
        
        4.P4.2a: Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.
        
        4.P4.2b: Heat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection).
        
        4.P4.2c: During a phase change, heat energy is absorbed or released. Energy is absorbed when a solid changes to a liquid and when a liquid changes to a gas. Energy is released when a gas changes to a liquid and when a liquid changes to a solid.
        
        4.P4.2d: Most substances expand when heated and contract when cooled. Water is an exception, expanding when changing to ice.
        
        4.P4.2e: Temperature affects the solubility of some substances in water.
        
        4.P4.3: Observe and describe energy changes as related to chemical reactions.
        
        4.P4.3a: In chemical reactions, energy is transferred into or out of a system. Light, electricity, or mechanical motion may be involved in such transfers in addition to heat.
        
        4.P4.4: Observe and describe the properties of sound, light, magnetism, and electricity.
        
        4.P4.4a: Different forms of electromagnetic energy have different wavelengths. Some examples of electromagnetic energy are microwaves, infrared light, visible light, ultraviolet light, X-rays, and gamma rays.
        
        4.P4.4b: Light passes through some materials, sometimes refracting in the process. Materials absorb and reflect light, and may transmit light. To see an object, light from that object, emitted by or reflected from it, must enter the eye.
        
        4.P4.4c: Vibrations in materials set up wave-like disturbances that spread away from the source. Sound waves are an example. Vibrational waves move at different speeds in different materials. Sound cannot travel in a vacuum.
        
        4.P4.4d: Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy.
        
        4.P4.4e: Electrical circuits provide a means of transferring electrical energy.
        
        4.P4.4f: Without touching them, material that has been electrically charged attracts uncharged material, and may either attract or repel other charged material.
        
        4.P4.4g: Without direct contact, a magnet attracts certain materials and either attracts or repels other magnets. The attractive force of a magnet is greatest at its poles.
        
        4.P4.5: Describe situations that support the principle of conservation of energy.
        
        4.P4.5a: Energy cannot be created or destroyed, but only changed from one form into another.
        
        4.P4.5b: Energy can change from one form to another, although in the process some energy is always converted to heat. Some systems transform energy with less loss of heat than others.
        
        4.P5: Energy and matter interact through forces that result in changes in motion.
        
        4.P5.1: Describe different patterns of motion of objects.
        
        4.P5.1a: The motion of an object is always judged with respect to some other object or point. The idea of absolute motion or rest is misleading.
        
        4.P5.1b: The motion of an object can be described by its position, direction of motion, and speed.
        
        4.P5.1c: An object's motion is the result of the combined effect of all forces acting on the object. A moving object that is not subjected to a force will continue to move at a constant speed in a straight line. An object at rest will remain at rest.
        
        4.P5.1d: Force is directly related to an object's mass and acceleration. The greater the force, the greater the change in motion.
        
        4.P5.1e: For every action there is an equal and opposite reaction.
        
        4.P5.2: Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects.
        
        4.P5.2a: Every object exerts gravitational force on every other object. Gravitational force depends on how much mass the objects have and on how far apart they are. Gravity is one of the forces acting on orbiting objects and projectiles.
        
        4.P5.2b: Electric currents and magnets can exert a force on each other.
        
        4.P5.2c: Machines transfer mechanical energy from one object to another.
        
        4.P5.2d: Friction is a force that opposes motion.
        
        4.P5.2e: A machine can be made more efficient by reducing friction. Some common ways of reducing friction include lubricating or waxing surfaces.
        
        4.P5.2f: Machines can change the direction or amount of force, or the distance or speed of force required to do work.
        
        4.P5.2g: Simple machines include a lever, a pulley, a wheel and axle, and an inclined plane. A complex machine uses a combination of interacting simple machines, e.g., a bicycle.
      - 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
        
        Equilibrium and Stability
        
        6.4: Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
        
        6.4.1: Describe how feedback mechanisms are used in both designed and natural systems to keep changes within desired limits.
        
        6.4.2: Describe changes within equilibrium cycles in terms of frequency or cycle length and determine the highest and lowest values and when they occur.
        
        Magnitude and Scale
        
        6.3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.
        
        6.3.1: Cite examples of how different aspects of natural and designed systems change at different rates with changes in scale.
        
        6.3.2: Use powers of ten notation to represent very small and very large numbers.
        
        Models
        
        6.2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
        
        6.2.1: Select an appropriate model to begin the search for answers or solutions to a question or problem.
        
        6.2.2: Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).
        
        6.2.3: Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.
        
        Optimization
        
        6.6: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.
        
        6.6.1: Determine the criteria and constraints and make trade-offs to determine the best decision.
        
        6.6.2: Use graphs of information for a decision-making problem to determine the optimum solution.
        
        Patterns of Change
        
        6.5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.
        
        6.5.1: Use simple linear equations to represent how a parameter changes with time.
        
        6.5.2: Observe patterns of change in trends or cycles and make predictions on what might happen in the future.
        
        Systems Thinking
        
        6.1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
        
        6.1.1: Describe the differences between dynamic systems and organizational systems.
        
        6.1.2: Describe the differences and similarities among engineering systems, natural systems, and social systems.
        
        6.1.3: Describe the differences between open-and closed-loop systems.
        
        6.1.4: Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.
      - 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
        
        Connections
        
        7.1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenome
        
        7.1.1: Analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action.
        
        7.1.2: Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.
        
        7.1.3: Design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.
        
        7.1.4: Describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical a
        
        Strategies
        
        7.2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathemati
        
        7.2.1: Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to:
        
        7.2.1.f: Presenting Results: Using a variety of media to present the solution and to communicate the results.
        
        7.2.1a: Working Effectively: Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working
        
        7.2.1b: Gathering and Processing Information: Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.
        
        7.2.1c: Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
        
        7.2.1d: Common Themes: Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
        
        7.2.1e: Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result.
    - Intermediate Process Skills
      - 4.G: General Skills
        
        4.G.1: follow safety procedures in the classroom and laboratory
        
        4.G.2: safely and accurately use the following measurement tools:
        
        4.G.2.a: metric ruler
        
        4.G.2.b: balance
        
        4.G.2.c: stopwatch
        
        4.G.2.d: graduated cylinder
        
        4.G.2.e: thermometer
        
        4.G.2.f: spring scale
        
        4.G.2.g: voltmeter
        
        4.G.3: use appropriate units for measured or calculated values
        
        4.G.4: recognize and analyze patterns and trends
        
        4.G.5: classify objects according to an established scheme and a student-generated scheme
        
        4.G.6: develop and use a dichotomous key
        
        4.G.7: sequence events
        
        4.G.8: identify cause-and-effect relationships
        
        4.G.9: use indicators and interpret results
      - 4.L: Living Environment Skills
        
        4.L.1: manipulate a compound microscope to view microscopic objects
        
        4.L.2: determine the size of a microscopic object, using a compound microscope
        
        4.L.3: prepare a wet mount slide
        
        4.L.4: use appropriate staining techniques
        
        4.L.5: design and use a Punnett square or a pedigree chart to predict the probability of certain traits
        
        4.L.6: classify living things according to a student-generated scheme and an established scheme
        
        4.L.7: interpret and/or illustrate the energy flow in a food chain, energy pyramid, or food web
        
        4.L.8: identify pulse points and pulse rates
        
        4.L.9: identify structure and function relationships in organisms
      - 4.P: Physical Setting Skills
        
        4.P.1: given the latitude and longitude of a location, indicate its position on a map and determine the latitude and longitude of a given location on a map
        
        4.P.10: determine the density of liquids, and regular- and irregular-shaped solids
        
        4.P.11: determine the volume of a regular- and an irregular-shaped solid, using water displacement
        
        4.P.12: using the periodic table, identify an element as a metal, nonmetal, or noble gas
        
        4.P.13: determine the identity of an unknown element, using physical and chemical properties
        
        4.P.14: using appropriate resources, separate the parts of a mixture
        
        4.P.15: determine the electrical conductivity of a material, using a simple circuit
        
        4.P.16: determine the speed and acceleration of a moving object
        
        4.P.2: using identification tests and a flow chart, identify mineral samples
        
        4.P.3: use a diagram of the rock cycle to determine geological processes that led to the formation of a specific rock type
        
        4.P.4: plot the location of recent earthquake and volcanic activity on a map and identify patterns of distribution
        
        4.P.5: use a magnetic compass to find cardinal directions
        
        4.P.6: measure the angular elevation of an object, using appropriate instruments
        
        4.P.7: generate and interpret field maps including topographic and weather maps
        
        4.P.8: predict the characteristics of an air mass based on the origin of the air mass
        
        4.P.9: measure weather variables such as wind speed and direction, relative humidity, barometric pressure, etc.
  - Social Studies (2003)
    - Fifth Grade
      - 1: History of the United States, Canada, and Latin America
        
        1.1: Different ethnic, national, and religious groups, including Native American Indians, have contributed to the cultural diversity of these nations and regions by sharing their customs, traditions, beliefs, ideas, and languages.
        
        1.2: Different people living in the Western Hemisphere may view the same event or issue from different perspectives.
        
        1.3: The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and ways of life with them when they move from place to place.
        
        1.4: Connections and exchanges exist between and among the peoples of Europe, sub-Saharan Africa, Canada, Latin America, the Caribbean, and the United States. These connections and exchanges include social/cultural, migration/immigration, and scientific/techno
        
        1.5: Key turning points and events in the histories of Canada, Latin America, and the United States can be organized into different historical time periods. For example, key turning points might include: 18th-century exploration and encounter; 19th-century wes
        
        1.6: Important historic figures and groups have made significant contributions to the development of Canada, Latin America, and the United States.
        
        1.7: Industrial growth and development and urbanization have had important impacts on Canada, Latin America, and the United States.
      - 2: Geography of the United States, Canada, and Latin America
        
        2.1: Maps and other geographic representations, tools, and technologies such as aerial and other photographs, satellite-produced images, and computer models can be used to gather, process, and report information about the United States, Canada, and Latin Ameri
        
        2.2: Political boundaries change over time and place.
        
        2.3: Different geological processes shaped the physical environments of the United States, Canada, and Latin America.
        
        2.4: The nations and regions of the Western Hemisphere can be analyzed in terms of spatial organization, places, regions, physical settings (including natural resources), human systems, and environment and society. A region is an area that is tied together for
        
        2.5: The physical and human characteristics of places in the United States, Canada, and Latin America today
        
        2.6: Culture and experiences influence people's perceptions of places and regions in the United States, Canada, and Latin America today.
        
        2.7: The characteristics, distribution, and complexity of cultures found in the United States, Canada, and Latin America
        
        2.8: Human actions modify the physical environments of the United States, Canada, and Latin America.
      - 3: The economies of the United States, Canada, and Latin American nations
        
        3.1: Concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems can be used to study the economies and economic systems of the United States, Canada, and Latin America.
        
        3.2: Individuals and groups in the United States, Canada, and Latin America attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources.
        
        3.3: Types and availability of resources are important to economic development in the United States, Canada, and Latin America today.
        
        3.4: The nations of North, Central, and South America depend on one another for various resources and products they need.
        
        3.5: Production, distribution, exchange, and consumption of goods and services are economic decisions which the nations of North and South America must make.
        
        3.6: Science and technology have influenced the standard of living in nations in North, Central, and South America.
        
        3.7: Exchanges of technologies, plants, animals, and diseases between and among nations of the Americas and Europe and sub-Saharan Africa have changed life in these regions.
        
        3.8: Nations in North, Central, and South America form organizations and make agreements to promote economic growth and development.
        
        3.9: As the economic systems of the global community have become more interdependent, decisions made in one nation or region in the Western Hemisphere have implications for all nations or regions.
      - 4: The governments of the United States, Canada, and Latin American nations
        
        4.1: Across time and place, the people of the Western Hemisphere have held differing assumptions regarding power, authority, governance, and law.
        
        4.10: International organizations were formed to promote peace, economic development, and cultural understanding. The United Nations was created to prevent war and to fight hunger, disease, and ignorance.
        
        4.2: Basic civic values such as justice, due process, equality, and majority rule with respect for minority rights are expressed in the constitutions and laws of the United States, Canada, and nations of Latin America.
        
        4.3: Constitutions, rules, and laws are developed in democratic societies in order to maintain order, provide security, and protect individual rights.
        
        4.4: The rights of citizens in the United States are similar to and different from the rights of citizens in other nations of the Western Hemisphere.
        
        4.5: The roles of citizenship are defined by different constitutions in the Western Hemisphere.
        
        4.6: Governmental structures vary from place to place, as do the structure and functions of governments in the United States, Canada, and Latin American countries today.
        
        4.7: Concepts such as civic life, politics, and government can be used to answer questions about what governments can and should do, how people should live their lives together, and how citizens can support the proper use of authority or combat the abuse of po
        
        4.8: Legal, political, and historic documents define the values, beliefs, and principles of constitutional democracy. In the United States these documents include the Declaration of Independence, the United States Constitution, and the Bill of Rights. In Canad
        
        4.9: Citizenship in the United States, Canada, and nations of Latin America includes an awareness of the patriotic celebrations of those nations. In the United States these celebrations include: Lincoln's Birthday, Washington's Birthday, Independence Day, Dr.
    - First Grade
      - 1: My family and other families
        
        1.1: Families and different kinds of families exist in all communities and societies though they may differ.
        
        1.2: Families have beliefs, customs, and traditions.
        
        1.3: Families have roles and responsibilities.
        
        1.4: Families are interdependent.
        
        1.5: Families lived in other places and at different times.
      - 2: History of my family
        
        2.1: Families have a past and they change over time; my family timeline illustrates my family's history.
        
        2.2: Some family beliefs, customs, and traditions are based on family histories.
        
        2.3: People of diverse racial, religious, national, and ethnic groups transmit their beliefs, customs, and traditions.
        
        2.4: Folktales, biographies, oral histories, and legends relate family histories.
      - 3: My community and local region
        
        3.1: Different events, people, problems, and ideas make up my community's history.
        
        3.2: Folklore, myths, legends, and other cultural contributions have helped shape our community and local region.
        
        3.3: Monuments and important places are located in my neighborhood.
        
        3.4: Communities are connected economically and geographically.
        
        3.5: People exchange elements of their cultures.
      - 4: Places in my community and local region
        
        4.1: Places can be located on maps and on a globe.
        
        4.2: Maps and diagrams serve as representations of places, physical features, and objects.
        
        4.3: Cardinal directions can be used to locate places and physical features.
        
        4.4: Symbols represent places and can be used to locate geographic features and physical characteristics.
        
        4.5: People depend on and modify their physical environments to meet basic needs.
      - 5: Challenge of meeting needs and wants
        
        5.1: Scarcity means that people's wants exceed their limited resources.
        
        5.2: Communities provide facilities and services to help satisfy the needs and wants of people who live there.
        
        5.3: People use tools, technologies, and other resources to meet their needs and wants.
        
        5.4: People in communities must make choices due to unlimited needs and wants and scarce resources; these choices involve costs.
        
        5.5: Through work, people in communities earn income to help meet their needs and wants.
      - 6: Economic decision making
        
        6.1: People make decisions about how to spend the money they earn.
        
        6.2: People work to earn money to purchase the goods and services they need and/or want.
      - 7: Symbols of citizenship
        
        7.1: Citizenship includes knowledge about and respect for the flag of the United States of America, including an understanding about its display and use.
        
        7.2: Citizenship includes a pledge of allegiance or loyalty to the United States of America.
      - 8: Rights, responsibilities, and roles of citizenship
        
        8.1: Students, teachers, and staff are all citizens of the school community and have rights and responsibilities.
      - 9: People making and changing rules and laws
        
        9.1: People form governments in order to develop rules and laws to govern and protect themselves.
        
        9.2: Key terms related to the study of government include: democracy, power, citizenship, nation-state, and justice.
        
        9.3: People plan, organize, and make decisions for the common good.
        
        9.4: Students can participate in problem solving, decision making, and conflict resolution.
    - Fourth Grade
      - 1: Native American Indians of New York State
        
        1.1: Native American Indians were the first inhabitants of our local region and State.
        
        1.2: The Iroquois (Haudenosaunee-People of the Longhouse) and the Algonquian were the early inhabitants of our State.
        
        1.3: Meeting basic needs-food, clothing, and shelter
        
        1.4: Uses of the environment and how Native American Indian settlements were influenced by environmental and geographic factors.
        
        1.5: Important accomplishments and contributions of Native American Indians who lived in our community and State.
      - 2: Three worlds (Europe, the Americas, Africa) meet in the Americas
        
        2.1: Major explorers of New York State
        
        2.2: Impacts of exploration-social/cultural, economic, political, and geographic
        
        2.3: The slave trade and slavery in the colonies
        
        2.4: Groups of people who migrated to our local region and into our State
        
        2.5: Ways that people depended on and modified their physical environments
      - 3: Colonial and Revolutionary periods
        
        3.1: Dutch, English, and French influences in New York State
        
        3.10: Important accomplishments of individuals and groups living in our community and region
        
        3.2: Lifestyles in the colonies-comparisons during different time periods
        
        3.3: Different types of daily activities including social/cultural, political, economic, scientific/technological, or religious
        
        3.4: Ways that colonists depended on and modified their physical environments
        
        3.5: Cultural similarities and differences, including folklore, ideas, and other cultural contributions that helped shape our community, local region, and State
        
        3.6: Colonial governments
        
        3.7: Colonial societies were organized to answer three fundamental economic questions: What goods and services do we produce? How do we produce them? For whom do we produce them?
        
        3.8: Ways of making a living in our local region and State
        
        3.9: Causes for revolution: social, political, economic
      - 4: The Revolutionary War in New York State
        
        4.1: Location of New York State
        
        4.2: The significance of New York State's location and its relationship to the locations of other people and places
        
        4.3: Geographic features that influenced the War
        
        4.4: Native American Indians in New York State influenced the War.
        
        4.5: The war strategy: Saratoga and other local battles
        
        4.6: Loyalists and patriots in New York State
        
        4.7: Leaders of the Revolution
        
        4.8: Effects of the Revolutionary War
      - 5: The new nation
        
        5.1: Foundations for a new government and the ideals of American democracy as expressed in the Mayflower Compact, the Declaration of Independence, and the Constitutions of the State of New York and the United States of America
        
        5.2: The importance of the Bill of Rights
        
        5.3: Individuals and groups who helped to strengthen democracy in the United States
        
        5.4: The roots of American culture, how it developed from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it
        
        5.5: Those values, practices, and traditions that unite all Americans
      - 6: Industrial growth and expansion
        
        6.1: Transportation, inventions, communication, and technology (e.g., 1800s-Erie Canal, railroads, steamboats, turnpikes, telegraph, cable; 1900s-auto- mobiles, subways, air travel, seaways, telephones, radios and televisions, computer)
        
        6.2: Immigration and migration (e.g., Ellis Island; the mass starvation in Ireland, 1845-50; forced relocation of Native American Indians in New York State)
        
        6.3: The important contributions of immigrants to New York State
        
        6.4: Geographic influences of industrialization and expansion (e.g., natural resources, location); the interactions between economic and geographic factors
      - 7: Urbanization: economic, political, and social impacts
        
        7.1: Rural to urban to suburban migration
        
        7.2: Economic interdependence (e.g., resource use; from farm to market)
        
        7.3: Ways of learning and public education in our community and State
        
        7.4: The labor movement and child labor
      - 8: Government
        
        8.1: Basic democratic values (Taken from: National Standards for Civics and Government)
        
        8.2: The fundamental values of American democracy include an understanding of the following concepts: individual rights to life, liberty, property, and the pursuit of happiness; the public or common good; justice; equality of opportunity; diversity; truth; and
        
        8.3: The fundamental values and principles of American democracy are expressed in the Declaration of Independence, Preamble to the United States Constitution, Bill of Rights, Pledge of Allegiance, speeches, songs, and stories.
      - 9: Purposes of government
        
        9.1: The basic purposes of government in the United States are to protect the rights of individuals and to promote the common good. (Taken from: National Standards for Civics and Government)
      - 10: Local and State governments
        
        10.1: An introduction to the probable consequences of the absence of government
        
        10.2: The structure and function of the branches of government of New York State and local governments, including executive, legislative, and judicial branches
        
        10.3: The meaning of key terms and concepts related to government, including democracy, power, and citizenship
        
        10.4: The United States Constitution and the Constitution of the State of New York and their respective Bills of Rights were developed as written plans for organizing the functions of government and safeguarding individual liberties.
        
        10.5: Representatives in the legislative, executive, and judicial branches at the local, State, and national levels of government and how they are elected or appointed to office
        
        10.6: People elect and/or appoint leaders who make, enforce, and interpret laws.
        
        10.7: Citizenship and the rules and responsibilities of citizenship in the classroom, school, home, and local community
        
        10.8: Citizenship includes an awareness of the holidays, celebrations, and symbols of our nation, including the flag of the United States of America, its proper display, and use.
        
        10.9: Effective, informed citizenship involves duties such as voting, jury service, and other service to the local community.
        
        10.10: Citizens can participate in political decision making and problem solving at the local, State, and national levels.
    - Global History and Geography
      - Global History and Geography
      - Methodology
        
        A: History
        
        A.1: Skills of historical analysis
        
        A.1.a: Investigate differing and competing interpretations of historical theories-multiple perspectives
        
        A.1.b: Hypothesize about why interpretations change over time
        
        A.1.c: Explain the importance of historical evidence
        
        A.2: Understand the concepts of change and continuity over time
        
        A.3: The connections and interactions of people across time and space
        
        A.4: Time frames and periodization
        
        A.5: Roles and contributions of individuals and groups
        
        A.6: Oral histories
        
        B: Geography
        
        B.1: Elements of geography
        
        B.1.a: Human geography
        
        B.1.b: Physical geography
        
        B.1.c: Political geography
        
        B.1.d: Migration
        
        B.1.e: Trade
        
        B.1.f: Environment and society
        
        B.1.g: The uses of geography
        
        B.2: Critical thinking skills
        
        B.2.a: Asking and answering geographic questions
        
        B.2.b: Analyzing theories of geography
        
        B.2.c: Acquiring, organizing, and analyzing geographic information
        
        B.3: Identifying and defining world regions
        
        C: Economics
        
        C.1: Major economic concepts (scarcity, supply/demand, opportunity costs, production, resources)
        
        C.2: Economic decision making
        
        C.3: The interdependence of economics and economic systems throughout the world
        
        C.4: Applying critical thinking skills in making informed and well-reasoned economic decisions
        
        D: Political science
        
        D.1: The purposes of government
        
        D.2: Political systems around the world
        
        D.3: Political concepts of power, authority, governance, and law
        
        D.4: Rights and responsibilities of citizenship across time and space
        
        D.5: Critical thinking skills
        
        D.5.a: Probing ideas and assumptions
        
        D.5.b: Posing and answering analytical questions
        
        D.5.c: Assuming a skeptical attitude toward questionable political statements
        
        D.5.d: Evaluating evidence and forming rational conclusions
        
        D.5.e: Developing participatory skills
      - United States History and Government
      - 1: Ancient World-Civilizations and Religions (4000 BC - 500 AD)
        
        1.A: Early peoples
        
        1.A.1: Human and physical geography
        
        1.A.2: Hunters and gatherers-nomadic groups
        
        1.A.3: Relationship to the environment
        
        1.A.4: Migration of early human populations
        
        1.A.4.a: Out of Africa
        
        1.A.4.b: Other theories
        
        1.A.5: Early government
        
        1.A.5.a: Purposes
        
        1.A.5.b: Decision making
        
        1.A.5.c: Move toward more complex government systems
        
        1.B: Neolithic Revolution and early river civilizations
        
        1.B.1: Compare and contrast (Mesopotamia, Egypt, the Indus Valley, and Yellow River civilizations)
        
        1.B.1.a: Human and physical geography of early river civilizations
        
        1.B.1.b: Traditional economies
        
        1.B.1.c: Political systems
        
        1.B.1.d: Social structures and urbanization
        
        1.B.1.e: Contributions
        
        1.B.1.e.1: Writing systems
        
        1.B.1.e.2: Belief systems
        
        1.B.1.e.3: Early technology-irrigation, tools, weapons
        
        1.B.1.e.4: Architecture
        
        1.B.1.e.5: Legal systems-Code of Hammurabi
        
        1.B.2: Identify demographic patterns of early civilizations and movement of people-Bantu migration (500 BC - 1500 AD)
        
        1.B.2.a: Human and physical geography
        
        1.B.2.b: Causes of migration
        
        1.B.2.c: Impact on other areas of Africa
        
        1.C: Classical civilizations
        
        1.C.1: Chinese civilization
        
        1.C.1.a: Human and physical geography
        
        1.C.1.b: Chinese contributions (engineering, tools, writing, silk, bronzes, government system)
        
        1.C.1.c: Dynastic cycles
        
        1.C.1.d: Mandate of Heaven
        
        1.C.2: Greek civilization
        
        1.C.2.a: Human and physical geography
        
        1.C.2.b: The rise of city-states- Athens/Sparta
        
        1.C.2.c: Contributions: art, architecture, philosophy, science-Plato, Socrates, Aristotle
        
        1.C.2.d: Growth of democracy in Athens versus the Spartan political system
        
        1.C.2.e: Alexander the Great and Hellenistic culture-cultural diffusion
        
        1.C.3: Roman Republic
        
        1.C.3.a: Human and physical geography
        
        1.C.3.b: Contributions-law (Twelve Tables), architecture, literature, roads, bridges
        
        1.C.4: Indian (Maurya) Empire
        
        1.C.4.a: Human and physical geography (monsoons)
        
        1.C.4.b: Contributions-government system
        
        1.C.5: Rise of agrarian civilizations in Mesoamerica-Mayan (200 BC - 900 AD)
        
        1.C.5.a: Human and physical geography
        
        1.C.5.b: Contributions (mathematics, astronomy, science, arts, architecture, and technology)
        
        1.C.5.c: Role of maize
        
        1.C.5.d: Religion
        
        1.C.6: The status and role of women in classical civilizations
        
        1.C.7: The growth of global trade routes in classical civilizations
        
        1.C.7.a: Phoenician trade routes
        
        1.C.7.b: Silk Road
        
        1.C.7.c: Maritime and overland trade routes
        
        1.C.7.c.1: Linking Africa and Eurasia
        
        1.C.7.c.2: Linking China, Korea, and Japan
        
        1.D: The rise and fall of great empires
        
        1.D.1: Han Dynasty
        
        1.D.1.a: Human and physical geography
        
        1.D.1.b: Factors leading to growth
        
        1.D.1.c: Contributions
        
        1.D.1.d: Causes of decline
        
        1.D.1.e: Role of migrating nomadic groups from Central Asia
        
        1.D.2: Roman Empire
        
        1.D.2.a: Human and physical geography
        
        1.D.2.b: Factors leading to growth (engineering, empire building, trade)
        
        1.D.2.c: Contributions
        
        1.D.2.d: Causes of decline
        
        1.D.2.e: Role of migrating nomadic groups from Central Asia
        
        1.D.2.f: Pax Romana
        
        1.E: The emergence and spread of belief systems
        
        1.E.1: Place of origin and major beliefs
        
        1.E.1.a: Animism-African
        
        1.E.1.b: Hinduism
        
        1.E.1.c: Buddhism
        
        1.E.1.d: Chinese philosophies (Confucianism, Daoism)
        
        1.E.1.e: Judaism
        
        1.E.1.f: Christianity
        
        1.E.1.g: Islam
        
        1.E.1.h: Legalism
        
        1.E.1.i: Shintoism
        
        1.E.1.j: Jainism
        
        1.E.2: Expansion of Christianity, Islam, Confucianism, and Buddhism
      - 2: Expanding Zones of Exchange and Encounter (500 - 1200)
        
        2.A: Gupta Empire (320-550 AD)
        
        2.A.1: Human and physical geography
        
        2.A.2: Artistic, scientific, and mathematical contributions
        
        2.A.3: Ties to Hinduism
        
        2.A.4: Organizational structure
        
        2.B: Tang and Song Dynasty (618-1126 AD)
        
        2.B.1: Human and physical geography
        
        2.B.2: Contributions
        
        2.B.3: Chinese influence on Korea and Japan
        
        2.B.4: Cultural flowering
        
        2.B.5: Growth of commerce and trade
        
        2.C: Byzantine Empire (330-1453 AD)
        
        2.C.1: Human and physical geography
        
        2.C.2: Achievements (law-Justinian Code, engineering, art, and commerce)
        
        2.C.3: The Orthodox Christian Church
        
        2.C.4: Political structure and Justinian Code
        
        2.C.5: Role in preserving and transmitting Greek and Roman cultures
        
        2.C.6: Impact on Russia and Eastern Europe
        
        2.D: Early Russia
        
        2.D.1: Human and physical geography
        
        2.D.2: Trade
        
        2.D.3: Kiev
        
        2.D.4: Russian Orthodox Church
        
        2.E: The spread of Islam to Europe, Asia, and Africa
        
        2.E.1: Human and physical geography
        
        2.E.2: Organizational structure
        
        2.E.3: The development of Islamic law and its impact
        
        2.E.4: Social class: women and slavery in Muslim society
        
        2.E.5: Position of "people of the book"
        
        2.E.6: The golden age of Islam
        
        2.E.6.a: Contributions to mathematics, science, medicine, art, architecture, and literature
        
        2.E.6.b: Role in preserving Greek and Roman culture
        
        2.E.6.c: Islamic Spain
        
        2.E.7: Trade
        
        2.F: Medieval Europe (500-1400)
        
        2.F.1: Human and physical geography
        
        2.F.2: Frankish Empire-Charlemagne
        
        2.F.3: Manorialism
        
        2.F.4: Feudalism
        
        2.F.4.a: Social hierarchy and stratification
        
        2.F.4.b: Role of men and women
        
        2.F.5: Spiritual and secular role of the Church
        
        2.F.6: Monastic centers of learning
        
        2.F.7: Anti-Semitism
        
        2.F.8: Art and architecture
        
        2.G: Crusades
        
        2.G.1: Causes
        
        2.G.2: Impacts on Southwest Asia, Byzantium, and Europe
        
        2.G.3: Perspectives
        
        2.G.4: Key individuals-Urban II, Saladin, and Richard the Lion- Hearted
      - 3: Global Interactions (1200 - 1650)
        
        3.A: Early Japanese history and feudalism
        
        3.A.1: Human and physical geography
        
        3.A.2: Early traditions (Shintoism)
        
        3.A.3: Ties with China and Korea: cultural diffusion, Buddhism, and Confucianism
        
        3.A.4: Tokugawa Shogunate
        
        3.A.5: Social hierarchy and stratification
        
        3.A.6: Comparison to European feudalism
        
        3.A.7: Zen Buddhism
        
        3.B: The rise and fall of the Mongols and their impact on Eurasia
        
        3.B.1: Human and physical geography
        
        3.B.2: Origins-Central Asian nomadic tribes
        
        3.B.3: The Yuan Dynasty: a foreign non- Chinese dynasty
        
        3.B.4: Extent of empire under Ghengis Khan and Kublai Khan
        
        3.B.5: Impact on Central Asia, China, Korea, Europe, India, Southwest Asia
        
        3.B.6: Impact on the rise of Moscow
        
        3.B.7: Interaction with the West and global trade, Pax Mongolia (e.g., Marco Polo)
        
        3.B.8: Causes of decline
        
        3.C: Global trade and interactions
        
        3.C.1: Resurgence of Europe
        
        3.C.1.a: Hanseatic League and Italian city-states
        
        3.C.1.b: Trade fairs and towns
        
        3.C.1.c: Medieval guilds
        
        3.C.1.d: Commercial revolution
        
        3.C.2: Major trading centers-Nanjing/ Calicut/Mogadishu/Venice
        
        3.C.3: Ibn Battuta
        
        3.C.4: Expansion of the Portuguese spice trade to Southeast Asia and its impact on Asia and Europe
        
        3.D: Rise and fall of African civilizations: Ghana, Mali, Axum, and Songhai empires
        
        3.D.1: Human and physical geography
        
        3.D.2: Organizational structure
        
        3.D.3: Contributions
        
        3.D.4: Roles in global trade routes
        
        3.D.5: Spread and impact of Islam- Mansa Musa
        
        3.D.6: Timbuktu and African trade routes
        
        3.E: Social, economic, and political impacts of the plague on Eurasia and Africa
        
        3.F: Renaissance and humanism
        
        3.F.1: Human and physical geography
        
        3.F.2: Shift in worldview-other- worldly to secular
        
        3.F.3: Greco-Roman revival (interest in humanism)
        
        3.F.4: Art and architecture (e.g., da Vinci and Michelangelo)
        
        3.F.5: Literature (e.g., Dante, Cervantes, Shakespeare)
        
        3.F.6: Political science (e.g., Machiavelli)
        
        3.F.7: New scientific and technological innovations (Gutenberg's moveable type printing press, cartography, naval engineering, and navigational and nautical devices)
        
        3.G: Reformation and Counter Reformation
        
        3.G.1: Human and physical geography
        
        3.G.2: Martin Luther's Ninety-Five Theses: the challenge to the power and authority of the Roman Catholic Church
        
        3.G.3: Anti-Semitic laws and policies
        
        3.G.4: Henry VIII and the English Reformation
        
        3.G.5: Calvin and other reformers
        
        3.G.6: Counter Reformation (Ignatius Loyola, Council of Trent)
        
        3.G.7: Roles of men and women within the Christian churches
        
        3.G.8: Religious wars in Europe: causes and impacts
        
        3.H: The rise and impact of European nation-states/decline of feudalism Case studies: England- Elizabeth I: France-Joan of Arc
        
        3.H.1: Forces moving toward centralization
        
        3.H.2: Role of nationalism
      - 4: The First Global Age (1450 - 1770)
        
        4.A: The Ming Dynasty (1368-1644)
        
        4.A.1: Human and physical geography
        
        4.A.2: Restoration of Chinese rule, Chinese world vision
        
        4.A.3: The impact of China on East Asia and Southeast Asia
        
        4.A.4: China's relationship with the West
        
        4.A.5: Contributions
        
        4.A.6: Expansion of trade (Zheng He, 1405-1433)
        
        4.B: The impact of the Ottoman Empire on the Middle East and Europe
        
        4.B.1: Human and physical geography
        
        4.B.2: Contributions
        
        4.B.3: Suleiman I (the Magnificent, the Lawgiver)
        
        4.B.4: Disruption of established trade routes and European search for new ones
        
        4.B.5: Limits of Ottoman Europe
        
        4.C: Spain and Portugal on the eve of the encounter
        
        4.C.1: Human and physical geography
        
        4.C.2: Reconquista under Ferdinand and Isabella
        
        4.C.3: Expulsion of Moors and Jews
        
        4.C.4: Exploration and overseas expansion
        
        4.C.4.a: Columbus
        
        4.C.4.b: Magellan circumnavigates the globe
        
        4.D: The rise of Mesoamerican empires: Aztec and Incan empires before 1500
        
        4.D.1: Human and physical geography
        
        4.D.2: Organizational structure
        
        4.D.3: Contributions
        
        4.D.4: Trade
        
        4.E: The encounter between Europeans and the peoples of Africa, the Americas, and Asia Case study: The Columbian exchange
        
        4.E.1: Human and physical geography
        
        4.E.2: European competition for colonies in the Americas, Africa, East Asia, and Southeast Asia-The "old imperialism"
        
        4.E.3: Global demographic shifts Case study: The triangular trade and slavery
        
        4.E.4: The extent of European expansionism
        
        4.E.5: European mercantilism
        
        4.E.6: Spanish colonialism and the introduction of the Encomienda system to Latin America
        
        4.E.7: Dutch colonization in East Asia (Japan and Indonesia)
        
        4.E.8: Exchange of food and disease
        
        4.F: Political ideologies: global absolutism
        
        4.F.1: Human and physical geography
        
        4.F.2: Thomas Hobbes, The Leviathan
        
        4.F.3: Jacques-Benigne Bossuet: Absolutism and Divine right theory
        
        4.F.4: Case studies: Akbar the Great, Suleiman the Magnificent, Philip II, Louis XIV, Ivan the Terrible, and Peter the Great
        
        4.G: The response to absolutism: The rise of parliamentary democracy in England
        
        4.G.1: Background-Magna Carta
        
        4.G.2: Divine Right of Monarchy-Stuart rule
        
        4.G.3: Puritan Revolution-Oliver Cromwell
        
        4.G.4: Glorious Revolution-John Locke and the English Bill of Rights
      - 5: An Age of Revolution (1750 - 1914)
        
        5.A: The Scientific Revolution
        
        5.A.1: The development of scientific methods
        
        5.A.2: The work of Copernicus, Galileo, Newton, and Descartes
        
        5.B: The Enlightenment in Europe
        
        5.B.1: The writings of Locke, Voltaire, Rousseau, and Montesquieu
        
        5.B.2: The impact of the Enlightenment on nationalism and democracy
        
        5.B.3: The enlightened despots-Maria Theresa and Catherine the Great
        
        5.C: Political revolutions
        
        5.C.1: Human and physical geography of revolutions
        
        5.C.2: American Revolution
        
        5.C.2.a: Impact of the Enlightenment on the American Revolution
        
        5.C.2.b: Impact of the American Revolution on other revolutions
        
        5.C.3: French Revolution
        
        5.C.3.a: Causes
        
        5.C.3.b: Key individuals (Robespierre and Louis XVI)
        
        5.C.3.c: Impact on France and other nations
        
        5.C.3.d: Rise to power of Napoleon and his impact (Napoleonic Code)
        
        5.C.4: Independence movements in Latin America Case studies: Simon Bolivar, Toussaint L'Ouverture, José de San Martín
        
        5.C.4.a: Causes
        
        5.C.4.b: Impacts
        
        5.D: The reaction against revolutionary ideas
        
        5.D.1: Human and physical geography
        
        5.D.2: Balance of power politics and the Congress of Vienna (Klemens von Metternich)
        
        5.D.3: Revolutions of 1848
        
        5.D.4: Russian absolutism: reforms and expansion
        
        5.D.4.a: Impact of the French Revolution and Napoleon
        
        5.D.4.b: 19th-century Russian serfdom
        
        5.D.4.c: Expansion of Russia into Siberia
        
        5.E: Latin America: The failure of democracy and the search for stability
        
        5.E.1: Human and physical geography
        
        5.E.2: Roles of social classes: land-holding elite, creoles, mestizos, native peoples, and slaves
        
        5.E.3: Roles of the Church and military
        
        5.E.4: Role of cash crop economies in a global market
        
        5.E.5: The Mexican Revolution (1910-1930)
        
        5.E.5.a: Cause and effect
        
        5.E.5.b: Roles of Porfirio Diaz, Francisco "Pancho" Villa, and Emiliano Zapata
        
        5.E.5.c: Economic and social nationalism
        
        5.F: Global nationalism
        
        5.F.1: Human and physical geography
        
        5.F.2: Role in political revolutions
        
        5.F.3: Force for unity and self-determination
        
        5.F.3.a: Unification of Italy and Germany (Camillo Cavour, Otto von Bismarck)
        
        5.F.3.b: Asian and Middle Eastern nationalism
        
        5.F.3.b.1: India (Indian National Congress, Moslem League)
        
        5.F.3.b.2: Turkey-Young Turks
        
        5.F.4: Zionism
        
        5.F.5: Force leading to conflicts
        
        5.F.5.a: Balkans before World War I
        
        5.F.5.b: Ottoman Empire as the pawn of European powers
        
        5.G: Economic and social revolutions
        
        5.G.1: Human and physical geography
        
        5.G.2: Agrarian revolution
        
        5.G.3: The British Industrial Revolution
        
        5.G.3.a: Capitalism and a market economy
        
        5.G.3.b: Factory system
        
        5.G.3.c: Shift from mercantilism to laissez-faire economics-Adam Smith, The Wealth of Nations
        
        5.G.3.d: Changes in social classes
        
        5.G.3.e: Changing roles of men, women, and children
        
        5.G.3.f: Urbanization
        
        5.G.3.g: Responses to industrialization
        
        5.G.3.g.1: Utopian reform-Robert Owen
        
        5.G.3.g.2: Legislative reform
        
        5.G.3.g.3: Role of unions
        
        5.G.3.g.4: Karl Marx and Friedrich Engels and command economies
        
        5.G.3.g.5: Sadler Report and reform legislation
        
        5.G.3.g.6: Parliamentary reforms- expansion of suffrage
        
        5.G.3.g.7: Writers (Dickens and Zola)
        
        5.G.3.g.8: Global migrations (19th century)
        
        5.G.3.g.9: Writings of Thomas Malthus (Essay on the Principles of Population)
        
        5.G.4: Mass starvation in Ireland (1845-1850)
        
        5.G.4.a: Growth of Irish nationalism
        
        5.G.4.b: Global migration
        
        5.H: Imperialism
        
        5.H.1: Reasons for imperialism-nationalistic, political, economic, "The White Man's Burden", Social Darwinism
        
        5.H.2: Spatial characteristics- "new imperialism"
        
        5.H.3: British in India
        
        5.H.3.a: British East India Company
        
        5.H.3.b: Sepoy Mutiny
        
        5.H.4: British, French, Belgians, and Germans in Africa
        
        5.H.4.a: Scramble for Africa
        
        5.H.4.b: The Congress of Berlin
        
        5.H.4.c: African resistance-Zulu Empire
        
        5.H.4.d: Boer War
        
        5.H.4.e: Cecil Rhodes
        
        5.H.4.f: 19th-century anti-slave trade legislation
        
        5.H.5: European spheres of influence in China
        
        5.H.5.a: Opium Wars (1839 - 1842 and 1858 - 1860) and the Treaty of Nanjing
        
        5.H.5.a.1: Unequal treaties
        
        5.H.5.a.2: Extraterritoriality
        
        5.H.5.b: Boxer Rebellion
        
        5.H.5.c: Sun Yat-sen (Sun Yixian) and the Chinese Revolution (1910-1911)
        
        5.H.6: Multiple perspectives toward imperialism
        
        5.H.6.a: Immediate/long-term changes made under European rule
        
        5.H.6.b: Long-term effects in Europe and the rest of the world
        
        5.I: Japan and the Meiji restoration
        
        5.I.1: Human and physical geography
        
        5.I.2: The opening of Japan
        
        5.I.2.a: Commodore Matthew Perry
        
        5.I.2.b: Impact upon Japan of Treaty of Kanagawa
        
        5.I.3: Modernization, industrialization
        
        5.I.4: Japan as an imperialist power
        
        5.I.4.a: First Sino-Japanese War (1894 - 1895)
        
        5.I.4.b: Russo-Japanese War
        
        5.I.4.c: Annexation of Korea
        
        5.I.4.d: Dependence on world market
      - 6: A Half Century of Crisis and Achievement (1900 - 1945)
        
        6.A: World War I
        
        6.A.1: Europe: the physical setting
        
        6.A.2: Causes
        
        6.A.3: Impacts
        
        6.A.4: Effects of scientific/technological advances on warfare
        
        6.A.5: Armenian Massacre
        
        6.A.6: Collapse of the Ottoman Empire
        
        6.A.7: The war as reflected in literature, art, and propaganda
        
        6.B: Revolution and change in Russia- causes and impacts
        
        6.B.1: Czar Nicholas II
        
        6.B.2: The Revolution of 1905
        
        6.B.3: March Revolution and provisional government
        
        6.B.4: Bolshevik Revolution
        
        6.B.5: V.I. Lenin's rule in Russia
        
        6.B.6: Stalin and the rise of a modern totalitarian state: industrialization, command economy, collectivization
        
        6.B.7: Russification of ethnic republics
        
        6.B.8: Forced famine in Ukraine
        
        6.B.9: Reign of Terror
        
        6.C: Between the wars
        
        6.C.1: Human and physical geography
        
        6.C.10: Arabic and Zionist nationalism
        
        6.C.2: Treaty of Versailles and the League of Nations
        
        6.C.3: Modernization and westernization of a secular Turkey-Kemal Atatürk
        
        6.C.4: Women's suffrage movement
        
        6.C.5: Great Depression-causes and impacts
        
        6.C.6: Weimar Republic and the rise of fascism as an aftermath of World War I
        
        6.C.7: Japanese militarism and imperialism
        
        6.C.7.a: Manchuria, 1931
        
        6.C.7.b: Second Sino-Japanese War (1937-1945)
        
        6.C.8: Policy of appeasement-Munich Pact
        
        6.C.9: Colonial response to European imperialism Case studies: Mohandas Gandhi, Reza Khan,Jiang Jieshi (Chiang Kai- shek), Mao Zedong.;Zionism, Arab nationalism, the Amritsar massacre-Indian nationalism, Salt March, civil disobedience
        
        6.D: World War II-causes and impact
        
        6.D.1: Human and physical geography
        
        6.D.10: Hiroshima and Nagasaki
        
        6.D.11: War crime trials
        
        6.D.12: Global spatial arrangements-post- World War II world
        
        6.D.2: The Nazi and Japanese states
        
        6.D.3: Key individuals-Hitler, Mussolini, Stalin, Churchill, and Roosevelt
        
        6.D.4: Key events-Dunkirk, the Blitz, D- Day, Hitler's second front, the war in the Pacific
        
        6.D.5: The Nazi Holocaust: the extermination of Jews, Poles, other Slavs, Gypsies, disabled, and others
        
        6.D.6: Resistance
        
        6.D.7: Japan's role-Nanjing, Bataan, Pearl Harbor
        
        6.D.8: War in China-Long March
        
        6.D.9: Impacts of technology on total war
      - 7: The 20th Century Since 1945
        
        7.A: Cold War balance of power
        
        7.A.1: Human and physical geography
        
        7.A.2: The world in 1945: physical setting
        
        7.A.3: United States occupation of Germany and Japan
        
        7.A.3.a: The adoption of democratic systems of government
        
        7.A.3.b: Economic rebuilding of Germany and Japan
        
        7.A.4: Emergence of the superpowers
        
        7.A.5: Political climate of the Cold War
        
        7.A.5.a: Marshall Plan
        
        7.A.5.b: Truman Doctrine
        
        7.A.5.c: Berlin airlift and a divided Germany
        
        7.A.5.d: North Atlantic Treaty Organization (NATO)/Warsaw Pact-expanding membership and role of NATO
        
        7.A.5.e: Hungarian Revolt
        
        7.A.5.f: Soviet invasion of Czechoslovakia
        
        7.A.5.g: Nuclear weapons and space
        
        7.A.5.h: Surrogate superpower rivalries Case studies: (Egypt, Congo, Angola, Chile, Iran, Iraq, Vietnam, Guatemala)
        
        7.A.5.i: Role of nonaligned nations
        
        7.A.6: Korean War
        
        7.A.6.a: United States role in the division of Korea
        
        7.A.6.b: Comparison of Korea and Germany
        
        7.A.6.c: Conduct of the war
        
        7.B: Role of the United Nations
        
        7.B.1: Peace keeping
        
        7.B.2: Social and economic programs
        
        7.B.3: Contemporary social conditions
        
        7.C: Economic issues in the Cold War and Post-Cold War era
        
        7.C.1: Human and physical geography
        
        7.C.2: A comparison of market versus command economies (Western Europe versus Soviet Union)
        
        7.C.3: Economic recovery in Europe and Japan
        
        7.C.3.a: Western Germany becomes a major economic power
        
        7.C.3.b: European economic community/ Common Market/ European Union-steps toward European integration
        
        7.C.3.c: Japan becomes an economic superpower
        
        7.C.4: Organization of Petroleum Exporting Countries (OPEC): oil crisis in the 1970s
        
        7.C.5: Pacific Rim economies/economic crisis
        
        7.C.6: North America Free Trade Agreement (NAFTA), 1997
        
        7.D: Chinese Communist Revolution
        
        7.D.1: Human and physical geography
        
        7.D.2: Communist rise to power (1936-1949); ,Jiang Jieshi (Chiang Kai-shek), Mao Zedong
        
        7.D.3: Communism under Mao Zedong
        
        7.D.3.a: Great Leap Forward
        
        7.D.3.b: The Cultural Revolution and the Red Guard
        
        7.D.4: Communism under Deng Xiaoping
        
        7.D.4.a: Economic reforms-Four Modernizations
        
        7.D.4.a.1: Limited privatization
        
        7.D.4.a.2: Dismantling of Communes
        
        7.D.4.a.3: Introduction of "responsibility system"
        
        7.D.4.a.4: Foreign investment
        
        7.D.4.b: Fifth modernization-democracy
        
        7.D.4.b.1: April/May 1989
        
        7.D.4.b.2: Tiananmen Square
        
        7.D.5: Return of Hong Kong-July 1,1997
        
        7.D.6: The social system in communist China versus dynastic China
        
        7.E: Collapse of European imperialism
        
        7.E.1: Human and physical geography
        
        7.E.2: India-independence and partition
        
        7.E.2.a: Political system
        
        7.E.2.b: Muslim/Hindu conflicts
        
        7.E.2.c: Status of the caste system
        
        7.E.2.d: Roles of Mohandas Gandhi and Jawaharlal Nehru
        
        7.E.2.e: Nonalignment
        
        7.E.2.f: Kashmir and Punjab
        
        7.E.3: African independence movements and Pan Africanism
        
        7.E.3.a: Changing political boundaries in Africa (Nigeria, Ghana, and Kenya)
        
        7.E.3.b: Roles of Jomo Kenyatta and Kwame Nkrumah
        
        7.E.3.c: Continuance of economic linkages with former colonial powers
        
        7.E.3.d: Ethnic tensions versus national- ism: Nigeria and civil war
        
        7.E.3.e: Apartheid-policy of racial separation and segregation
        
        7.E.3.e.1: Historical circumstances
        
        7.E.3.e.2: African National Congress
        
        7.E.3.e.3: Leadership-Nelson Mandela, Desmond Tutu, F. W. de Klerk
        
        7.E.3.f: Political and economic instability-Congo (Zaire) or any other examples
        
        7.E.3.g: Ethnic tensions: Rwanda- Hutu-Tutsi
        
        7.E.4: Southeast Asia
        
        7.E.4.a: Vietnam/Ho Chi Minh
        
        7.E.4.b: Cambodia/Pol Pot/Khmer Rouge
        
        7.E.4.c: Aung San Suu Kyi-Myanmar
        
        7.F: Conflicts and change in the Middle East
        
        7.F.1: Human and physical geography
        
        7.F.2: The creation of the State of Israel, Arab Palestinians, and Israel's Arab neighbors
        
        7.F.3: Roles of individuals-Golda Meir, Yasir Arafat, Anwar Sadat, King Hussein, Yitzhak Rabin, Palestine Liberation Organization (PLO)
        
        7.F.3.a: Arab-Israeli wars
        
        7.F.3.b: Peace treaties
        
        7.F.4: Role of terrorism
        
        7.F.5: Turkey and Iraq-Kurds
        
        7.F.6: Migration of Jews from Europe, the United States, the Soviet Union, and Africa
        
        7.F.7: The Iranian Revolution
        
        7.F.7.a: Causes and impact
        
        7.F.7.b: Ayatollah Ruhollah Khomeini versus Reza Pahlavi
        
        7.F.8: Persian Gulf War-Saddam Hussein
        
        7.F.9: Islamic fundamentalism (Iran, Libya, Afghanistan, Algeria, Turkey)
        
        7.G: Collapse of communism and the breakup of the Soviet Union
        
        7.G.1: Human and physical geography
        
        7.G.2: Background events, 1970 to 1987
        
        7.G.3: Poland's Solidarity and Lech Walesa
        
        7.G.4: Mikhail Gorbachev (perestroika and glasnost)
        
        7.G.5: Fall of the Berlin Wall and the reunification of Germany-causes and impacts
        
        7.G.6: Ethnic conflict in former satellite states, e.g., Kosovo, Bosnia
        
        7.G.7: Changing political boundaries
        
        7.G.8: Challenges faced by post-communist Russia-the world of Boris Yeltsin
        
        7.H: Political and economic change in Latin America
        
        7.H.1: Latin America: physical setting
        
        7.H.2: Argentina
        
        7.H.2.a: Peron
        
        7.H.2.b: The Mothers of the Plaza De Maya
        
        7.H.3: Fidel Castro's Cuban Revolution-causes and impact
        
        7.H.4: Nicaragua and the Sandinistas
        
        7.H.5: Guatemala and the indigenous peoples
        
        7.H.6: Changing role of the Roman Catholic Church in Latin America
        
        7.H.7: Latin American immigration to the United States
        
        7.H.8: Return of the Panama Canal
      - 8: Global Connections and Interactions
        
        8.A: Social and political patterns and change
        
        8.A.1: Human and physical geography
        
        8.A.2: Population pressures and poverty (China, India, Africa, and Latin America)
        
        8.A.2.a: One-child policy-China
        
        8.A.2.b: Family planning-India
        
        8.A.2.c: Mother Theresa
        
        8.A.2.d: Cycles of poverty and disease
        
        8.A.3: Migration
        
        8.A.3.a: Urbanization
        
        8.A.3.b: Global migration Suggested case studies: Turkish, Italian, and Russian immigration to Germany, North African immigration to France, Latin American and Asian immigration to the United States, and Hutu and Tutsis immigration
        
        8.A.4: Modernization/tradition-finding a balance
        
        8.A.4.a: Japan
        
        8.A.4.b: Middle East (Saudi Arabia, Egypt, Afghanistan, and Algeria)
        
        8.A.4.c: African
        
        8.A.4.d: Latin America
        
        8.A.5: Scientific and technological advances
        
        8.A.5.a: Treatment of infectious diseases
        
        8.A.5.b: Improved standard of living
        
        8.A.6: Urbanization-use and distribution of scarce resources (Africa, India, Latin America)
        
        8.A.7: Status of women and children
        
        8.A.7.a: Economic issues, e.g., child labor
        
        8.A.7.b: Social issues, e.g., abuse and access to education
        
        8.A.7.c: Political issues, e.g., participation in the political process
        
        8.A.8: Ethnic and religious tensions: an analysis of multiple perspectives
        
        8.A.8.a: Northern Ireland
        
        8.A.8.b: Balkans: Serbs, Croats, and Muslims
        
        8.A.8.c: Sikhs and Tamils
        
        8.A.8.d: Indonesian Christians
        
        8.A.8.e: China-Tibet
        
        8.A.8.f: Indonesia-East Timor
        
        8.B: Economic issues
        
        8.B.1: North/South dichotomy: issues of development (post-colonialism)
        
        8.B.1.a: Africa
        
        8.B.1.b: Latin America
        
        8.B.2: Korea's economic miracle
        
        8.B.3: Economic interdependence
        
        8.B.4: World hunger
        
        8.C: The environment and sustainability
        
        8.C.1: Pollution-air, water, toxic waste (Europe)
        
        8.C.2: Deforestation (Amazon Basin)
        
        8.C.3: Desertification (Sahel)
        
        8.C.4: Nuclear safety (Chernobyl)
        
        8.C.5: Endangered species (Africa)
        
        8.D: Science and technology
        
        8.D.1: Information age/Computer Revolution /Internet
        
        8.D.2: Impact of satellites
        
        8.D.3: Green Revolution
        
        8.D.4: Space exploration
        
        8.D.5: Literacy and education
        
        8.D.6: Medical breakthroughs-disease control/life expectancy/genetics
        
        8.D.7: Epidemics-AIDS
        
        8.D.8: Nuclear proliferation
    - Grades: 7-8
      - 1: The Global Heritage of the American People Prior to 1500
        
        1.I: History and the Social Sciences: The Study of People
        
        1.I.1: To understand the social scientific method and techniques used by social scientists to study human cultures
        
        1.I.2: To understand how the social scientific method and techniques can be applied to a variety of situations and problems
        
        1.I.3: To formulate social science questions and define social science issues and problems
        
        1.II: Geographic Factors Influence Culture
        
        1.II.1: To describe the relationships between people and environments and the connections between people and places
        
        1.II.2: To describe the reasons for periodizing history in different ways
        
        1.II.3: To map information about people, places, and environments
        
        1.II.4: To identify and compare the physical, human, and cultural characteristics of different regions and people
        
        1.II.5: To understand the geography of settlement patterns and the development of cultural patterns
        
        1.III: Iroquoian and Algonquian Cultures on the Atlantic Coast of North America
        
        1.III.1: To know the social and economic characteristics such as customs, traditions, child-rearing practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations
        
        1.III.2: To map information about people, places, and environments
        
        1.III.3: To understand the worldview held by native peoples of the Americas and how that worldview developed
        
        1.III.4: To understand the ways different people view the same event or issues from a variety of perspectives
        
        1.IV: European Conceptions of the World in 1500
        
        1.IV.1: To understand the worldview held by Europeans prior to 1500
        
        1.IV.2: To understand the ways different people view the same event or issues from a variety of perspectives
      - 2: European Exploration and Colonization of the Americas
        
        2.I: European Exploration and Settlement
        
        2.I.1: To understand major turning points, such as the European exploration of and settlement in the Americas, by investigating the causes and other factors that brought about change and the results of these changes
        
        2.I.2: To understand the impacts of European settlement on Native American Indians and Europeans
        
        2.I.3: To investigate why people and places are located where they are located and what patterns can be perceived in these locations
        
        2.I.4: To understand the ways different people view the same event or issues from a variety of perspectives
        
        2.II: Colonial Settlement: Geographic, Political, and Economic Factors
        
        2.II.1: To investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout the colonial period
        
        2.II.2: To investigate why people and places are located where they are located and what patterns can be perceived in these locations
        
        2.II.3: To explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital and natural and human resources
        
        2.II.4: To analyze how the values of colonial powers affected the guarantee of civil rights and made provisions for human needs
        
        2.III: Life in colonial communities
        
        2.III.1: To understand how European and other settlers adapted to life in the American colonies
        
        2.III.2: To classify major developments in categories such as social, political, geographic, technological, scientific, cultural, or religious
        
        2.III.3: To investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout the American colonies
        
        2.III.4: To present geographical information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models
        
        2.III.5: To investigate how people in colonial communities answered the three fundamental economic questions (What goods and services shall be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced?
        
        2.III.6: To analyze how values of a people affect the guarantee of civil rights and make provision for human needs
      - 3: A Nation is Created
        
        3.I: Background Causes of the American Revolution
        
        3.I.1: To understand the economic, political, and social causes of the American Revolution
        
        3.I.2: To compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts
        
        3.I.3: To investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems
        
        3.I.4: To consider the nature and evolution of a constitutional democracy
        
        3.II: The Shift From Protest to Separation
        
        3.II.1: To understand how colonists' concerns regarding political and economic issues resulted in the movement for independence
        
        3.II.2: To compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts
        
        3.II.3: To consider the nature and evolution of constitutional democracies
        
        3.III: Early Attempts to Govern the Newly Independent States
        
        3.III.1: To understand how the colonists attempted to establish new forms of self-government
        
        3.III.2: To investigate key turning points in New York State and United States history and explain why these events or developments are significant
        
        3.III.3: To compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts
        
        3.III.4: To describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and
        
        3.IV: Military and Political Aspects of the Revolution
        
        3.IV.1: To understand how the colonists were able to unite against British power to win a major military and political victory
        
        3.IV.2: To understand how events on the national level influenced and affected New Yorkers
        
        3.IV.3: To complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups
        
        3.IV.4: To explain how societies and nations attempt to satisfy their basic needs and wants by utilizing capital, natural, and human resources
        
        3.V: Economic, Political, and Social Changes Brought About by the American Revolution
        
        3.V.1: To understand how a revolution can have a profound effect on the economic, political, and social fabric of a nation
        
        3.V.2: To analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs
        
        3.V.3: To present information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions
        
        3.V.4: To understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives
        
        3.V.5: To explain how societies and nations attempt to satisfy their basic needs and wants by utilizing capital, natural, and human resources
      - 4: Experiments in Government
        
        4.I: The Articles of Confederation and the Critical Period
        
        4.I.1: To understand the earliest formal structure of the United States government as expressed in the Articles of Confederation
        
        4.I.2: To consider the nature and evolution of constitutional democracies
        
        4.II: The New York State Constitution of 1777
        
        4.II.1: To understand the earliest formal structure of the New York State government, as expressed in the first New York State Constitution
        
        4.II.2: To compare and contrast the development and evolution of the United States and New York State constitutions
        
        4.II.3: To understand how the United States and New York State constitutions support majority rule but also protect the rights of the minority
        
        4.III: The Writing, Structure, and Adoption of the United States Constitution
        
        4.III.1: To understand the importance of the events that took place during the writing and adoption of the United States Constitution and to recognize their significance beyond their time and place
        
        4.III.2: To explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time
        
        4.III.3: To understand that the New York State Constitution, along with other documents, served as a model for the development of the United States Constitution
        
        4.III.4: To compare and contrast the development and evolution of the constitutions of the United States and New York State
        
        4.III.5: To define federalism and describe the powers granted to the national and state governments by the United States Constitution
      - 5: Life in the New Nation
        
        5.I: New Government in Operation
        
        5.I.1: To understand how the new nation established itself and began to operate
        
        5.I.2: To understand how political parties emerged in response to concerns at the local, State, and national levels
        
        5.I.3: To understand how civic values reflected in the United States and New York State constitutions have been implemented through law and practice
        
        5.I.4: To understand the relationship between and the relative importance of United States domestic and foreign policies over time
        
        5.I.5: To analyze the role played by the United States in international politics, past and present
        
        5.I.6: To explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources
        
        5.I.7: To investigate how people in the United States solve the three fundamental economic questions and solve basic economic problems
        
        5.I.8: To complete well-documented and historically correct case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians in New York State and the United States
        
        5.II: The Age of Jackson
        
        5.II.1: To understand how an American consciousness began to develop during Jackson's administration
        
        5.II.2: To complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times a
        
        5.II.3: To describe how ordinary people and famous historic figures in the local community, the State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State
        
        5.II.4: To gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States
        
        5.II.5: To develop conclusions about economic issues and problems by creating broad statements that summarize findings and solutions
        
        5.III: Preindustrial Age: 1790-1860s
        
        5.III.1: To understand the way of life of an agrarian society
        
        5.III.2: To understand the nature and effect of changes on society and individuals as the United States began to move from an agrarian to an industrial economy
        
        5.III.3: To describe historic events through the eyes and experiences of those who were there
        
        5.III.4: To explore the meaning of American culture by identifying the key ideas, beliefs, patterns of behavior, and traditions that help define it and unite all Americans
        
        5.III.5: To define basic economic concepts such as scarcity, supply and demand, markets, resources, and economic systems
        
        5.III.6: To understand how scarcity requires people and nations to make choices that involve costs and future considerations
        
        5.III.7: To develop conclusions about economic issues and problems by creating broad statements that summarize findings and solutions
        
        5.III.8: To describe the relationships between people and environments and the connections between people and places
        
        5.III.9: To use a number of research skills (e.g., computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems
      - 6: Division and Reunion
        
        6.I: Underlying Causes of the Civil War
        
        6.I.1: To understand the series of events and resulting conditions that led to the American Civil War
        
        6.I.2: To understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives
        
        6.I.3: To participate in a negotiating and compromising role-playing activity that mirrors the attempts at political compromise in the 1850s
        
        6.II: The Civil War Breaks Out
        
        6.II.1: To understand the development and progress of the Civil War
        
        6.II.2: To investigate key turning points in the Civil War in New York State and United States history and explain why these events or developments are significant
        
        6.II.3: To map information about people, places, and environments
        
        6.II.4: To describe the relationships between people and environments and the connections between people and places
        
        6.II.5: To identify and collect economic information related to the Civil War from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and secondary sources
        
        6.III: Results of the Civil War
        
        6.III.1: To understand how the Civil War affected the development of the postwar United States and influenced other countries
        
        6.III.2: To describe how ordinary people and famous historic figures in the local community, the State, and the United States have advanced fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and
        
        6.III.3: To consider the sources of historic documents, narratives, or artifacts and evaluate their reliability
        
        6.III.4: To value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality
        
        6.III.5: To analyze the role played by the United States in international politics, past and present
      - 7: An Industrial Society
        
        7.I: The Maturing of an Industrial Society in the Second Half of the 19th Century
        
        7.I.1: To understand how industrialization led to significant changes in the economic patterns for producing, distributing, and consuming goods and services
        
        7.I.2: To explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources
        
        7.I.3: To define basic economic concepts such as scarcity, supply and demand, markets, resources, and economic growth
        
        7.I.4: To understand how scarcity requires people and nations to make choices that involve costs and future considerations
        
        7.I.5: To understand how people in the United States and throughout the world are both producers and consumers of goods and services
        
        7.II: Changes in the Social Structure Altered the American Scene
        
        7.II.1: To understand how industrialization altered the traditional social pattern of American society and created a need for reform
        
        7.II.2: To investigate key turning points in New York State and United States history and explain why these events or developments are significant
        
        7.II.3: To complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times a
        
        7.II.4: To consider the sources of historic documents, narratives, or artifacts and evaluate their reliability
        
        7.II.5: To describe historic events through the eyes and experiences of those who were there
        
        7.II.6: To understand how scarcity requires people and nations to make choices that involve costs and future considerations
        
        7.III: The Progressive Movement, 1900-1920: Efforts to Reform the New Society
        
        7.III.1: To understand how industrialization led to a need for reevaluating and changing the traditional role of government in relation to the economy and social conditions
        
        7.III.2: To investigate key turning points in New York State and United States history and explain why these events or developments are significant
        
        7.III.3: To gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States
        
        7.III.4: To classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious
        
        7.III.5: To describe historic events through the eyes and experiences of those who were there
      - 8: The United States as an Independent Nation in an Increasingly Interdependent World
        
        8.I: The United States Expands its Territories and Builds an Overseas Empire
        
        8.I.1: To understand how and why the United States grew during the 19th century
        
        8.I.2: To recognize that American territorial and economic growth had widespread economic, political, and social impacts both at home and abroad
        
        8.I.3: To describe the reasons for periodizing history in different ways
        
        8.I.4: To understand the relative importance of United States domestic and foreign policies over time
        
        8.I.5: To analyze the role played by the United States in international politics, past and present
        
        8.I.6: To compare and contrast different interpretations of key events and issues in New York State and United States history and offer reasons for these different accounts
        
        8.II: The United States Begins to Take a Role in Global Politics
        
        8.II.1: To understand how American relations with other nations developed between the end of the Civil War and the end of World War I
        
        8.II.2: To describe the reasons for periodizing history in different ways
        
        8.II.3: To understand the relative importance of United States domestic and foreign policies over time
        
        8.II.4: To analyze the role played by the United States in international politics, past and present
        
        8.II.5: To describe the relationships between people and environments and the connections between people and places
      - 9: The United States Between the Wars
        
        9.I: The Roaring Twenties Reflected the Spirit of the Postwar Period
        
        9.I.1: To understand the economic, social, and political development of America in the period between World War I and World War II
        
        9.I.2: To understand the relative importance of United States domestic and foreign policies over time
        
        9.I.3: To analyze the role played by the United States in international politics, past and present
        
        9.I.4: To classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious
        
        9.I.5: To understand how people in the United States and throughout the world are both producers and consumers of goods and services
        
        9.II: The Great Depression
        
        9.II.1: To understand the economic, political, and social impacts of the Great Depression on the United States
        
        9.II.2: To understand the economic, political, and social changes that took place in the world during the 1930s
        
        9.II.3: To explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources
        
        9.II.4: To understand how scarcity requires people and nations to make choices that involve costs and future considerations
        
        9.II.5: To evaluate economic data by differentiating fact from opinion and identifying frames of reference
        
        9.II.6: To develop conclusions about economic issues and problems by creating broad statements that summarize findings and solutions
      - 10: The United States Assumes Worldwide Responsibilities
        
        10.I: World War II
        
        10.I.1: To understand why World War II began and how it changed the lives of millions of people
        
        10.I.2: To be aware of the much different world left as a legacy of World War II
        
        10.I.3: To investigate key turning points in New York State and United States history and explain why these events or developments are significant
        
        10.I.4: To understand the relative importance of United States domestic and foreign policies over time
        
        10.I.5: To analyze the role played by the United States in international politics, past and present
        
        10.I.6: To describe historic events through the eyes and experiences of those who were there
        
        10.II: The United States as Leader of the Free World
        
        10.II.1: To understand why the United States assumed a leadership role in the post-World War II world
        
        10.II.2: To appreciate the historical background for the formation of United States foreign policy of this era
        
        10.II.3: To understand the relative importance of United States domestic and foreign policies over time
        
        10.II.4: To analyze the role played by the United States in international politics, past and present
        
        10.III: The United States in the Post-Cold War World
        
        10.III.1: To understand the historic, political, and social context in which United States foreign policy has evolved during the post-Cold War era
        
        10.III.2: To understand the relative importance of United States domestic and foreign policy over time
        
        10.III.3: To analyze the role played by the United States in international politics, past and present
      - 11: The Changing Nature of the American People From World War II to the Present
        
        11.I: Postwar Society Characterized by Prosperity and Optimism
        
        11.I.1: To understand that the period immediately following World War II was a prolonged period of prosperity with a high level of public confidence in the United States
        
        11.I.2: To investigate key turning points in New York State and United States history and explain why these events or developments are significant
        
        11.I.3: To compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts
        
        11.II: The United States Begins a New Century
        
        11.II.1: To understand the economic, social, and political trends that shaped the end of the 20th century and point to the 21st century
        
        11.II.2: To investigate problems and opportunities the United States faces in its immediate future
    - Kindergarten
      - 1: Myself and others
        
        1.1: My physical self includes gender, ethnicity, and languages.
        
        1.2: Each person has needs, wants, talents, and abilities.
        
        1.3: Each person has likes and dislikes.
        
        1.4: Each person is unique and important.
        
        1.5: People are alike and different in many ways.
        
        1.6: All people need others.
        
        1.7: All people need to learn and learn in different ways.
        
        1.8: People change over time.
        
        1.9: People use folktales, legends, music, and oral histories to teach values, ideas, and traditions.
      - 2: My family and other families
        
        2.1: My family and other families are alike and different.
      - 3: My school and school community
        
        3.1: What is a school?
      - 4: My neighborhood
        
        4.1: My neighborhood can be located on a map.
        
        4.2: Different people live in my neighborhood.
      - 5: Location of home, school, neighborhood, and community on maps and globes
        
        5.1: Land and water masses can be located on maps and a globe.
        
        5.2: The United States can be located on a map and a globe.
      - 6: Basic human needs and wants
        
        6.1: People define basic human needs and wants.
        
        6.2: Families have needs and wants.
      - 7: People helping one another to meet needs and wants (e.g., recycling and conservation projects)
        
        7.1: People rely on each other for goods and services in families, schools, and the neighborhood.
        
        7.2: People make economic decisions and choices.
      - 8: Symbols of citizenship
        
        8.1: Citizenship includes an awareness of the symbols of our nation.
        
        8.2: Citizenship includes an understanding of the holidays and celebrations of our nation.
        
        8.3: Citizenship includes knowledge about and a respect for the flag of the United States of America.
      - 9: Rights, responsibilities, and roles of citizenship
        
        9.1: All children and adults have responsibilities at home, in school, in the classroom, and in the community.
        
        9.2: People have responsibilities as members of different groups at different times in their lives.
      - 10: People making and changing rules and laws
        
        10.1: Rules affect children and adults.
        
        10.2: People make and changes rules for many reasons.
      - 11: People making rules that involve consideration of others and provide for the health and safety of all
        
        11.1: Families develop rules to govern and protect family members.
        
        11.2: People in school groups develop rules to govern and protect themselves.
    - Second Grade
      - 1: My community and region today
        
        1.1: My urban, suburban, or rural community can be located on a map.
        
        1.2: Urban, suburban, and rural communities differ from place to place.
        
        1.3: Events, people, traditions, practices, and ideas make up my urban, suburban, or rural community.
        
        1.4: Communities in the future may be different in many ways.
        
        1.5: My urban, suburban, or rural community has changed over time.
        
        1.6: Roles and responsibilities of families in rural, urban, and suburban communities change over time.
      - 2: People depending on and modifying the physical environment
        
        2.1: Rural, urban, and suburban communities are influenced by geographic and environmental factors.
        
        2.2: Lifestyles in rural, urban, and suburban communities are influenced by environmental and geographic factors.
      - 3: Challenge of meeting needs and wants
        
        3.1: Rural, urban, and suburban communities provide facilities and services to help meet the needs and wants of the people who live there.
        
        3.2: People in rural, urban, and suburban communities are producers and consumers of goods and services.
        
        3.3: People in rural, urban, and suburban communities must make choices due to unlimited needs and wants and limited resources.
      - 4: People using human, capital, and natural resources
        
        4.1: Scarcity of resources requires people to make choices in urban, rural, and suburban communities.
      - 5: Economic decision making
        
        5.1: Rural, urban, and suburban communities collect taxes to provide services for the public benefit.
        
        5.2: Rural, urban, and suburban communities make decisions about how to spend the taxes they collect.
      - 6: Symbols of citizenship
        
        6.1: Citizenship includes an understanding of the significance of the flag of the United States of America, including an understanding about its display and use.
        
        6.2: People living in urban, rural, and suburban communities celebrate various holidays.
      - 7: Rights, responsibilities, and roles of citizenship
        
        7.1: People living in rural, urban, and suburban communities may have conflicts over rules, rights, and responsibilities.
        
        7.2: Citizens can participate in decision making, problem solving, and conflict resolution.
      - 8: Making and changing rules and laws
        
        8.1: People in rural, urban, and suburban communities develop rules and laws to govern and protect community members.
        
        8.2: Our local communities have elected and appointed leaders who make, enforce, and interpret rules and laws.
    - Sixth Grade
      - 1: History of Eastern Hemisphere nations
        
        1.1: Time can be measured in years, decades, centuries, and millennia.
        
        1.10: From earliest times, networks of trade have connected the various civilizations of the Eastern Hemisphere.
        
        1.11: Individuals and groups in the Eastern Hemisphere have played important roles and made important contributions to world history.
        
        1.12: Slavery has existed across eras and regions in the Eastern Hemisphere.
        
        1.13: Internal and external factors altered civilizations in the Eastern Hemisphere and eventually contributed to their decline.
        
        1.14: During the late Middle Ages and Renaissance periods, new long distance trade routes emerged, linking the peoples of Africa, Asia, and Europe.
        
        1.15: In Europe, the Renaissance was marked by major achievements in literature, music, painting, sculpture, and architecture.
        
        1.16: The crime of genocide crosses cultures and eras. Jews and other groups experienced devastation at the hands of Nazi Germany.
        
        1.2: Key turning points and events in the histories of Eastern Hemisphere nations can be organized into different historical time periods. The study of Eastern Hemisphere nations should include countries from each continent.
        
        1.3: Different peoples may view the same event or issue from different perspectives.
        
        1.4: The Neolithic Revolution was a technological development that radically changed the nature of human society.
        
        1.5: As the river civilizations of the Eastern Hemisphere (Mesopotamia, Egypt, China, and the Indus Valley) turned to agriculture, world populations grew. (Focus on two of these.)
        
        1.6: Across time, technological innovations have had both positive and negative effects on people, places, and regions. For example, the invention of writing made more complex civilizations and more advanced technologies possible.
        
        1.7: Civilizations and cultures of the Eastern Hemisphere (China, India, Greece, and Rome) are explored through the arts and sciences, key documents, and other important artifacts.
        
        1.8: Religions and other belief systems (animism, ancestor worship, Confucianism, Hinduism, Buddhism, Judaism, Christianity, Islam) have both united and divided the peoples of the Eastern Hemisphere.
        
        1.9: The civilizations and cultures of the Eastern Hemisphere have contributed important ideas, beliefs, and traditions to the history of humankind.
      - 2: Geography of Eastern Hemisphere nations
        
        2.1: The use of various grids, symbols, and notations makes it possible to locate specific places and indicate distance and direction in the Eastern Hemisphere.
        
        2.10: Overpopulation and widespread poverty threaten the political stability of some nations in the Eastern Hemisphere.
        
        2.11: Urbanization has been a characteristic of the civilizations and cultures of the Eastern Hemisphere.
        
        2.12: The environment is affected by people as they interact with it.
        
        2.13: The effects of geographic conditions are moderated by technology.
        
        2.2: Special purpose maps can be used to show various geographic aspects of Earth's surface as seen in the Eastern Hemisphere.
        
        2.3: The nations and regions of the Eastern Hemisphere can be studied using maps, globes, aerial and other photographs, satellite-produced images, and models. (Taken from: National Geography Standards, 1994).
        
        2.4: The nations and regions of the Eastern Hemisphere can be analyzed in terms of spatial organization, places and regions, physical settings (including natural resources), human systems, and environment and society.
        
        2.5: A region is an area which is tied together for some identifiable reason, such as physical, political, economic, or cultural features.
        
        2.6: Civilizations developed where geographic conditions were most favorable.
        
        2.7: Geographic features and climatic conditions in the Eastern Hemisphere influence land use.
        
        2.8: The geographic diversity of the Eastern Hemisphere has significantly influenced physical mobility and the course of human development.
        
        2.9: The migration of groups of people has led to cultural diffusion because people carry their ideas and ways of life with them when they move from one place to another.
      - 3: Economies of Eastern Hemisphere nations
        
        3.1: The three basic economic questions that must be addressed by every society are: What goods and services shall be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced?
        
        3.10: In traditional economies, decision making and problem solving are guided by the past.
        
        3.11: In market economies, decisions regarding what is to be produced are based upon patterns of consumer purchases.
        
        3.12: In command economies, decisions regarding the control and use of the means of production and distribution are planned by the government.
        
        3.13: In many countries "mixed" economies have evolved to deal with economic decision making.
        
        3.14: Nations have joined with one another in organizations which promote economic development and growth. For example, the European Union was formed to promote free trade and a common economic policy among its members.
        
        3.15: As the economic systems of the global community have become more interdependent, decisions made in one nation or region have implications for all regions.
        
        3.16: Some of the nations of the Eastern Hemisphere play leadership roles in the global economy.
        
        3.17: Many of the communist nations and former communist nations in the Eastern Hemisphere are moving toward market economies.
        
        3.2: The ways resources are used impact the economic, political, and historic aspects of life throughout the world.
        
        3.3: People have unlimited needs and wants which they must meet with limited resources.
        
        3.4: A nation with limited natural resources must interact with other nations to secure its resource needs.
        
        3.5: In many areas of the world, improvement in life expectancy and health care have contributed to rapid population growth.
        
        3.6: Throughout the Eastern Hemisphere, there is great diversity in the standard of living.
        
        3.7: Concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems can be used to study the economies and economic systems of the various nations of the Eastern Hemisphere.
        
        3.8: The economic systems of the world have become an interdependent network.
        
        3.9: Different economic systems have evolved to deal with economic decision making.
      - 4: Governments of Eastern Hemisphere nations
        
        4.1: Family, clan, and tribal groups act to maintain law and order.
        
        4.10: The extent to which human rights are protected becomes a key issue in totalitarian societies.
        
        4.11: International organizations were formed to promote peace, economic development, and cultural understanding. The United Nations was created to prevent war and to fight hunger, disease, and ignorance.
        
        4.12: Citizens of the nations of the Eastern Hemisphere have rights and responsibilities as defined by their constitutions and by other laws of their nations.
        
        4.2: As settlement patterns changed, new forms of political order developed to meet the more complex needs of societies.
        
        4.3: Across time and place, the people of the Eastern Hemisphere have held differing assumptions regarding power, authority, governance, and law.
        
        4.4: Governments change over time and place to meet the changing needs and wants of their people.
        
        4.5: Present systems of government have their origins in the past.
        
        4.6: The values of Eastern Hemisphere nations affect the guarantee of human rights and how human needs are met.
        
        4.7: The values of Eastern Hemisphere nations are embodied in their constitutions, statutes, and important court cases.
        
        4.8: In modern political states, formalized governmental structures play a major role in maintaining social order and control.
        
        4.9: Political boundaries change over time and place.
    - Third Grade
      - 1: Cultures and civilizations
        
        1.1: What is a culture? What is a civilization?
        
        1.2: How and why do cultures change?
        
        1.3: Where do people settle and live? Why?
        
        1.4: People in world communities exchange elements of their cultures.
        
        1.5: People in world communities use legends, folktales, oral histories, biographies, autobiographies, and historical narratives to transmit values, ideas, beliefs, and traditions.
        
        1.6: People in world communities celebrate their accomplishments, achievements, and contributions.
        
        1.7: Historic events can be viewed through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
      - 2: Communities around the world
        
        2.1: People of similar and different cultural groups often live together in world communities.
        
        2.10: People in world communities may have different interpretations and perspectives about important issues and historic events.
        
        2.2: World communities have social, political, economic, and cultural similarities and differences.
        
        2.3: World communities change over time.
        
        2.4: Important events and eras of the near and distant past can be displayed on timelines.
        
        2.5: Calendar time can be measured in terms of years, decades, centuries, and millennia, using BC and AD as reference points.
        
        2.6: All people in world communities need to learn and they learn in different ways.
        
        2.7: Families in world communities differ from place to place.
        
        2.8: Beliefs, customs, and traditions in world communities are learned from others and may differ from place to place.
        
        2.9: Different events, people, problems, and ideas make up world communities.
      - 3: The location of world communities
        
        3.1: World communities can be located on maps and globes (latitude and longitude).
        
        3.2: The spatial relationships of world communities can be described by direction, location, distance, and scale.
        
        3.3: Regions represent areas of Earth's surface with unifying geographic characteristics.
        
        3.4: World communities can be located in relation to each other and to principal parallels and meridians.
        
        3.5: Geographic representations such as aerial photographs and satellite-produced images can be used to locate world communities.
        
        3.6: Earth's continents and oceans can be located in relation to each other and to principal parallels and meridians.
      - 4: Physical, human, and cultural characteristics of world communities
        
        4.1: The causes and effects of human migration vary in different world regions.
        
        4.2: The physical, human, and cultural characteristics of different regions and people throughout the world are different.
        
        4.3: Interactions between economic activities and geographic factors differ in world communities.
        
        4.4: The factors that influence human settlements differ in world communities.
      - 5: People depending on and modifying their physical environments
        
        5.1: People living in world communities depend on and modify their physical environments in different ways.
        
        5.2: Lifestyles in world communities are influenced by environmental and geographic factors.
        
        5.3: The development of world communities is influenced by environmental and geographic factors.
      - 6: Challenge of meeting needs and wants in world communities
        
        6.1: Societies organize their economies to answer three fundamental economic questions: What goods and services should be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced?
        
        6.2: Human needs and wants differ from place to place.
        
        6.3: People in world communities make choices due to unlimited needs and wants and limited resources.
        
        6.4: People in world communities must depend on others to meet their needs and wants.
        
        6.5: Production, distribution, exchange, and consumption of goods and services are economic decisions all societies must make.
        
        6.6: People in world communities use human, capital, and natural resources.
        
        6.7: People in world communities locate, develop, and make use of natural resources.
        
        6.8: Resources are important to economic growth in world communities.
      - 7: Economic decision making in world communities
        
        7.1: Production, distribution, exchange, and consumption of goods and services are economic decisions which all world communities must make.
        
        7.2: Economic decisions in world communities are influenced by many factors.
      - 8: Symbols of citizenship in world communities
        
        8.1: People in world communities celebrate various holidays and festivals.
        
        8.2: People in world communities use monuments and memorials to represent symbols of their nations.
      - 9: People making and changing rules and laws
        
        9.1: People in world communities form governments to develop rules and laws to govern community members.
        
        9.2: People in world communities may have conflicts over rules, rights, and responsibilities.
        
        9.3: The processes of selecting leaders, solving problems, and making decisions differ in world communities.
      - 10: Governments around the world
        
        10.1: Governments in world communities organize to provide functions people cannot provide as individuals.
        
        10.2: Governments in world communities have the authority to make, carry out, and enforce laws and manage disputes among them.
        
        10.3: Governments in world communities develop rules and laws.
        
        10.4: Governments in world communities plan, organize, and make decisions.
    - United States History and Government
      - 1: Introduction
        
        1.I: Geography
        
        1.I.A: The physical/cultural setting in the Americas
        
        1.I.A.1: Size and location
        
        1.I.A.2: Major zones/areas
        
        1.I.A.2.a: Climate zones
        
        1.I.A.2.b: Vegetation zones
        
        1.I.A.2.c: Agricultural areas
        
        1.I.A.2.d: Natural resources
        
        1.I.A.3: Factors that shaped the identity of the United States
        
        1.I.A.3.a: Major mountain ranges
        
        1.I.A.3.b: Major river systems
        
        1.I.A.3.c: Great Plains
        
        1.I.A.3.d: Atlantic/Pacific oceans
        
        1.I.A.3.e: Coastlines
        
        1.I.A.3.f: Climate
        
        1.I.A.3.g: Abundance of natural resources
        
        1.I.A.4: Barriers to expansion/development
        
        1.I.A.4.a: Climate
        
        1.I.A.4.b: Mountain ranges
        
        1.I.A.4.c: Arid lands
        
        1.I.A.4.d: Great Plains
        
        1.I.B: Role/influence of geography on historical/cultural development
        
        1.I.B.1: Influences on early Native American Indians
        
        1.I.B.2: Influence on colonization patterns and colonial development
        
        1.I.B.3: Territorial expansion
        
        1.I.B.4: Impact during wartime
        
        1.I.B.5: Effect of location on United States foreign policy
        
        1.I.C: Geographic issues today
        
        1.I.C.1: Waste disposal
        
        1.I.C.2: Water/air pollution
        
        1.I.C.3: Shifting populations
        
        1.I.C.4: Energy usage
        
        1.I.C.5: Urban problems/challenges
        
        1.I.D: Demographics
        
        1.I.D.1: Characteristics
        
        1.I.D.1.a: Gender
        
        1.I.D.1.b: Age
        
        1.I.D.1.c: Ethnicity
        
        1.I.D.1.d: Religion
        
        1.I.D.1.e: Economic variables
        
        1.I.D.1.f: Nature of household
        
        1.I.D.1.g: Marital status
        
        1.I.D.2: Immigration
        
        1.I.D.3: Migration
        
        1.I.D.4: Population relationships/trends since 1865
        
        1.I.D.4.a: Population growth
        
        1.I.D.4.b: Distribution
        
        1.I.D.4.c: Density
        
        1.I.D.5: Current issues
        
        1.I.D.5.a: Graying of America
        
        1.I.D.5.b: Effects of the baby boom generation
        
        1.I.D.5.c: Changing composition of populations
      - 2: Constitutional Foundations for the United States Democratic Republic
        
        2.I: The constitution: The Foundation of American Society
        
        2.I.A: Historical foundations
        
        2.I.A.1: 17th- and 18th-century Enlightenment thought
        
        2.I.A.1.a: European intellectuals (Locke, Montesquieu, Voltaire, Rousseau)
        
        2.I.A.1.b: Key events (Magna Carta, habeas corpus, English Bill of Rights, Glorious Revolution)
        
        2.I.A.2: The peoples and peopling of the American colonies (voluntary and involuntary)
        
        2.I.A.2.a: Native American Indians (relations between colonists and Native American Indians, trade, alliances, forced labor, warfare)
        
        2.I.A.2.b: Slave trade
        
        2.I.A.2.c: Varieties of immigrant motivation, ethnicities, and experiences
        
        2.I.A.3: Colonial experience: political rights and mercantile relationships
        
        2.I.A.3.a: Colonial charters and self-government: Mayflower Compact, town meetings, House of Burgesses, local government, property rights, enforceable contracts, Albany Plan of Union
        
        2.I.A.3.b: Native American governmental systems
        
        2.I.A.3.c: Colonial slavery (evolution and variation of slavery in Chesapeake, South Carolina and Georgia, lower Mississippi Valley, middle colonies, and the North; slave resistance; influence of Africa and African-American culture upon colonial cultures; contradict
        
        2.I.A.3.d: Freedom of the press: the Zenger case
        
        2.I.A.3.e: Salutary neglect, rights of English citizens in America
        
        2.I.A.4: The Revolutionary War and the Declaration of Independence
        
        2.I.A.4.a: Causes of the Revolution
        
        2.I.A.4.b: Revolutionary ideology (republican principles, natural rights)
        
        2.I.A.4.c: Revolutionary leaders: Benjamin Franklin, George Washington, John Adams, Samuel Adams, Patrick Henry
        
        2.I.A.4.d: Slavery, African-Americans, and the outcome of the American Revolution (African-American role in the Revolution, growth of the "free black" population)
        
        2.I.A.5: New York State Constitution based on republican principles
        
        2.I.A.5.a: New York State Constitution
        
        2.I.A.5.b: State constitutions (ratification by the people, unicameral versus bicameral legislatures, branches of government)
        
        2.I.A.5.c: Guaranteeing religious liberty (disestablishment of churches, the growth of religious pluralism)
        
        2.I.A.5.d: The abolition of slavery in the North
        
        2.I.A.6: Articles of Confederation
        
        2.I.A.7: Northwest Ordinance
        
        2.I.B: Constitutional Convention
        
        2.I.B.1: Representation and process
        
        2.I.B.1.a: Framers of the Constitution (James Madison)
        
        2.I.B.1.b: Plans of government (Virginia plan, New Jersey plan, Connecticut plan)
        
        2.I.B.2: Conflict and compromise: seeking effective institutions
        
        2.I.B.2.a: Protecting liberty against abuses or power
        
        2.I.B.2.b: Power separated and balanced
        
        2.I.B.2.c: The Constitution, slavery, and fear of tyrannical powers of government
        
        2.I.B.3: The document: structure of government
        
        2.I.B.4: Ratification
        
        2.I.B.4.a: The Federalist Papers-a New York activity with widespread influence
        
        2.I.B.4.b: The debate: Federalist and Anti-Federalist arguments
        
        2.I.C: The Bill of Rights
        
        2.I.D: Basic structure and function: three branches and their operation
        
        2.I.E: Basic constitutional principles
        
        2.I.E.1: national power-limits and potentials
        
        2.I.E.10: the separation of powers and the capacity to govern
        
        2.I.E.11: avenues of representation
        
        2.I.E.12: property rights and economic policy
        
        2.I.E.13: constitutional change and flexibility
        
        2.I.E.2: federalism-balance between nation and state
        
        2.I.E.3: the judiciary-interpreter of the Constitution or shaper of public policy
        
        2.I.E.4: civil liberties-protecting individual liberties from governmental abuses; the balance between government and the individual
        
        2.I.E.5: criminal procedures-the balance between the rights of the accused and protection of the community and victims
        
        2.I.E.6: equality-its historic and present meaning as a constitutional value
        
        2.I.E.7: the rights of women under the Constitution
        
        2.I.E.8: the rights of ethnic and racial groups under the Constitution
        
        2.I.E.9: Presidential power in wartime and in foreign affairs
        
        2.I.F: Implementing the new constitutional principles
        
        2.I.F.1: Creating domestic stability through sound financial policies: Hamilton's financial plans
        
        2.I.F.2: Development of unwritten constitutional government under Washington, Adams, and Jefferson: cabinet, political parties, judicial review, executive and Congressional interpretation, lobbying; the Marshall Court (Marbury v. Madison, 1803, McCulloch v. Maryla
        
        2.I.F.3: Establishing a stable political system
        
        2.I.F.3.a: The Federalist and Republican parties (philosophies of Hamilton and Jefferson)
        
        2.I.F.3.b: Suppressing dissent (the Whiskey Rebellion, the Alien and Sedition Acts)
        
        2.I.F.4: Neutrality and national security, Washington through Monroe: foreign affairs, establishing boundaries
        
        2.I.F.4.a: Neutrality: A key element of American foreign policy-influence of geography
        
        2.I.F.4.b: A new nation in a world at war
        
        2.I.F.4.c: Economic pressures as a tool of diplomacy
        
        2.I.F.4.d: The failure of Republican diplomacy: War of 1812 (significance of the War for Native American Indians, Spain, the growth of industry)
        
        2.I.F.4.e: Monroe Doctrine
        
        2.II: The Constitution Tested: Nationalism and Sectionalism
        
        2.II.A: Factors unifying the United States, 1789-1861
        
        2.II.A.1: The first and second two-party systems
        
        2.II.A.2: The market economy and interstate commerce
        
        2.II.A.3: The Marshall Court
        
        2.II.B: Constitutional stress and crisis
        
        2.II.B.1: Developing sectional differences and philosophies of government
        
        2.II.B.1.a: The growth of urban and industrial patterns of life in the North
        
        2.II.B.1.a1: the transportation revolution (Erie Canal, rise of the port of New York, New York City's rise as a trade and manufacturing center)
        
        2.II.B.1.a2: the introduction of the factory system
        
        2.II.B.1.a3: working conditions
        
        2.II.B.1.a4: women and work
        
        2.II.B.1.a5: urban problems
        
        2.II.B.1.b: Middle-class and working-class life in the pre-Civil War North (families, gender roles, schooling, childhood, living conditions, status of free blacks)
        
        2.II.B.1.c: Foreign immigration and nativist reactions (Jews; Irish mass starvation, 1845- 1850; Germans; 1848 refugees; Know Nothings)
        
        2.II.B.1.d: Patterns of Southern development (growth of cotton cultivation, movement into the Old Southwest, women on plantations)
        
        2.II.B.1.e: Life under slavery (slave laws; material conditions of life; women and children ; religious and cultural expression; resistance)
        
        2.II.B.2: Equal rights and justice: expansion of franchise; search for minority rights; expansion of slavery; abolitionist movement; the underground railroad; denial of Native American Indian rights and land ownership
        
        2.II.B.2.a: Political democratization: national political nominating convention, secret ballot
        
        2.II.B.2.b: The rise of mass politics (John Quincy Adams, Andrew Jackson, the spoils system, the bank war, Martin Van Buren)
        
        2.II.B.2.c: Native Americans
        
        2.II.B.2.c1: History of Indian relations from 1607
        
        2.II.B.2.c2: Native American cultural survival strategies (cultural adaptation, cultural revitalization movements, Pan-Indian movements, resistance)
        
        2.II.B.2.c3: The removal policy: Worcester v. Georgia, 1832
        
        2.II.B.2.d: The birth of the American reform tradition (religious and secular roots; public schools; care for the physically disabled and the mentally ill; the problems of poverty and crime; antislavery; women's rights movement)
        
        2.II.B.3: The great constitutional debates: states' rights versus federal supremacy (nullification); efforts to address slavery issue (Missouri Compromise, Compromise of 1850, fugitive slave law, Dred Scott v. Sanford, 1857); preservation of the Union
        
        2.II.C: Territorial expansion through diplomacy, migration, annexation, and war; Manifest Destiny
        
        2.II.C.1: The Louisiana Purchase
        
        2.II.C.2: Exploring and settling the West (explorers, Lewis and Clark expedition, naturalists, trappers and traders, trailblazers, missionaries, pioneers, the Mormon Church
        
        2.II.C.3: The Spanish, Mexican, and Native American West
        
        2.II.C.4: Motives for and implications of expansion and western settlement
        
        2.II.C.5: Politics of western expansion (Manifest Destiny, the Texas and Oregon questions, the Mexican War)
        
        2.II.C.6: Impact of western expansion upon Mexicans and Native Americans
        
        2.II.D: The Constitution in jeopardy: The American Civil War
        
        2.II.D.1: United States society divided
        
        2.II.D.1.a: Party disintegration and realignment and sectional polarization (Kansas-Nebraska Act, disintegration of the Whig Party and the rise of the Republican Party, Dred Scott decision, John Brown's raid)
        
        2.II.D.1.b: Abraham Lincoln, the secession crisis, and efforts at compromise (Lincoln-Douglas debates, election of 1860, secession, compromise plans, Fort Sumter)
        
        2.II.D.2: Wartime actions
        
        2.II.D.2.a: Military strategy, major battles (Antietam, Gettysburg), and human toll
        
        2.II.D.2.b: Impact of war on home front (civil liberties during the Civil War, women's roles)
        
        2.II.D.2.c: Government policy during the war (wartime finances, creating a national currency, transcontinental railroad, Homestead Act)
        
        2.II.D.2.d: Lincoln and Emancipation (the Emancipation Proclamation, the Gettysburg Address, African-American participation in the Civil War, the 13th Amendment)
      - 3: Industrialization of the United States
        
        3.I: The Reconstructed Nation
        
        3.I.A: Reconstruction plans
        
        3.I.A.1: Lincoln's plan
        
        3.I.A.2: Congressional Reconstruction
        
        3.I.A.3: Post-Civil War amendments (13th, 14th, and 15th)
        
        3.I.A.4: Impeachment of Andrew Johnson
        
        3.I.A.5: The reconstructed nation and shifting relationships between the federal government, state governments, and individual citizens
        
        3.I.B: The North
        
        3.I.B.1: Economic and technological impacts of the Civil War
        
        3.I.B.2: Expanding world markets
        
        3.I.B.3: Developing labor needs
        
        3.I.C: The New South
        
        3.I.C.1: Agriculture: land and labor (sharecropping and tenant farming)
        
        3.I.C.2: Status of freedmen
        
        3.I.C.2.a: The economic, political, social, and educational experiences of formerly enslaved African-Americans
        
        3.I.C.2.b: From exclusion to segregation
        
        3.I.C.3: Struggle for political control in the New South
        
        3.I.C.4: Supreme Court interpretations of the 13th and 14th amendments (Civil Rights Cases, 1883)
        
        3.I.C.5: The emerging debate over "proper" role of African-Americans
        
        3.I.D: End of Reconstruction
        
        3.I.D.1: Disputed election of 1876
        
        3.I.D.2: End of military occupation
        
        3.I.D.3: Restoration of white control in the South (1870s and 1880s) and abridgment of rights of freed African-Americans
        
        3.I.D.4: Plessy v. Ferguson, 1896: "separate but equal"
        
        3.I.E: The Impact of the Civil War and Reconstruction: Summary
        
        3.I.E.1: On political alignments
        
        3.I.E.2: On the nature of citizenship
        
        3.I.E.3: On federal-state relations
        
        3.I.E.4: On the development of the North as an industrial power
        
        3.I.E.5: On American society
        
        3.II: The Rise of American Business, Industry, and Labor, 1865 - 1920
        
        3.II.A: Economic transformation and the "search for order"
        
        3.II.A.1: Business response to change: organize and rationalize
        
        3.II.A.2: Organizational responses
        
        3.II.A.2.a: From proprietorships and partnerships to the rise of monopolies
        
        3.II.A.2.b: Incorporation
        
        3.II.A.2.c: Capital concentration; consolidation
        
        3.II.A.2.d: Expanding markets: national and international
        
        3.II.A.2.e: Merchandising changes, department stores, mail order catalogs
        
        3.II.B: Major areas of growth in business and industry
        
        3.II.B.1: Transportation: railroads and automobiles; urban transportation
        
        3.II.B.2: Building materials: steel
        
        3.II.B.3: Energy sources: coal, oil, electricity
        
        3.II.B.4: Communications: telegraph, telephone
        
        3.II.C: Representative entrepreneurs: Case studies in concentrated wealth and effort (other personalities may be substituted; local examples of enterprise should also be used)
        
        3.II.C.1: John D. Rockefeller: oil; Andrew Carnegie: steel; Ford: auto
        
        3.II.C.2: Work ethic: Cotton Mather to Horatio Alger
        
        3.II.C.3: Conflict between public good and private gain, e.g., use of resources
        
        3.II.D: New business and government practices: Popular and government responses
        
        3.II.D.1: Laissez-faire and government support; interpretation of 14th Amendment by Supreme Court
        
        3.II.D.2: Railroad "pooling"; rate inequities (Wabash, St. Louis, and Pacific Railway v. Illinois, 1886); railroad regulation: state and national ICC.
        
        3.II.D.3: Competition and absorption; mergers and trusts; Sherman Antitrust Act, 1890 (United States v. E.C. Knight, 1895)
        
        3.II.E: Labor's response to economic change: Organize
        
        3.II.E.1: Efforts at national labor unions: Knights of Labor (1869); AF of L (1881-1886); ILGWU (1900)
        
        3.II.E.1.a: "Bread and butter" objectives
        
        3.II.E.1.b: Unions and social issues (education)
        
        3.II.E.1.c: Attitudes toward immigrants, African- Americans, women
        
        3.II.E.1.d: Union leadership (Gompers, Debs)
        
        3.II.E.2: Struggle and conflict
        
        3.II.E.2.a: Major strikes: gains and losses- Homestead, Pullman (In Re Debs, 1895), Lawrence
        
        3.II.E.2.b: Management's position
        
        3.II.E.2.c: Weapons or tactics employed in disputes between labor and management
        
        3.II.E.2.d: Attitude and role of government
        
        3.II.F: Agrarian response to economic change: Organize and protest
        
        3.II.F.1: The Grange movement as agrarian protest
        
        3.II.F.2: Populism: a political response-William Jennings Bryan and the election of 1896
        
        3.II.F.2.a: Case study: The Populists as a grass- roots political party
        
        3.II.F.3: National government response: Interstate Commerce Act, 1887
        
        3.III: Adjusting Society to Industrialism: American People and Places
        
        3.III.A: Impact of industrialization
        
        3.III.A.1: Urban growth
        
        3.III.A.1.a: Attractions: jobs, education, culture, public education system
        
        3.III.A.1.b: Problems (slums, increased crime, inadequate water and sanitation services)
        
        3.III.A.1.c: Skyscrapers and elevators; tenements and walk-ups
        
        3.III.A.1.d: Social Darwinism, increased class division, conspicuous consumption, social conscience, philanthropy
        
        3.III.A.2: Work and workers
        
        3.III.A.2.a: Factories and people-immigrant patterns of settlement
        
        3.III.A.2.b: Geographic, economic, social, and political considerations
        
        3.III.A.2.c: Working conditions: "wage slavery"
        
        3.III.A.2.d: Living conditions: company towns and urban slums
        
        3.III.A.2.e: The Great Migration: The migration of African-Americans to the North
        
        3.III.A.3: Women, families, and work
        
        3.III.A.3.a: Traditional roles-Victorian ideal and reality
        
        3.III.A.3.b: Outside and inside their homes: double drudgery
        
        3.III.A.3.c: Jobs for domestics, laundresses, and textile workers; technology brought jobs as telephone operators and typists
        
        3.III.A.3.d: Emerging family patterns: two wage earners, broken homes
        
        3.III.A.3.e: Problems of child labor, elderly, disabled, and African-American women
        
        3.III.A.3.e1: Case study: child labor
        
        3.III.A.3.f: Role of religion in a pluralistic society
        
        3.III.A.3.f1: Religious tolerance develops slowly
        
        3.III.A.3.f2: Puritan beliefs and values influenced our historical development
        
        3.III.A.3.f3: Religion and party politics to 1896
        
        3.III.A.4: The growing middle class (consumerism and its material benefits and effects)
        
        3.III.A.5: Art and literature (Mark Twain and penny dailies)
        
        3.III.B: Immigration, 1850-1924
        
        3.III.B.1: New sources: eastern/southern Europe; Asia-the "new ethnicity"
        
        3.III.B.1.a: Case studies: Italian immigration, Chinese immigration (1850-1924, West to East migration), Russian/Jewish immigration
        
        3.III.B.2: The impulses abroad
        
        3.III.B.3: The attractions here: labor shortages, liberty, and freedoms
        
        3.III.B.4: Urbanization: ghettos
        
        3.III.B.5: "Americanization" process
        
        3.III.B.6: Impacts on family, religion, education, and politics
        
        3.III.B.7: Contributions to American society
        
        3.III.B.7.a: Diversity of the United States population
        
        3.III.C: Reactions to the "new" immigration
        
        3.III.C.1: Cultural pluralism: assimilation (Americanization), acculturation ("melting pot" or cultural pluralism), or both
        
        3.III.C.2: Nativist reactions: stereotyping and prejudice
        
        3.III.C.2.a: Case study: Irish immigration
        
        3.III.C.3: Impact on African-Americans and other established minorities
        
        3.III.C.4: "Yellow Peril," West Coast restrictions
        
        3.III.C.5: Literacy testing, 1917
        
        3.III.C.6: The Red Scare
        
        3.III.C.7: Quota acts of 1921 and 1924
        
        3.III.D: The frontier (1850-1890)
        
        3.III.D.1: Land west of the Mississippi
        
        3.III.D.1.a: Rolling plains and the Great American Desert
        
        3.III.D.1.b: Native American Indian nations; concept of oneness with the environment
        
        3.III.D.1.c: The Homestead Act, 1862, and the settlement of the West
        
        3.III.D.2: The impact of industrialization
        
        3.III.D.2.a: Improved transportation facilitated shipping of foodstuffs and migration of population
        
        3.III.D.2.b: Western migration of immigrants
        
        3.III.D.2.c: Potential for investment: development of key urban centers
        
        3.III.D.3: Native American Indians
        
        3.III.D.3.a: Pressures of advancing white settlement: differing views of land use and ownership
        
        3.III.D.3.b: Treaties and legal status
        
        3.III.D.3.c: The Indian wars: 1850-1900
        
        3.III.D.3.d: Legislating Indian life: reservations; Dawes Act (1887)
        
        3.III.D.3.e: Indian civil rights laws-legal status of Native American Indians, 1887-1970: citizenship, 1924; self-government, 1934; self-determination, 1970
      - 4: The Progressive Movement: Responses to the Challenges Brought About by Industrialization and Urbanization
        
        4.I: Reform in America
        
        4.I.A: Pressures for reform
        
        4.I.A.1: Progressives supported the use of government power for different reform purposes
        
        4.I.A.2: Effects of developing technologies and their social, ethical, and moral impacts
        
        4.I.A.3: Struggle for fair standards of business opera- tion and working conditions (Lochner v. New York, 1905; Muller v. Oregon, 1908)
        
        4.I.A.4: Increasing inequities between wealth and poverty
        
        4.I.A.5: Rising power and influence of the middle class
        
        4.I.B: Progress: Social and economic reform and consumer protection
        
        4.I.B.1: The "Muckrakers" and reform
        
        4.I.B.1.a: Magazine writers (Steffens, Tarbell)
        
        4.I.B.1.b: Novelists (Norris, Sinclair)
        
        4.I.B.1.c: Legislation (Pure Food and Drug Act, 1906, Meat Inspection Act, 1906)
        
        4.I.B.2: Other areas of concern
        
        4.I.B.2.a: Social settlement movement and the problems of poverty (Jacob Riis, Jane Addams)
        
        4.I.B.2.b: Women's rights and efforts for peace
        
        4.I.B.2.b1: The suffrage movement (Elizabeth Cady Stanton, Susan B. Anthony); Seneca Falls
        
        4.I.B.2.b2: Beginnings of fight for birth control (Margaret Sanger)
        
        4.I.B.2.b3: Peace movement
        
        4.I.B.2.c: The black movement and reform (Booker T. Washington and W.E.B. DuBois)
        
        4.I.B.2.c1: Formation of NAACP (1912)
        
        4.I.B.2.c2: Ida Wells (anti-lynching)
        
        4.I.B.2.c3: Marcus Garvey
        
        4.I.B.2.d: Temperance/prohibition
        
        4.I.B.2.e: Formation of Anti-Defamation League (1913)
        
        4.I.C: Progressivism and government action
        
        4.I.C.1: Emerging Progressive movement: political reform
        
        4.I.C.1.a: Influence of America's urban middle class
        
        4.I.C.1.b: Municipal and state reform
        
        4.I.C.1.b1: Municipal reform: response to urban problems
        
        4.I.C.1.b2: Sudden growth and needed services
        
        4.I.C.1.c: Progressive state reform: e.g., Wisconsin (Robert LaFollette); New York (Theodore Roosevelt); Massachusetts (initiative, referendum, recall); economic, social, environmental reforms
        
        4.I.C.2: Theodore Roosevelt and the Square Deal
        
        4.I.C.2.a: The stewardship theory of the Presidency
        
        4.I.C.2.b: Legislation strengthening railroad regulation and consumer protection
        
        4.I.C.2.c: "Trust-busting" court cases (Northern Securities Co. v. United States, 1904); rule of reason: Standard Oil
        
        4.I.C.3: Conservation
        
        4.I.C.3.a: Theodore Roosevelt's concern for nature, land, and resources
        
        4.I.C.3.b: Federal legislation and projects: effects on states' limits
        
        4.I.C.3.c: Roles of Gifford Pinchot and John Muir
        
        4.I.C.4: Woodrow Wilson and the New Freedom
        
        4.I.C.4.a: Progressivism at its zenith; the 1912 election: Taft, Roosevelt, Wilson
        
        4.I.C.4.b: The Underwood Tariff and the graduated income tax
        
        4.I.C.4.c: Clayton Antitrust Act and the Federal Trade Commission
        
        4.I.C.4.d: The Federal Reserve System (monetary controls)
        
        4.I.C.4.e: Women's suffrage amendment
        
        4.I.C.5: World War I: effect on domestic reform
        
        4.II: The Rise of American Power
        
        4.II.A: An emerging global involvement
        
        4.II.A.1: From old diplomacy to new, 1865-1900
        
        4.II.A.1.a: Role of increased American power
        
        4.II.A.1.a1: Communications technology
        
        4.II.A.1.a2: American attitudes toward international role
        
        4.II.A.1.a3: Growth of naval power
        
        4.II.A.1.b: Perry and the "opening" of Japan (1854)
        
        4.II.A.2: Other Pacific overtures
        
        4.II.A.2.a: United States and China; the Chinese perspective (Boxer Rebellion)
        
        4.II.A.2.b: The Open-Door policy
        
        4.II.A.2.c: Acquisition of Hawaii
        
        4.II.A.2.d: Naval bases: Samoa
        
        4.II.A.3: Imperialism: the Spanish-American War
        
        4.II.A.3.a: Causes for war
        
        4.II.A.3.b: United States empire-Puerto Rico; Cuban protectorate (the Platt Amendment)
        
        4.II.A.3.b1: Acquisition of the Philippines: "the great debate"
        
        4.II.A.3.b2: Disposition of territories
        
        4.II.A.3.b3: Constitutional issues
        
        4.II.A.4: Latin American affairs
        
        4.II.A.4.a: Monroe Doctrine update (Roosevelt corollary): the view from Latin America
        
        4.II.A.4.b: West Indies protectorates ("the big stick")
        
        4.II.A.4.c: Panama Canal: acquisition and construction; Canal retrocession treaty
        
        4.II.A.4.d: Taft and dollar diplomacy
        
        4.II.B: Restraint and involvement: 1914-1920
        
        4.II.B.1: United States involvement
        
        4.II.B.1.a: Efforts at neutrality and "preparedness"
        
        4.II.B.1.b: Causes of United States entry into World War I
        
        4.II.B.1.c: United States role in the war
        
        4.II.B.1.d: United States reaction to the Russian Revolution
        
        4.II.C: Wartime constitutional issues
        
        4.II.C.1: War opposition and patriotism: the draft issue
        
        4.II.C.2: Espionage and Sedition acts
        
        4.II.C.3: Schenck v. United States, 1919; clear and present danger doctrine
        
        4.II.C.4: Red Scare, 1918-1919
        
        4.II.D: The search for peace and arms control: 1914-1930
        
        4.II.D.1: The peace movement: Women's International League for Peace and Freedom
        
        4.II.D.2: War aims: The Fourteen Points
        
        4.II.D.3: Treaty of Versailles: Wilson's role
        
        4.II.D.4: League of Nations: Henry Cabot Lodge and the United States Senate rejection
        
        4.II.D.5: Washington Naval Disarmament Conference (1920s)
        
        4.II.D.6: Reparations and war debts (United States as a world banker)
        
        4.II.D.7: Kellogg-Briand Pact (1928)
        
        4.II.D.8: Establishment of the World Court
      - 5: At Home and Abroad: Prosperity and Depression, 1917 - 1940
        
        5.I: War and Prosperity: 1917 - 1929
        
        5.I.A: Impact of war
        
        5.I.A.1: War's effects on gender roles, on African- Americans, and other minority groups
        
        5.I.A.2: Case study: Movement of African-Americans from the South to northern cities
        
        5.I.A.3: Return to "normalcy": 1918-1921
        
        5.I.B: The twenties: Business boom or false prosperity?
        
        5.I.B.1: Post-World War I recession
        
        5.I.B.2: Avarice and scandal: Teapot Dome
        
        5.I.B.3: Coolidge prosperity; not for everyone
        
        5.I.B.4: Problems on the farm
        
        5.I.B.4.a: Expansion, mortgages, and advancing technology
        
        5.I.B.4.b: Farmers and minorities fail to share in economic benefit
        
        5.I.B.5: Speculative boom: the "big bull market"
        
        5.I.C: Mass consumption and the clash of cultural values
        
        5.I.C.1: Mass consumption
        
        5.I.C.1.a: The automobile: new industries, products, and services
        
        5.I.C.1.b: Installment buying: consumer durable goods (appliances)
        
        5.I.C.1.c: Real estate boom and suburban develop- ment; its economic and geographic implications: decline of trolleys and trains, improvement of roads
        
        5.I.C.1.c1: The emergence of new regional, political, and economic units
        
        5.I.C.1.d: Entertainment: radio; motion pictures; advertising and cultural homogenization
        
        5.I.C.2: Constitutional and legal issues
        
        5.I.C.2.a: Threats to civil liberties: Red Scare, Ku Klux Klan, and Sacco and Vanzetti
        
        5.I.C.2.b: Prohibition (18th Amendment) and the Volstead Act: stimulus to crime, public attitudes, repeal (21st Amendment)
        
        5.I.C.2.c: Science, religion, and education: the Scopes trial (1925)
        
        5.I.C.2.d: Restrictions on immigration: closing the "golden door"
        
        5.I.C.3: Shifting cultural values
        
        5.I.C.3.a: Revolution in morals and manners: fads, flappers, and Freud
        
        5.I.C.3.b: Women's changing roles
        
        5.I.C.3.b1: Effect of World War I
        
        5.I.C.3.b2: Involvement in the political process: the 19th Amendment
        
        5.I.C.3.b3: Health and working conditions
        
        5.I.C.3.b4: Women in the workforce
        
        5.I.C.3.b5: Emerging role: emphasis on wife rather than mother
        
        5.I.C.3.c: The literary scene
        
        5.I.C.3.c1: Sinclair Lewis, Ernest Hemingway, Edith Wharton, Willa Cather, and F. Scott Fitzgerald
        
        5.I.C.3.c2: The Harlem Renaissance: Duke Ellington, Langston Hughes, Bessie Smith
        
        5.II: The Great Depression
        
        5.II.A: Onset of the Depression
        
        5.II.A.1: Weakness in the economy
        
        5.II.A.1.a: Overproduction/underconsumption (maldistribution of wealth)
        
        5.II.A.1.b: Overexpansion of credit (e.g., buying stock on margin)
        
        5.II.A.2: The stock market crash
        
        5.II.A.2.a: Worldwide nature-Growing financial interdependence
        
        5.II.A.2.b: Interdependent banking systems
        
        5.II.A.2.c: International trade
        
        5.II.A.2.d: Political repercussions
        
        5.II.A.3: The Hoover response
        
        5.II.A.3.a: Rugged individualism; "trickle down" economics
        
        5.II.A.3.b: Reconstruction Finance Corporation
        
        5.II.A.4: Unemployment, the Bonus Army, Hoovervilles; impact on women and minorities
        
        5.II.B: Franklin D. Roosevelt and the New Deal: Relief, recovery, and reform programs
        
        5.II.B.1: Relief of human suffering
        
        5.II.B.1.a: Bank "holiday"; Emergency Banking Act
        
        5.II.B.1.b: Federal Emergency Relief Act
        
        5.II.B.1.c: Unemployment: WPA, PWA, CCC; troubling equity issues
        
        5.II.B.2: Recovery of the United States economy
        
        5.II.B.2.a: NRA: "codes of fair competition"
        
        5.II.B.2.b: Mortgage relief: HOLC, FHA
        
        5.II.B.2.c: First and second AAA, scarcity and parity
        
        5.II.B.3: Search for effective reform (program examples)
        
        5.II.B.3.a: Banking: Glass-Steagall Act (FDIC)
        
        5.II.B.3.b: Stock market: SEC
        
        5.II.B.3.c: Social Security
        
        5.II.B.3.d: Labor
        
        5.II.B.3.d1: Wagner Act (NLRB)
        
        5.II.B.3.d2: Labor Standards Act
        
        5.II.B.4: Labor's response: Formation of CIO
        
        5.II.B.5: Controversial aspects of the New Deal
        
        5.II.B.5.a: Constitutional issues
        
        5.II.B.5.a1: Supreme Court and the NRA (Schechter Poultry Corp. v. United States, 1935)
        
        5.II.B.5.a2: Supreme Court and the AAA
        
        5.II.B.5.a3: TVA: model yardstick or creeping socialism
        
        5.II.B.5.b: 1936 election "mandate"
        
        5.II.B.5.c: Roosevelt's "Court-packing" proposal: failure and success
        
        5.II.B.5.d: 1940: third-term controversy (the unwritten constitution)
        
        5.II.B.5.e: Passage of the 22nd Amendment (1951)
        
        5.II.B.6: The human factor
        
        5.II.B.6.a: FDR as communicator and his efforts to restore public confidence; press conferences, "fireside chats," and effective use of the radio
        
        5.II.B.6.b: Eleanor Roosevelt as the President's eyes and ears
        
        5.II.B.6.c: The Dust Bowl and the Okies
        
        5.II.B.6.d: The New Deal and women (Frances Perkins)
        
        5.II.B.6.e: The New Deal and minorities (shift in African-American vote): discriminatory results
        
        5.II.B.6.f: Indian Reorganization Act (1934)
        
        5.II.B.7: Culture of the Depression
        
        5.II.B.7.a: Literature: John Steinbeck and Langston Hughes
        
        5.II.B.7.b: Music: jazz, swing (big bands)
        
        5.II.B.7.c: Art: WPA, fine arts, Hollywood, comic books
        
        5.II.B.8: Opposition to the New Deal: Al Smith, Norman Thomas, Huey Long, Father Coughlin, Dr. Townsend
      - 6: The United States in an Age of Global Crisis: Responsibility and Cooperation
        
        6.I: Peace in Peril: 1933 - 1950
        
        6.I.A: Isolation and neutrality
        
        6.I.A.1: Causes of disillusion and pacifism
        
        6.I.A.2: Neutrality Acts of 1935-37
        
        6.I.A.3: Spanish Civil War: testing war technology and ideology
        
        6.I.A.4: FDR's "quarantine" speech (1937)
        
        6.I.B: Failure of peace; triumph of aggression
        
        6.I.B.1: Aggressions of Japan, Germany, Italy: 1932- 1940
        
        6.I.B.2: Appeasement: The Munich Conference (1938)
        
        6.I.B.3: German attack on Poland; start of World War II in Europe
        
        6.I.B.4: Gradual United States involvement
        
        6.I.B.4.a: Neutrality Act of 1939 ("cash and carry")
        
        6.I.B.4.b: Lend-Lease Act and 50 overage destroyers deal
        
        6.I.B.4.c: The moral dimension: The Atlantic Charter (August 1941)
        
        6.I.C: The United States in World War II
        
        6.I.C.1: Pearl Harbor
        
        6.I.C.2: The human dimensions of the war
        
        6.I.C.2.a: The "arsenal of democracy" (feats of productivity)
        
        6.I.C.2.b: Role of women: WACs; Rosie the Riveter; return of the retired
        
        6.I.C.2.c: Mobilization: the draft; minority issues
        
        6.I.C.2.d: Financing the war: war bond drives; Hollywood goes to war
        
        6.I.C.2.e: Rationing
        
        6.I.C.2.f: Experiences of men and women in military service
        
        6.I.C.3: Allied strategy and leadership
        
        6.I.C.3.a: Assistance to Soviet Union
        
        6.I.C.3.b: Europe first
        
        6.I.C.3.c: A two-front war
        
        6.I.C.4: The atomic bomb
        
        6.I.C.4.a: The Manhattan Project (role of refugees)
        
        6.I.C.4.b: Truman's decision to use the atomic bomb against Japan: Hiroshima and Nagasaki
        
        6.I.C.4.c: United States occupation of Japan; the "MacArthur constitution"
        
        6.I.C.4.d: Japanese war crime trials
        
        6.I.C.5: The war's impact on minorities
        
        6.I.C.5.a: Incarceration of West Coast Japanese- Americans; Executive Order 9066; Korematsu v. United States (1944)
        
        6.I.C.5.b: Extent of racially integrated units in the military
        
        6.I.C.5.c: The Nazi Holocaust: United States and world reactions
        
        6.I.C.5.d: The Nuremberg war crimes trials; later trials of other Nazi criminals, e.g., Eichmann, Barbie
        
        6.I.C.6: Demobilization
        
        6.I.C.6.a: Inflation and strikes
        
        6.I.C.6.b: The G.I. Bill; impact on education and housing
        
        6.I.C.6.c: Truman's Fair Deal
        
        6.I.C.6.d: Partisan problems with Congress
        
        6.I.C.6.e: Minorities continued to find it difficult to obtain fair practices in housing, employment, education
        
        6.I.C.6.f: Upset election of 1948; Truman versus Dewey
        
        6.I.C.6.g: Truman and civil rights
        
        6.II: Peace with Problems: 1945 - 1960
        
        6.II.A: International peace efforts
        
        6.II.A.1: Formation of the United Nations
        
        6.II.A.2: United Nations Universal Declaration of Human Rights
        
        6.II.A.2.a: Eleanor Roosevelt's role
        
        6.II.A.2.b: Senate response
        
        6.II.A.3: Displaced persons: refugee efforts
        
        6.II.B: Expansion and containment: Europe
        
        6.II.B.1: Summitry: Yalta and Potsdam, establishing "spheres of influence"
        
        6.II.B.2: The Iron Curtain: Winston Churchill
        
        6.II.B.3: Postwar uses for United States power
        
        6.II.B.3.a: The Truman Doctrine: Greece and Turkey
        
        6.II.B.3.b: The Marshall Plan
        
        6.II.B.3.b1: Aid for Europe
        
        6.II.B.3.b2: The Common Market
        
        6.II.B.3.b3: European Parliament
        
        6.II.B.3.c: Berlin airlift
        
        6.II.B.3.d: Formation of NATO alliance
        
        6.II.C: Containment in Asia, Africa, and Latin America
        
        6.II.C.1: The United States and Japan
        
        6.II.C.1.a: Separate peace treaty (1951)
        
        6.II.C.1.b: Reconstruction of Japan
        
        6.II.C.2: The United States and China
        
        6.II.C.2.a: Rise to power of Mao Zedong and the People's Republic of China
        
        6.II.C.2.b: Chiang Kai-shek to Taiwan (1949)
        
        6.II.C.3: USSR tests an A-bomb (1949)
        
        6.II.C.4: The "hot war" in Asia: Korean War
        
        6.II.C.4.a: The Yalu River: China enters the war
        
        6.II.C.4.b: United Nations efforts: MacArthur, Truman, and "limited war"
        
        6.II.C.4.c: Stalemate and truce (1953)
        
        6.II.C.5: Point four aid: Africa, Asia, Latin America
        
        6.II.D: The Cold War at home
        
        6.II.D.1: Truman and government loyalty checks Case studies: The Smith Act and the House Un-American Activities Committee (Watkins v. United States, 1957); the Alger Hiss case (1950); the Rosenberg trial (1950)
        
        6.II.D.2: Loyalty and dissent: the case of Robert Oppenheimer
        
        6.II.D.3: McCarthyism
        
        6.II.D.4: Politics of the Cold War
        
        6.II.D.4.a: Loss of China
        
        6.II.D.4.b: Stalemate in Korea
        
        6.II.D.4.c: Truman's falling popularity
      - 7: World in Uncertain Times: 1950 - Present
        
        7.I: Toward a Postindustrial World: Living in a Global Age
        
        7.I.A: Changes within the United States
        
        7.I.A.1: Energy sources (nuclear power)
        
        7.I.A.2: Materials (plastics, light metals)
        
        7.I.A.3: Technology (computers)
        
        7.I.A.4: Corporate structures (multinational corporations)
        
        7.I.A.5: Nature of employment (agriculture to industry to service)
        
        7.I.A.6: Problems (waste disposal, air/water pollution, growing energy usage, depleting resources, e.g., domestic oil supply)
        
        7.II: Containment and Consensus: 1945 - 1960
        
        7.II.A: Review postwar events
        
        7.II.A.1: Emerging power relationships: East/West; North/South; (haves/have-nots; developed/developing nations)
        
        7.II.B: Eisenhower foreign policies
        
        7.II.B.1: The end of the Korean War
        
        7.II.B.2: John Foster Dulles, the domino theory and massive retaliation; brinkmanship posture
        
        7.II.B.3: The H-bomb; atoms for peace
        
        7.II.B.4: Summits and U-2s
        
        7.II.B.5: Establishment of SEATO
        
        7.II.B.6: Controversy: Aswan Dam and Suez Canal
        
        7.II.B.7: Polish and Hungarian uprisings
        
        7.II.B.8: Eisenhower Doctrine: intervention in Lebanon
        
        7.II.B.9: Sputnik: initiating the space race
        
        7.II.C: Domestic politics and constitutional issues
        
        7.II.C.1: The Eisenhower peace
        
        7.II.C.1.a: Returning the United States to a peacetime economy
        
        7.II.C.1.b: Interstate Highway Act (1956)
        
        7.II.C.1.c: Suburbanization
        
        7.II.C.1.d: The Warren Court
        
        7.II.C.2: Civil rights
        
        7.II.C.2.a: Jackie Robinson breaks the color barrier
        
        7.II.C.2.b: Brown v. Board of Education of Topeka , 1954
        
        7.II.C.2.c: Beginnings of modern civil rights movement
        
        7.II.C.2.c1: Rosa Parks and the Montgomery bus boycott
        
        7.II.C.2.c2: Little Rock: school desegregation
        
        7.II.C.2.c3: Segregation in public transportation ruled unconstitutional
        
        7.II.C.2.c4: Sit-ins: nonviolent tactic
        
        7.II.C.2.c5: Civil Rights Act of 1957
        
        7.II.D: The people
        
        7.II.D.1: Prosperity and conservatism
        
        7.II.D.1.a: Postwar consumption: homes, autos, and television
        
        7.II.D.1.b: New educational opportunities: G.I. Bill
        
        7.II.D.1.c: The baby boom and its effects
        
        7.II.D.2: Migration and immigration
        
        7.II.D.2.a: Suburbanization: Levittowns
        
        7.II.D.2.b: Cities: declining
        
        7.II.D.2.c: New immigration patterns: Caribbean focus
        
        7.III: Decade of Change: 1960s
        
        7.III.A: The Kennedy years
        
        7.III.A.1: The New Frontier: dreams and promises
        
        7.III.A.1.a: Civil rights actions
        
        7.III.A.1.a1: James Meredith at the University of Mississippi
        
        7.III.A.1.a2: Public career of Dr. Martin Luther King, Jr., Birmingham protest ("Letter from Birmingham Jail")
        
        7.III.A.1.a3: Assassination of Medgar Evers
        
        7.III.A.1.a4: March on Washington
        
        7.III.A.2: Foreign policy and Cold War crises
        
        7.III.A.2.a: Bay of Pigs invasion
        
        7.III.A.2.b: Vienna Summit/Berlin Wall
        
        7.III.A.2.c: Cuban missile crisis
        
        7.III.A.2.d: Laos and Vietnam
        
        7.III.A.2.e: Latin America and the Alliance for Progress
        
        7.III.A.2.f: Peace Corps
        
        7.III.A.2.g: Launching the race to the Moon
        
        7.III.A.2.h: Nuclear Test Ban Treaty 1963, 1967; Hot Line established
        
        7.III.A.3: Movement for rights of disabled citizens
        
        7.III.A.3.a: Background
        
        7.III.A.3.a1: Historic attitude that disabled were defective
        
        7.III.A.3.a2: Emergence of humanitarian view in 19th century, development of large institutions
        
        7.III.A.3.a3: Development of the concept of normalization; early-20th-century programs of education and training
        
        7.III.A.3.b: Kennedy administration, 1961-1963; beginning awareness, changing attitudes
        
        7.III.A.3.b1: President's Council on Mental Retardation
        
        7.III.A.3.b2: Special Olympics
        
        7.III.A.3.c: Litigation and legislation; 1960 - present
        
        7.III.A.3.c1: Education of the Handicapped Act, 1966
        
        7.III.A.3.c2: Education for All Handicapped Children Act, 1971
        
        7.III.A.3.c3: Rehabilitation Act of 1973, Section 504
        
        7.III.A.3.c4: Americans with Disabilities Act, 1990
        
        7.III.A.3.d: Dependence to independence
        
        7.III.A.3.d1: Activism by disabled veterans
        
        7.III.A.3.d2: Deinstitutionalization
        
        7.III.A.3.d3: Mainstreaming
        
        7.III.A.4: Assassination in Dallas
        
        7.III.B: Johnson and the Great Society
        
        7.III.B.1: Expanding on the Kennedy social programs
        
        7.III.B.1.a: War on poverty; VISTA
        
        7.III.B.1.b: Medicare
        
        7.III.B.1.c: Federal aid to education
        
        7.III.B.1.d: Environmental issues and concerns
        
        7.III.B.2: The Moon landing: the challenge of space exploration
        
        7.III.B.3: Continued demands for equality: civil rights movement
        
        7.III.B.3.a: Black protest, pride, and power
        
        7.III.B.3.a1: NAACP (National Association for the Advancement of Colored People): legal judicial leadership, Urban League
        
        7.III.B.3.b: Case studies
        
        7.III.B.3.b1: SNCC (Student Nonviolent Coordinating Committee): sit-in movement among college students
        
        7.III.B.3.b2: SCLC (Southern Christian Leadership Conference): promote nonviolent resistance, sit-ins, boycotts
        
        7.III.B.3.b3: CORE (Congress of Racial Equality): "Freedom Riders"
        
        7.III.B.3.b4: Testing of segregation laws
        
        7.III.B.3.b5: Others: Black Muslims; prominence of Malcolm X: advocating separation of races, separate state in the United States
        
        7.III.B.3.b6: Civil unrest: Watts riot, 1965, as example; Kerner Commission
        
        7.III.B.3.b7: Assassination of Malcolm X (February 1965)
        
        7.III.B.3.c: Legislative impact
        
        7.III.B.3.c1: Civil Rights Act of 1964 (Heart of Atlanta Motel, Inc. v. United States, 1964), modifications since 1964
        
        7.III.B.3.c2: 24th Amendment (eliminating poll tax)
        
        7.III.B.3.c3: Voting Rights Act, 1965
        
        7.III.B.3.c4: Court decisions since 1948 upholding or modifying preferential treatment in employment; equal access to housing; travel and accommodations; voting rights; educational equity
        
        7.III.B.3.c5: Fair Housing Act, 1968
        
        7.III.B.4: Demands for equality: women
        
        7.III.B.4.a: The modern women's movement
        
        7.III.B.4.a1: Kennedy Commission and the Civil Rights Act, 1963-1964
        
        7.III.B.4.a2: NOW (1966) to present
        
        7.III.B.4.b: Issues
        
        7.III.B.4.b1: Shifting roles and images
        
        7.III.B.4.b2: Equal Rights Amendment (failure to ratify)
        
        7.III.B.4.b3: Roe v. Wade, 1973
        
        7.III.B.4.b4: Equality in the workplace: compensation, the glass ceiling
        
        7.III.B.4.b5: Increased focus on domestic abuse
        
        7.III.B.5: Rising consciousness of Hispanic-Americans
        
        7.III.B.5.a: "Brown power" movement
        
        7.III.B.5.b: Organizing farm labor (Cesar Chavez)
        
        7.III.B.5.c: Cuban and Haitian immigration
        
        7.III.B.5.d: Increasing presence in American politics
        
        7.III.B.6: Demands for equality: American Indian Movement (AIM) and other protests
        
        7.III.B.6.a: Occupation of Alcatraz
        
        7.III.B.6.b: The "long march"
        
        7.III.B.6.c: Wounded Knee, 1973
        
        7.III.B.7: Rights of the accused
        
        7.III.B.7.a: Mapp v. Ohio, 1961
        
        7.III.B.7.b: Gideon v. Wainwright, 1963
        
        7.III.B.7.c: Miranda v. Arizona, 1966
        
        7.III.B.8: Legislative reapportionment: Baker v. Carr, 1962
        
        7.IV: The Limits of Power: Turmoil at Home and Abroad, 1965 - 1972
        
        7.IV.A: Vietnam: sacrifice and turmoil
        
        7.IV.A.1: The French-Indochinese War: early United States involvement; Truman, Eisenhower, and Kennedy policies (review how foreign policy is formulated)
        
        7.IV.A.2: United States and the spread of communism; domino theory; credibility of other United States commitments
        
        7.IV.A.3: Civil war in South Vietnam; concept of guerrilla warfare
        
        7.IV.A.4: LBJ and the Americanization of the war
        
        7.IV.A.4.a: Fear of "losing" Vietnam
        
        7.IV.A.4.b: Escalation and United States assumptions; Tet offensive
        
        7.IV.A.5: Student protests at home
        
        7.IV.A.5.a: Draft protesters
        
        7.IV.A.5.b: Political radicals: protests, Students for a Democratic Society (SDS), antiwar
        
        7.IV.A.5.c: Cultural radicals: hippies and communalists
        
        7.IV.A.6: 1968: A year of turmoil
        
        7.IV.A.6.a: President Johnson's decision not to seek reelection
        
        7.IV.A.6.b: Assassinations of Dr. Martin Luther King, Jr. (April 1968) and Robert Kennedy (June 1968)
        
        7.IV.A.6.c: The Democratic Convention; war protesters disrupt proceedings
        
        7.IV.A.6.d: Impact of the Vietnam War on society
        
        7.V: The Trend Toward Conservatism, 1972 - 1985
        
        7.V.A: Nixon as President, 1969-1974
        
        7.V.A.1: Domestic policies and events
        
        7.V.A.1.a: Modifications to Great Society programs (OSHA, Federal Energy Office, DEA, Clean Air Act, food stamps, revenue sharing)
        
        7.V.A.1.b: The Moon landing
        
        7.V.A.1.c: Environmental Protection Agency (1970)
        
        7.V.A.1.d: Self-determination for American Indians (1970)
        
        7.V.A.1.e: Ratification of the 26th Amendment (1971)
        
        7.V.A.1.f: Title IX - equal education access (1972)
        
        7.V.A.2: Nixon's internationalism
        
        7.V.A.2.a: Henry Kissinger and realpolitik
        
        7.V.A.2.a1: Withdrawal from Vietnam and Cambodia; peace talks and signing of Paris Peace A c c o rds (Pentagon papers, New York Ti m e s v. United States, 1971)
        
        7.V.A.2.a2: Nixon Doctrine
        
        7.V.A.2.a3: Opening to China
        
        7.V.A.2.a4: Detente: SALT and grain
        
        7.V.A.3: The Presidency in crisis
        
        7.V.A.3.a: Resignation of Spiro Agnew
        
        7.V.A.3.b: Watergate affair and its constitutional implications
        
        7.V.A.3.c: United States v. Nixon, 1974
        
        7.V.A.3.d: The impeachment process and resignation
        
        7.V.B: The Ford and Carter Presidencies
        
        7.V.B.1: The appointive Presidency: Ford and Rockefeller (the constitutional aspects)
        
        7.V.B.2: Domestic policy issues
        
        7.V.B.2.a: Pardon for Nixon and amnesty for draft evaders
        
        7.V.B.2.b: Oil crisis: shifting energy priorities
        
        7.V.B.2.c: Environmental concerns
        
        7.V.B.2.c1: Three Mile Island
        
        7.V.B.2.c2: Acid rain
        
        7.V.B.2.c3: Toxic waste
        
        7.V.B.3: Foreign policy issues: the United States after Vietnam
        
        7.V.B.3.a: Fall of South Vietnam, 1975
        
        7.V.B.3.b: Oil crisis: Middle East in turmoil
        
        7.V.B.3.c: Middle East mediation: Camp David Accords
        
        7.V.B.3.d: The Afghanistan invasion: Olympics and grain-diplomatic weapons
        
        7.V.B.3.e: Iranian hostage crisis: 1979-1981
        
        7.V.C: Reagan and Bush, the "new" federalism and growth of conservatism
        
        7.V.C.1: Supply-side economics
        
        7.V.C.2: Tax policy and deficits
        
        7.V.C.3: Environmental and civil rights policies
        
        7.V.C.4: Effects on minorities
        
        7.V.C.5: The Supreme Court and the schools
        
        7.V.C.5.a: Engle v. Vitale, 1962
        
        7.V.C.5.b: Tinker v. Des Moines School District, 1969
        
        7.V.C.5.c: New Jersey v. TLO, 1985
        
        7.V.C.5.d: Vernonia School District v. Acton, 1995
        
        7.V.D: New approaches to old problems
        
        7.V.D.1: Feast and famine: the farmer's dilemma
        
        7.V.D.2: The problems of poverty in an affluent society - "the underclass"
        
        7.V.D.3: The "new" immigrants; (Immigration Reform and Control Act of 1986)
        
        7.V.D.4: Changing demographic patterns (growing numbers of elderly)
        
        7.V.E: Renewed United States power image
        
        7.V.E.1: Central America and the Caribbean: debt and stability; Sandinistas, Contras, El Salvadorians
        
        7.V.E.2: Middle East: war and hostages
        
        7.V.F: Trade imbalance and divesting
        
        7.V.F.1: Japan: trade imbalance
        
        7.V.F.2: United States and South Africa
        
        7.V.G: United States-Soviet relations
        
        7.V.G.1: Gorbachev and Soviet relations
        
        7.V.G.2: "Star Wars" and arms limitation efforts
        
        7.V.G.3: Cuts in defense spending and the fall of the Soviet Union
        
        7.VI: Approaching the Next Century 1986 - 1999
        
        7.VI.A: The Bush Presidency
        
        7.VI.A.1: Case study: The election of 1988
        
        7.VI.A.1.a: Effects of demographics
        
        7.VI.A.1.b: Rise of a third party (H. Ross Perot)
        
        7.VI.A.1.c: Increasing influence of political action committees
        
        7.VI.A.2: Domestic issues
        
        7.VI.A.2.a: Environmental concerns
        
        7.VI.A.2.b: Immigration issues
        
        7.VI.A.2.c: Savings and loan scandal
        
        7.VI.A.2.d: Social concerns (Cruzan v. Director, Missouri Department of Health, 1990 and Planned Parenthood of Southeastern Pennsylvania, et.al. c. Casey, 1992)
        
        7.VI.A.3: Foreign policy issues
        
        7.VI.A.3.a: Dissolution of the Soviet Union
        
        7.VI.A.3.b: Fall of the Berlin Wall and German reunification (1990)
        
        7.VI.A.3.c: Crisis in Bosnia
        
        7.VI.A.3.d: Persian Gulf crisis
        
        7.VI.B: The Clinton Presidency
        
        7.VI.B.1: Domestic issues
        
        7.VI.B.1.a: Social concerns
        
        7.VI.B.1.a1: Health care
        
        7.VI.B.1.a2: Education
        
        7.VI.B.1.a3: Welfare reform
        
        7.VI.B.1.a4: Stability of the Social Security system
        
        7.VI.B.1.b: Economic concerns
        
        7.VI.B.1.b1: Role of technologies
        
        7.VI.B.1.b2: Impact of the baby boom generation
        
        7.VI.B.1.b3: Balanced budget amendment (debate)
        
        7.VI.B.1.b4: Market trends: The bull market of the 1990s
        
        7.VI.B.1.c: Political concerns
        
        7.VI.B.1.c1: Senate Whitewater investigations
        
        7.VI.B.1.c2: Gun control
        
        7.VI.B.1.c3: Campaign finance reform (debate)
        
        7.VI.B.1.d: Impeachment and acquittal
        
        7.VI.B.2: Foreign policy issues
        
        7.VI.B.2.a: United States-Middle East relations: Israeli-PLO agreement (Rabin-Arafat)
        
        7.VI.B.2.b: United States in the global economy
        
        7.VI.B.2.b1: NAFTA
        
        7.VI.B.2.b2: GATT
        
        7.VI.B.2.b3: Economic aid to Russia
        
        7.VI.B.2.b4: United States trade with China, Japan, and Latin America
        
        7.VI.B.2.c: Intervention in Somalia, Haiti, Bosnia, and Yugoslavia
        
        7.VI.B.2.d: United States-Russian relations; 1990 to the present
        
        7.VI.B.2.e: United States-European relations: European Union (EU), NATO
- Learning Standards
  - English Language Arts (1996)
    - Commencement
      - 1: Students will read, write, listen, and speak for information and understanding.
        
        1.1: Listening & Reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.
        
        1.1.1: interpret and analyze complex informational texts and presentations, including technical manuals, professional journals, newspaper and broadcast editorials, electronic networks, political speeches and debates, and primary source material in their subject
        
        1.1.2: synthesize information from diverse sources and identify complexities and discrepancies in the information
        
        1.1.3: use a combination of techniques (e.g., previewing, use of advance organizers, structural cues) to extract salient information from texts
        
        1.1.4: make distinctions about the relative value and significance of specific data, facts, and ideas
        
        1.1.5: make perceptive and well developed connections to prior knowledge
        
        1.1.6: evaluate writing strategies and presentational features that affect interpretation of the information
        
        1.2: Speaking & Writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clear
        
        1.2.1: write and present research reports, feature articles, and thesis/support papers on a variety of topics related to all school subjects
        
        1.2.2: present a controlling idea that conveys an individual perspective and insight into the topic
        
        1.2.3: use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and effect, and compare/contrast
        
        1.2.4: support interpretations and decisions about relative significance of information with explicit statement, evidence, and appropriate argument
        
        1.2.5: revise and improve early drafts by restructuring, correcting errors, and revising for clarity and effect
        
        1.2.6: use standard English skillfully, applying established rules and conventions for presenting information and making use of a wide range of grammatical constructions and vocabulary to achieve an individual style that communicates effectively
      - 2: Students will read, write, listen, and speak for literary response and expression.
        
        2.1: Listening & Reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural fea
        
        2.1.1: read and view independently and fluently across many genres of literature from many cultures and historical periods
        
        2.1.2: identify the distinguishing features of different literary genres, periods, and traditions and use those features to interpret the work
        
        2.1.3: recognize and understand the significance of a wide range of literary elements and techniques, (including figurative language, imagery, allegory, irony, blank verse, symbolism, stream-of-consciousness) and use those elements to interpret the work
        
        2.1.4: understand how multiple levels of meaning are conveyed in a text
        
        2.1.5: read aloud expressively to convey a clear interpretation of the work
        
        2.1.6: evaluate literary merit based on an understanding of the genre, the literary elements, and the literary period and tradition
        
        2.2: Speaking & Writing for literary response involves presenting interpretations, analysis, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text struc
        
        2.2.1: present responses to and interpretations of works of recognized literary merit with references to the principal features of the genre, the period, and literary tradition, and drawing on their personal experiences and knowledge
        
        2.2.2: produce literary interpretations that explicate the multiple layers of meaning
        
        2.2.3: write original pieces in a variety of literary forms, correctly using the conventions of the genre and using structure and vocabulary to achieve an effect
        
        2.2.4: use standard English skillfully and with an individual style
      - 3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        3.1: Listening & Reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.
        
        3.1.1: analyze, interpret, and evaluate ideas, information, organization, and language of a wide range of general and technical texts and presentations across subject areas, including technical manuals, professional journals, political speeches, and literary cri
        
        3.1.2: evaluate the quality of the texts and presentations from a variety of critical perspectives within the field of study (e.g., using both Poe's elements of a short story and the elements of "naturalist fiction" to evaluate a modern story)
        
        3.1.3: make precise determinations about the perspective of a particular writer or speaker by recognizing the relative weight he/she places on particular arguments and criteria (e.g., one critic condemns a biography as too long and rambling; another praises it f
        
        3.1.4: evaluate and compare their own and others' work with regard to different criteria and recognize the change in evaluations when different criteria are considered to be more important
        
        3.2: Speaking & Writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is
        
        3.2.1: present orally and in writing well-developed analysis of issues, ideas, and texts, explaining the rationale for their positions and analyzing their positions from a variety of perspectives in such forms as formal speeches, debates, thesis/support papers,
        
        3.2.2: make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt their position
        
        3.2.3: monitor and adjust their own oral and written presentations to have the greatest influence on a particular audience
        
        3.2.4: use standard English, a broad and precise vocabulary, and the conventions of formal oratory and debate
      - 4: Students will read, write, listen, and speak for social interaction.
        
        4.1: Listening & Speaking Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situat
        
        4.1.1: engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners' needs and skillfully addressing them
        
        4.1.2: express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the conversation
        
        4.1.3: use appropriately the language conventions for a wide variety of social situations, such as informal conversations, first meetings with peers or adults, and more formal situations such as job interviews or customer service
        
        4.2: Reading & Writing Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.
        
        4.2.1: use a variety of print and electronic forms for social communication with peers and adults
        
        4.2.2: make effective use of language and style to connect the message with the audience and context
        
        4.2.3: study the social conventions and language conventions of writers from other groups and cultures and use those conventions to communicate with members of those groups
    - Elementary
      - 1: Students will read, write, listen, and speak for information and understanding.
        
        1.1: Listening & Reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.
        
        1.1.1: gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such sources as charts, graphs, maps, and diagrams
        
        1.1.2: select information appropriate to the purpose of their investigation and relate ideas from one text to another
        
        1.1.3: select and use strategies that have been taught for notetaking, organizing, and categorizing information
        
        1.1.4: ask specific questions to clarify and extend meaning
        
        1.1.5: make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words
        
        1.1.6: support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns
        
        1.2: Speaking & Writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clear
        
        1.2.1: present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts
        
        1.2.2: select a focus, organization, and point of view for oral and written presentations
        
        1.2.3: use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference
        
        1.2.4: use details, examples, anecdotes, or personal experiences to explain or clarify information
        
        1.2.5: include relevant information and exclude extraneous material
        
        1.2.6: use the process of pre-writing, drafting, revising, and proofreading (the "writing process") to produce well-constructed informational texts
        
        1.2.7: observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms
      - 2: Students will read, write, listen, and speak for literary response and expression.
        
        2.1: Listening & Reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural fea
        
        2.1.1: read a variety of literature of different genres: picture books; poems; articles and stories from children's magazines; fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers
        
        2.1.2: recognize some features that distinguish the genres and use those features to aid comprehension
        
        2.1.3: understand the literary elements of setting, character, plot, theme, and point of view and compare those features to other works and to their own lives
        
        2.1.4: use inference and deduction to understand the text
        
        2.1.5: read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning
        
        2.1.6: evaluate literary merit
        
        2.2: Speaking & Writing for literary response involves presenting interpretations, analysis, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text struc
        
        2.2.1: present personal responses to literature that make reference to the plot, characters, ideas, vocabulary, and text structure
        
        2.2.2: explain the meaning of literary works with some attention to meanings beyond the literal level
        
        2.2.3: create their own stories, poems, and songs using the elements of the literature they have read and appropriate vocabulary
        
        2.2.4: observe the conventions of grammar and usage, spelling, and punctuation
      - 3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        3.1: Listening & Reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.
        
        3.1.1: read and form opinions about a variety of literary and informational texts and presentations, as well as persuasive texts such as advertisements, commercials, and letters to the editor
        
        3.1.2: make decisions about the quality and dependability of texts and experiences based on some criteria, such as the attractiveness of the illustrations and appeal of the characters in a picture book, or the logic and believability of the claims made in an adv
        
        3.1.3: recognize that the criteria that one uses to analyze and evaluate anything depend on one's point of view and purpose for the analysis
        
        3.1.4: evaluate their own strategies for reading and listening critically (such as recognizing bias or false claims, and understanding the difference between fact and opinion) and adjust those strategies to understand the experience more fully
        
        3.2: Speaking & Writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is
        
        3.2.1: express opinions (in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches) about events, books, issues, and experiences, supporting their opinions with some evidence
        
        3.2.2: present arguments for certain views or actions with reference to specific criteria that support the argument (e.g., an argument to purchase a particular piece of playground equipment might be based on the criteria of safety, appeal to children, durability
        
        3.2.3: monitor and adjust their own oral and written presentations to meet criteria for competent performance (e.g., in writing, the criteria might include development of position, organization, appropriate vocabulary, mechanics, and neatness. In speaking, the c
        
        3.2.4: use effective vocabulary and follow the rules of grammar, usage, spelling, and punctuation in persuasive writing
      - 4: Students will read, write, listen, and speak for social interaction.
        
        4.1: Listening & Speaking Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situat
        
        4.1.1: listen attentively and recognize when it is appropriate for them to speak
        
        4.1.2: take turns speaking and respond to others' ideas in conversations on familiar topics
        
        4.1.3: recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations
        
        4.2: Reading & Writing Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.
        
        4.2.1: exchange friendly notes, cards, and letters with friends, relatives, and pen pals to keep in touch and to commemorate special occasions
        
        4.2.2: adjust their vocabulary and style to take into account the nature of the relationship and the knowledge an interests of the person receiving the message
        
        4.2.3: read and discuss published letters, diaries, and journals to learn the conventions of social writing
    - Intermediate
      - 1: Students will read, write, listen, and speak for information and understanding.
        
        1.1: Listening & Reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.
        
        1.1.1: interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams, and electronic data bases intended for a general audience
        
        1.1.2: compare and synthesize information from different sources
        
        1.1.3: use a wide variety of strategies for selecting, organizing, and categorizing information
        
        1.1.4: distinguish between relevant and irrelevant information and between fact and opinion
        
        1.1.5: relate new information to prior knowledge and experience
        
        1.1.6: understand and use the text features that make information accessible and usable, such as format, sequence, level of diction, and relevance of details
        
        1.2: Speaking & Writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clear
        
        1.2.1: produce oral and written reports on topics related to all school subjects
        
        1.2.2: establish an authoritative stance on the subject and provide references to establish the validity and verifiability of the information presented
        
        1.2.3: organize information according to an identifiable structure, such as compare/ contrast or general to specific
        
        1.2.4: develop information with appropriate supporting material, such as facts, details, illustrative examples or anecdotes, and exclude extraneous material
        
        1.2.5: use the process of pre-writing, drafting, revising, and proofreading (the"writing process") to produce well-constructed informational texts
        
        1.2.6: use standard English for formal presentation of information, selecting appropriate grammatical constructions and vocabulary, using a variety of sentence structures, and observing the rules of punctuation, capitalization, and spelling
      - 2: Students will read, write, listen, and speak for literary response and expression.
        
        2.1: Listening & Reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural fea
        
        2.1.1: read and view texts and performances from a wide range of authors, subjects, and genres
        
        2.1.2: understand and identify the distinguishing features of the major genres and use them to aid their interpretation and discussion of literature
        
        2.1.3: identify significant literary elements (including metaphor, symbolism, foreshadowing, dialect, rhyme, meter, irony, climax) and use those elements to interpret the work
        
        2.1.4: recognize different levels of meaning
        
        2.1.5: read aloud with expression, conveying the meaning and mood of a work
        
        2.1.6: evaluate literary merit based on an understanding of the genre and the literary elements
        
        2.2: Speaking & Writing for literary response involves presenting interpretations, analysis, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text struc
        
        2.2.1: present responses to and interpretations of literature, making reference to the literary elements found in the text and connections with their personal knowledge and experience
        
        2.2.2: produce interpretations of literary works that identify different levels of meaning and comment on their significance and effect
        
        2.2.3: write stories, poems, literary essays, and plays that observe the conventions of the genre and contain interesting and effective language and voice
        
        2.2.4: use standard English effectively
      - 3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        3.1: Listening & Reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.
        
        3.1.1: analyze, interpret, and evaluate information, ideas, organization, and language from academic and nonacademic texts, such as textbooks, public documents, book and movie reviews, and editorials
        
        3.1.2: assess the quality of texts and presentations, using criteria related to the genre, the subject area, and purpose (e.g., using the criteria of accuracy, objectivity, comprehensiveness, and understanding of the game to evaluate a sports editorial)
        
        3.1.3: understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations (e.g., in considering whether to let a n
        
        3.1.4: evaluate their own and others' work based on a variety of criteria (e.g., logic, clarity, comprehensiveness, conciseness, originality, conventionality) and recognize the varying effectiveness of different approaches
        
        3.2: Speaking & Writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is
        
        3.2.1: present (in essays, position papers, speeches, and debates) clear analysis of issues, ideas, texts, and experiences, supporting their positions with well-developed arguments
        
        3.2.2: develop arguments with effective use of details and evidence that reflect a coherent set of criteria (e.g., reporting results of lab experiments to support a hypothesis)
        
        3.2.3: monitor and adjust their own oral and written presentations according to the standards for a particular genre (e.g., defining key terms used in a formal debate)
        
        3.2.4: use standard English, precise vocabulary, and presentational strategies effectively to influence an audience
      - 4: Students will read, write, listen, and speak for social interaction.
        
        4.1: Listening & Speaking Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situat
        
        4.1.1: listen attentively to others and build on others' ideas in conversations with peers and adults
        
        4.1.2: express ideas and concerns clearly and respectfully in conversations and group discussions
        
        4.1.3: learn some words and expressions in another language to communicate with a peer or adult who speaks that language
        
        4.1.4: use verbal and nonverbal skills to improve communication with others
        
        4.2: Reading & Writing Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.
        
        4.2.1: write social letters, cards, and electronic messages to friends, relatives, community acquaintances, and other electronic network users
        
        4.2.2: use appropriate language and style for the situation and the audience and take into account the ideas and interests expressed by the person receiving the message
        
        4.2.3: read and discuss social communications and electronic communications of other writers and use some of the techniques of those writers in their own writing
  - Language Arts (2005)
    - Grade 1
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Acquire information from nonfiction text
        
        L.1.2: Identify words and sentences on a chart
        
        L.1.3: Follow directions involving a few steps
        
        L.1.4: Identify similarities and differences in information about people, places, and events
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Listen to literary texts and performances to
        
        L.2.1.a: appreciate and enjoy literary works
        
        L.2.1.b: match spoken words with pictures
        
        L.2.1.c: identify a character, setting, plot
        
        L.2.1.d: respond to vivid language
        
        L.2.1.e: identify specific people, places, and events
        
        L.2.1.f: distinguish between a story, a poem, and a play
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Form an opinion and evaluate information on the basis of information in the world
        
        L.3.2: Identify messages in advertisements by listening to the words, music, and sound effects
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Respect the age, gender, and culture of the speaker
        
        L.4.2: Listen to friendly notes, cards, letters, and personal narratives read aloud to get to know the writer and/or classmates and fellow listeners
        
        L.4.3: Listen for the tone of voice and content that signal friendly communication
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Locate and use classroom and library media center resources to acquire information, with assistance
        
        R.1.2: Read grade-level informational texts to begin to collect data, facts, and ideas, with assistance
        
        R.1.3: Distinguish between texts with stories and texts with information
        
        R.1.4: Use a picture dictionary as a resource for vocabulary development
        
        R.1.5: Select books to meet informational needs, with assistance
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Comprehend and respond to imaginative texts and performances; interpret, with assistance
        
        R.2.2: Engage in pre-reading and reading activities to
        
        R.2.2.a: select books, tapes, and poems on the basis of personal choice/interest or teacher-selected criteria, such as a theme/topic
        
        R.2.2.b: predict what might happen next in a story read aloud or independently
        
        R.2.2.c: draw conclusions from a story
        
        R.2.2.d: identify characters, settings, and events in a story
        
        R.2.2.e: retell a story
        
        R.2.2.f: distinguish between what is real and what is imaginary
        
        R.2.3: Dramatize or retell stories, using puppets, toys, and other props
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Identify, explain, and evaluate ideas, themes, and experiences from texts and performances
        
        R.3.2: Engage in pre-reading and reading activities to
        
        R.3.2.a: identify what they know, want to know, and have learned about a specific story, theme, or topic
        
        R.3.2.b: predict what could happen next or the outcome of a story or article
        
        R.3.2.c: change the sequence of events in a story to create a different ending
        
        R.3.2.d: compare a character in a story or article to a person with the same career or experience
        
        R.3.2.e: evaluate and select books, poems, or tapes on the basis of personal choice or teacher-selected criteria, such as theme, topic, author, and illustrations
        
        R.3.2.f: identify the characters in a story and explain what each contributes to the events of the story
        
        R.3.2.g: recognize different plots in books by the same author
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experiences (e.g., reading together silently or aloud) to establish, maintain, and enhance personal relationships with peers or adults
        
        R.4.2: Respect the age, gender, and cultural traditions of the writer
        
        R.4.3: Recognize the vocabulary of social communication (e.g., the language of salutations and closings)
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Dictate information
        
        S.1.2: Report information to peers and familiar adults
        
        S.1.3: Connect information from personal experiences to information from nonfiction texts
        
        S.1.4: Retell multiple pieces of information in sequence; for example, retell a story
        
        S.1.5: Share observations from the classroom, home, or community
        
        S.1.6: Ask questions to clarify topics, directions, and/or classroom routines
        
        S.1.7: Respond orally to questions and/or directions
        
        S.1.8: Share information using appropriate visual aids (e.g. puppets, toys, and pictures) to illustrate a word or concept
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Converse with adults and peers regarding pictures, books, and experiences
        
        S.2.2: Role-play characters and events from stories
        
        S.2.3: Express feelings about works of fiction and poetry
        
        S.2.4: Respond to stories, legends, and songs from different cultural and ethnic groups
        
        S.2.5: Compare stories from personal experience with stories heard or read
        
        S.2.6: Express the mood or emotion of a story by using a variety of words
        
        S.2.7: Retell familiar stories in a logical sequence
        
        S.2.8: Ask for clarification of events in a story or poem
        
        S.2.9: Describe familiar persons, places, or objects
        
        S.2.10: Recite poems and nursery rhymes
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Share what they know, want to know, and have learned about a theme or topic
        
        S.3.2: Express an opinion or judgment about a story, poem, poster, or advertisement
        
        S.3.3: Compare characters, settings, or events in two or more stories
        
        S.3.4: Explain personal criteria (e.g., color, pictures, and vocabulary) for choosing a book, poem, or story
        
        S.3.5: Compare and contrast different versions of the same story
        
        S.3.6: Explain why two different characters view the same action or event differently
        
        S.3.7: Compare and contrast events or characters in a story with their lives
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Participate in small or large group storytelling, in order to interact with classmates and adults in the classroom and school environment
        
        S.4.2: Share favorite anecdotes, riddles, and rhymes with peers and familiar adults
        
        S.4.3: Respect the age, gender, and culture of the listener
        
        S.4.4: Discuss the content of friendly notes, cards, letters, and personal narratives, with a partner or in a small group, to get to know the writer and each other
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Copy words, phrases, and sentences from books, magazines, signs, charts, and own dictation
        
        W.1.2: Write data, facts, and ideas gathered from personal experiences
        
        W.1.3: Maintain a portfolio of informational writings and drawings, with assistance
        
        W.1.4: Take notes to record facts from lessons, with assistance
        
        W.1.4.a: write words or draw pictures in order to capture important understandings
        
        W.1.5: State the main idea, with assistance
        
        W.1.6: Use resources such as a picture dictionary or word wall to find and write words, with assistance
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Develop original literary texts to
        
        W.2.1.a: create a story with a beginning, middle, and end, using words that can be understood by others
        
        W.2.1.b: create poems or jingles, using words that can be understood by others
        
        W.2.2: Write to respond to text to
        
        W.2.2.a: express feelings about characters or events in one or more stories
        
        W.2.2.b: describe characters, settings, or events
        
        W.2.2.c: list a sequence of events in a story
        
        W.2.2.d: retell a story, using words
        
        W.2.2.e: identify the problem and solution in a simple story
        
        W.2.3: Maintain a portfolio of writings and drawings in response to literature, with assistance
        
        W.2.4: Use personal experiences to stimulate own writing, with assistance
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: Write to express opinions and judgments to
        
        W.3.1.a: share what they know, want to know, and have learned about a theme or topic
        
        W.3.1.b: respond in words to an experience or event shared by a classmate
        
        W.3.1.c: depict an opinion about statements, illustrations, characters, and events in written and visual texts
        
        W.3.1.d: compare characters, settings, and events within and between stories
        
        W.3.1.e: describe the differences between real and imaginary experiences
        
        W.3.1.f: describe the connections between personal experiences and ideas and information in written and visual texts
        
        W.3.2: Maintain a portfolio of writings and drawings that express opinions and judgments, with assistance
        
        W.3.3: Use prewriting tools, such as semantic webs and concept maps, to organize ideas and information, with assistance
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share the process of writing with peers or adults; for example, write with a partner or in a cooperative group
        
        W.4.2: Respect the age, gender, and culture of the recipient
        
        W.4.3: Write friendly letters to others, using salutations and closings
        
        W.4.4: Maintain a portfolio of writings and drawings for social interaction, with assistance
    - Grade 10
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Interpret information from media presentations, such as documentary films, news broadcasts, and taped interviews
        
        L.1.2: Anticipate the speaker's points and assess their validity, with assistance
        
        L.1.3: Determine the need for more information for clarification
        
        L.1.4: Synthesize information from different sources by combining or categorizing data and facts
        
        L.1.5: Recognize appropriate voice, tone, and diction
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Interpret and respond to texts from a variety of genres, authors, and subjects
        
        L.2.2: Respond to authors' reading and discussing their works
        
        L.2.3: Recognize features of literary genres in interpreting and responding to presentations of literary texts
        
        L.2.4: Recognize and respond to historical and contemporary social and cultural conditions in presentation of literary texts
        
        L.2.5: Identify how format and language are used in presentations to communicate the author's message
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Recognize and acknowledge various perspectives on issues of world concern
        
        L.3.2: Determine points of view and clarify positions
        
        L.3.3: Evaluate content and organization of the presentations, applying criteria such as relevance of statements in relation to the topic
        
        L.3.4: Evaluate the expertise and possible bias of the speaker, in order to judge the validity of the content
        
        L.3.5: Recognize the use of protocols and traditional practices in debating and public speaking
        
        L.3.6: Analyze and evaluate information, ideas, options, issues, themes, and experiences from a range of academic and nonacademic presentations, such as speeches, interviews, and editorials
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Participate as a listener in social conversation with one or more people who are friends, acquaintances, or strangers
        
        L.4.2: Respect the age, gender, social position, and cultural traditions of the speaker
        
        L.4.3: Listen for multiple levels of meaning, articulated and unspoken
        
        L.4.4: Encourage the speaker with appropriate facial expressions and gestures
        
        L.4.5: Withhold judgment
        
        L.4.6: Appreciate the speaker's uniqueness
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Locate and use school and public library resources for information and research
        
        R.1.1.a: set purpose for reading by asking questions about what they need to know for their research
        
        R.1.2: Use specialized reference sources, such as glossaries, directories, and abstracts
        
        R.1.3: Read and follow written directions and procedures to solve problems and accomplish tasks
        
        R.1.3.a: use workplace documents
        
        R.1.4: Skim texts to gain an overall impression and scan texts for particular information
        
        R.1.4.a: focus on key words/phrases to generate questions
        
        R.1.5: Identify and evaluate the reliability and validity of informational sources
        
        R.1.6: Recognize unstated assumptions
        
        R.1.7: Distinguish verifiable statement from hypothesis
        
        R.1.8: Analyze information from different sources, making connections and showing relationships to other texts, ideas, and subjects
        
        R.1.8.a: employ a range of post-reading practices to think about new learning and plan further learning
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Read, view, and interpret texts and performances in every medium (e.g., short stories, novels, plays, film and video productions, poems, and essays) from a wide variety of authors, subjects, and genres
        
        R.2.1.a: build background by activating prior knowledge through questioning what they already know about the form in which the story is presented and the period in which it was written
        
        R.2.2: Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives
        
        R.2.3: Read literary criticism to increase comprehension and appreciation of literary texts, with assistance
        
        R.2.4: Recognize how authors use tone to express their ideas or an attitude toward the subject matter or the audience
        
        R.2.5: Distinguish between different forms of poetry, such as sonnet, lyric, elegy, narrative, epic, and ode, and recognize how the author uses poetic form to convey message or intent
        
        R.2.6: Compare a film, video, or stage version of a literary work with the written version
        
        R.2.7: Read literary texts aloud to convey an interpretation of the work
        
        R.2.8: Interpret literary texts on the basis of an understanding of the genre and the literary period
        
        R.2.9: Interpret multiple levels of meaning and subtleties in text
        
        R.2.10: Recognize relevance of literature to contemporary and/or personal events and situations
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Form opinions and make judgments about the validity of persuasive texts
        
        R.3.2: Generate a list of significant questions to assist with analysis of text
        
        R.3.3: Analyze and evaluate nonfiction texts, including
        
        R.3.3.a: determine the writer's perspectives, purposes, and intended audiences
        
        R.3.3.b: determine the reliability and significance of information
        
        R.3.3.c: recognize the format and its significance to content
        
        R.3.4: Analyze and evaluate poetry in order to recognize the use and effect of
        
        R.3.4.a: sensory imagery
        
        R.3.4.b: figurative language
        
        R.3.4.c: verse form
        
        R.3.5: Evaluate poetry to recognize the use and effect of verse form
        
        R.3.6: Analyze and evaluate fiction, including
        
        R.3.6.a: the background in which the text is written
        
        R.3.6.b: the effect created by the author's tone or mood
        
        R.3.7: Form opinions and make judgments about literary works, by analyzing and evaluating texts from more than one critical perspective, such as cultural and historical
        
        R.3.8: Select, reject, and reconcile ideas and information in light of beliefs
        
        R.3.9: Make judgments about the quality of literary texts and performances by applying personal and academic criteria, such as that found in literary criticism
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experiences with a peer or adult; for example, read together silently or aloud, or discuss reactions to texts
        
        R.4.2: Consider the age, gender, social position, and cultural traditions of the writer
        
        R.4.3: Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Prepare and give presentations to a variety of audiences on a range of informational topics
        
        S.1.2: Express a point of view, providing supporting facts and details
        
        S.1.3: Anticipate and acknowledge the listener's points of view
        
        S.1.4: Ask and respond to probing questions to acquire information
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Describe the features of the genre and the period to interpret and respond to texts
        
        S.2.2: Use devices such as voice, tone, volume, pitch, rate, rhyme, rhythm, and repetition to create an emotional or aesthetic response
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Express opinions or make judgments about ideas, information, experiences, and issues in literary, scientific, and historical articles and in advertisements
        
        S.3.2: Articulate personal opinions to clarify stated positions and persuade or influence groups
        
        S.3.3: Present reasons, examples, and details from sources cited to defend opinions and judgments
        
        S.3.4: Modify content on the basis of audience response during presentation
        
        S.3.5: Respond to constructive criticism
        
        S.3.6: Use visuals and technology to enhance presentation
        
        S.3.7: Ask and respond to questions to seek clarity or to suggest different perspectives
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Speak informally with familiar and unfamiliar people, individually and in group settings
        
        S.4.2: Respect the age, gender, social position, and cultural traditions of the listener
        
        S.4.3: Use social communication in workplace settings to foster trust and build goodwill
        
        S.4.4: Respond respectfully
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Use both primary and secondary sources of information for research
        
        W.1.2: Select and limit topics for informational writing
        
        W.1.3: Analyze data, facts, and ideas to communicate information
        
        W.1.4: Take notes and organize information from written and oral texts, such as lectures and interviews
        
        W.1.5: Use a range of organizational strategies (e.g., clustering, webbing, and mapping) to present information
        
        W.1.6: Define the meaning of and understand the consequences of plagiarism; investigate school policy
        
        W.1.7: Use charts, graphs, and diagrams to support and illustrate informational texts
        
        W.1.8: Maintain a portfolio that includes informational writing
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Write original literary texts
        
        W.2.1.a: use literary devices, such as figurative language, allegory, irony, symbolism, and stream of consciousness
        
        W.2.1.b: create multiple levels of meaning, with assistance
        
        W.2.1.c: use language and sentence structure creatively to elicit the reader's emotional response
        
        W.2.2: Write interpretive and responsive essays of approximately three pages to
        
        W.2.2.a: express judgments and support them through references to the text, using direct quotations and paraphrase
        
        W.2.2.b: explain how the author's use of literary devices affects meaning
        
        W.2.2.c: examine development and impact of literary elements, such as character (protagonist and antagonist), action (conflict, intrigue, suspense, and climax), and setting (locale and time period), in literary texts and performances
        
        W.2.2.d: compare and contrast the treatment of literary elements in different genres and by more than one author
        
        W.2.2.e: engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights
        
        W.2.3: Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts
        
        W.2.4: Maintain a portfolio that includes literary, interpretive, and responsive writing
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: Articulate one or more perspectives, such as one's own and/or those of a special interest group, to summarize arguments on different sides of issues
        
        W.3.2: Develop critiques from more than one perspective, such as historical and cultural
        
        W.3.3: Analyze texts, using resources such as recognized experts, knowledge from school subjects and reading, and personal experience
        
        W.3.4: Use strategies designed to influence or persuade in writing editorials
        
        W.3.5: Use telecommunication to participate in Listserv discussion groups
        
        W.3.6: Maintain a writing portfolio that includes writing for critical analysis and evaluation
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share the process of writing with peers and adults; for example, write a condolence note, get well-card, or thank-you letter with writing partner(s)
        
        W.4.2: Respect age, gender, and cultural traditions of the recipient
        
        W.4.3: Identify and model the social communication techniques of published writers
        
        W.4.4: Distinguish between the conventions of academic writing and the conventions of email and instant messaging
    - Grade 11
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Interpret and analyze information from media presentations, such as documentary films, news broadcasts, and taped interviews
        
        L.1.2: Anticipate the speaker's points and assess their validity
        
        L.1.3: Synthesize information from different sources by condensing, combining, or categorizing data, facts, and ideas
        
        L.1.4: Recognize appropriate voice, tone, diction, and syntax
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Interpret and respond to texts from a variety of genres, authors, and subjects
        
        L.2.2: Respond to authors' reading and discussing their works
        
        L.2.3: Recognize and respond to historical and contemporary social, political, and cultural conditions in presentation of literary text
        
        L.2.4: Identify how format and language are used in presentations to communicate the author's message and evoke a response
        
        L.2.5: Recognize how presentation style affects the emotional response of listeners
        
        L.2.6: Listen to comprehend, interpret, and respond to texts and performances, such as reviews and critiques of literary texts
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Determine points of view, clarify positions, make judgments, and form opinions
        
        L.3.2: Use the perspectives of other individuals, groups, recognized experts, and prior knowledge to analyze and evaluate presentations
        
        L.3.3: Evaluate content and organization of the presentations, applying criteria such as the validity of the speaker's conclusion
        
        L.3.4: Recognize the use of protocols and traditional practices in interviewing and other forms of speaking
        
        L.3.5: Evaluate the impact of the medium on the message
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Participate as a listener in social conversation with one or more people who are friends or acquaintances
        
        L.4.2: Respect the age, gender, social position, and cultural traditions of the speaker
        
        L.4.3: Listen for multiple levels of meaning, articulated and unspoken
        
        L.4.4: Encourage the speaker with appropriate facial expressions and gestures
        
        L.4.5: Withhold judgment
        
        L.4.6: Appreciate the speaker's uniqueness
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Locate and use school, public, and academic library resources for information and research
        
        R.1.2: Read and follow written directions and procedures to solve problems and accomplish tasks
        
        R.1.2.a: use workplace documents and technical manuals
        
        R.1.3: Identify and evaluate the reliability and validity of informational sources
        
        R.1.4: Check the consistency of hypothesis with given information and assumption
        
        R.1.5: Analyze and synthesize information from different sources, making connections and showing relationships to other texts, ideas, and subjects and to the world at large
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Read, view, and interpret texts and performances in every medium (e.g., short stories, novels, plays, film and video productions, poems, and essays) from a wide variety of authors, subjects, and genres
        
        R.2.1.a: build background by activating prior knowledge through questioning what they already know about the form in which the story is presented and the period in which it was written
        
        R.2.2: Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives
        
        R.2.2.a: monitor their own comprehension by questioning, reviewing, revising, and rereading to enhance overall comprehension
        
        R.2.3: Read literary criticism to increase comprehension and appreciation of literary texts
        
        R.2.3.a: use a variety of written responses, such as double-entry journals and reading logs, to integrate new concepts with existing knowledge
        
        R.2.4: Compare a film, video, or stage version of a literary work with the written version
        
        R.2.5: Read literary texts aloud to convey an interpretation of the work
        
        R.2.6: Interpret multiple levels of meaning and subtleties in text
        
        R.2.6.a: engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to construct meaning
        
        R.2.7: Recognize and analyze the relevance of literature to contemporary and/or personal events and situation
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Form opinions and make judgments about the validity of interpretive texts
        
        R.3.2: Analyze and evaluate nonfiction
        
        R.3.2.a: identify text structure, using supports such as graphic organizers
        
        R.3.2.b: preview a text (e.g., in order to build a schema), noticing structural markers, such as headings and subheadings
        
        R.3.2.c: identify the particular kinds of language used in particular texts
        
        R.3.3: Analyze and evaluate fiction, including the effect of diction and figurative language
        
        R.3.3.a: use a variety of written responses, such as double-entry journals and reading logs, to identify literary elements and evaluate their effectiveness
        
        R.3.4: Form opinions and make judgments about literary works, by analyzing and evaluating texts from more than one critical perspective, such as psychological
        
        R.3.5: Select, reject, and reconcile ideas and information in light of biases
        
        R.3.6: Make judgments about the quality of literary texts and performances by applying personal and academic criteria, such as that found in literary criticism and in political, historical, and scientific analysis
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experiences with a peer or adult; for example, read together silently or aloud and discuss reactions to texts
        
        R.4.2: Consider the age, gender, social position, and cultural traditions of the writer
        
        R.4.3: Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Prepare and give presentations to a variety of audiences on a range of informational topics
        
        S.1.2: Use figures of speech, such as similes and metaphors, to make new ideas and complex information clearer to listeners
        
        S.1.3: Anticipate and respond to the listener's points of view
        
        S.1.4: Give directions and explain complex processes
        
        S.1.5: Ask and respond to probing and challenging questions to acquire information
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Use devices such as voice, tone, volume, pitch, rate, body language, rhyme, rhythm, and repetition to create an emotional or aesthetic response
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Express opinions or make judgments about ideas, information, experiences, and issues in literary, scientific, and historic articles, in public documents, and in advertisements
        
        S.3.2: Articulate personal opinions to clarify stated positions, persuade or influence groups, or state preferences about topics
        
        S.3.3: Present reasons, examples, and details from sources such as reviews of books, plays, and interviews to defend opinions and judgments
        
        S.3.4: Modify content and presentation strategies on the basis of audience response during presentation
        
        S.3.5: Respond to constructive criticism
        
        S.3.6: Use visuals and technology to enhance presentation
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Speak informally with familiar and unfamiliar people, individually and in group settings
        
        S.4.2: Respect the age, gender, social position, and cultural traditions of the listener
        
        S.4.3: Use social communication in workplace settings to foster trust and build goodwill
        
        S.4.4: Respond respectfully
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Use both primary and secondary sources of information for research
        
        W.1.2: Analyze and integrate data, facts, and ideas to communicate information
        
        W.1.3: Define the meaning of and understand the consequences of plagiarism; investigate electronic safeguards
        
        W.1.4: Use a range of organizational strategies, such as clustering, webbing, and mapping, to present information
        
        W.1.5: Maintain a portfolio that includes informational writing
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Write original literary texts
        
        W.2.1.a: create social, historical, and/or cultural context
        
        W.2.1.b: create multiple levels of meaning
        
        W.2.2: Write interpretive and responsive essays of approximately three to five pages to
        
        W.2.2.a: express judgments and support them through references to the text, using direct quotations and paraphrase
        
        W.2.2.b: explain how the author's use of literary devices affects meaning
        
        W.2.2.c: examine development and impact of literary elements, such as character (protagonist and antagonist), action (conflict, intrigue, suspense, and climax), and setting (locale and time period), in literary texts and performances
        
        W.2.2.d: compare and contrast the treatment of literary elements in different genres and by more than one author
        
        W.2.2.e: use literary criticism to expand personal analysis of the literary text
        
        W.2.2.f: engage in a variety of prewriting experiences, such as using a variety of visual representations, to express interpretations, feelings, and new insights
        
        W.2.3: Use resources, such as personal experience, knowledge from other content areas, and independent reading, to create literary, interpretive, and responsive texts
        
        W.2.4: Maintain a portfolio that includes literary, interpretive, and responsive writing
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: Develop critiques from more than one perspective, such as historical, cultural, and social
        
        W.3.2: Analyze a wide range of texts using resources such as recognized experts, knowledge from school subjects and reading, and personal experience
        
        W.3.3: Use strategies designed to influence or persuade in writing speeches, editorials, and advertisements
        
        W.3.4: Use telecommunication to participate in Listserv discussion groups
        
        W.3.5: Maintain a writing portfolio that includes writing for critical analysis and evaluation
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share the process of writing with peers and adults; for example, write a condolence note, get-well card, or thank-you letter with writing partner(s)
        
        W.4.2: Respect age, gender, and cultural traditions of the recipient
    - Grade 12
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Interpret and analyze information from media presentations, such as documentary films, news broadcasts, taped interviews, and debates
        
        L.1.2: Recognize the speaker's use of voice, tone, diction, and syntax in school and public forums, debates, and panel discussions
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Interpret and respond to texts from a variety of genres, authors, and subjects
        
        L.2.2: Respond to authors' reading and discussing their works
        
        L.2.3: Identify how format and language are used in presentations to communicate the author's message and evoke a response
        
        L.2.4: Recognize how presentation styles affect the emotional responses of listeners
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Determine points of view to clarify positions, make judgments, and form opinions
        
        L.3.2: Evaluate content and organization of the presentations, applying criteria such as the validity of the speaker's conclusion
        
        L.3.3: Evaluate the expertise and possible bias of the speaker in order to judge the validity of the content
        
        L.3.4: Recognize the use of protocols and traditional practices in debating, public speaking, interviewing, reviewing literary works, and other forms of speaking
        
        L.3.5: Evaluate the impact of the medium on the message
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Participate as a listener in social conversation with one or more people who are friends, acquaintances, or strangers
        
        L.4.2: Respect the age, gender, social position, and cultural traditions of the speaker
        
        L.4.3: Listen for multiple levels of meaning, articulated and unspoken
        
        L.4.4: Encourage the speaker with appropriate facial expressions and gestures
        
        L.4.5: Withhold judgment
        
        L.4.6: Appreciate the speaker's uniqueness
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Locate and use school, public, academic, and special library resources for information and research
        
        R.1.1.a: use primary and secondary sources, such as dictionaries and abstracts
        
        R.1.1.b: set purpose for reading by asking questions about what they need to know for their research
        
        R.1.2: Check consistency of hypothesis with given information and assumption
        
        R.1.3: Analyze and synthesize information from different sources by making connections and showing relationships to other texts, ideas, subjects, and the world at large
        
        R.1.3.a: employ a range of post-reading practices to think about new learning and to plan future learning
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Recognize and analyze the relevance of literature to contemporary and/or personal events and situations from short stories, novels, plays, film and video productions, poems, and essays
        
        R.2.1.a: read and discuss literary criticism
        
        R.2.1.b: engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to make applications of the ideas in the text to other situations, extending the ideas to broaden perspecti
        
        R.2.2: Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives
        
        R.2.3: Compare a film, video, or stage version of a literary work with the written version
        
        R.2.4: Read literary texts aloud to convey an interpretation of the work
        
        R.2.5: Read and interpret literary texts from a range of authors, genres, and subjects, including literary criticism
        
        R.2.6: Interpret multiple levels of meaning and subtleties in text
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Analyze and evaluate nonfiction texts, including professional journals, technical manuals, and position papers, to determine the writer's perspectives, purposes, and intended audience
        
        R.3.1.a: identify text structure, using supports such as graphic organizers
        
        R.3.1.b: preview a text (e.g., in order to build a schema), noticing structural markers, such as headings and subheadings
        
        R.3.1.c: focus on key word/phrases that signal that the text is heading in a particular direction
        
        R.3.1.d: identify the particular kinds of language used in particular texts
        
        R.3.2: Analyze and evaluate poetry in order to recognize the use and effect of
        
        R.3.2.a: sensory imagery
        
        R.3.2.b: figurative language
        
        R.3.2.c: verse form
        
        R.3.3: Engage in oral reading activities, such as choral readings, and a variety of written responses, such as double entry journals, to identify and distinguish examples of verse form
        
        R.3.4: Form opinions and make judgments about literary works by analyzing and evaluating texts from more than one critical perspective, such as a social perspective
        
        R.3.5: Select, reject, and reconcile ideas and information in light of beliefs
        
        R.3.6: Make judgments about the quality of literary texts and performances by applying personal and academic criteria, such as that found in literary criticism
        
        R.3.7: Analyze and evaluate the intellectual and/or emotional impact of specific texts on the reader
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experiences with a peer or adult; for example, read together silently or aloud, and discuss reactions to texts
        
        R.4.2: Consider the age, gender, social position, and cultural traditions of the writer
        
        R.4.3: Understand and anticipate the author's use of tone, diction, and language appropriate to social communication, in a variety of texts and conventions
        
        R.4.4: Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Prepare and give presentations to a variety of audiences on a range of informational topics, using a variety of techniques, such as multimedia, group presentations, and dramatic approaches
        
        S.1.2: Give directions and explain complex processes
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Present interpretations and responses to literary texts and performances in presentations to school and public audiences
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Express opinions and make judgments about ideas, information, experiences, and issues in literary, scientific, and historical articles, in public documents, and in advertisements
        
        S.3.2: Present reasons, examples, and details from sources such as films to defend opinions or judgments
        
        S.3.3: Respond to constructive criticism
        
        S.3.4: Use visuals and technology to enhance presentation
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Speak informally with familiar and unfamiliar people, individually and in group settings
        
        S.4.2: Respect the age, gender, social position, and cultural traditions of the listener
        
        S.4.3: Use social communication in workplace settings to foster trust and build goodwill
        
        S.4.4: Respond respectfully
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Use and integrate a wide range of organizational strategies to present information
        
        W.1.2: Define the meaning of and understand the consequences of plagiarism; investigate college and university policies
        
        W.1.3: Maintain a portfolio that includes informational writing
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Write interpretive and responsive essays of approximately five pages to
        
        W.2.1.a: express judgments and support them through references to the text, using direct quotations and paraphrase
        
        W.2.1.b: explain how the author's use of literary devices, such as allegory, stream of consciousness, and irony, affects meaning
        
        W.2.1.c: engage in a variety of prewriting experiences, such as using a variety of visual representations, to express interpretations, feelings, and new insights
        
        W.2.2: Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive text
        
        W.2.3: Maintain a portfolio that includes literary, interpretive, and responsive writing
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: Develop critiques from more than one perspective, such as historical, cultural, social, and psychological
        
        W.3.2: Use telecommunication to participate in Listserv discussion groups
        
        W.3.3: Maintain a writing portfolio that includes writing for critical analysis and evaluation
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share the process of writing with peers and adults; for example, write a condolence note, get-well card, or thank-you letter with writing partner(s)
        
        W.4.2: Respect the age, gender, and cultural traditions of the recipient
    - Grade 2
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Acquire information and/or understand procedures
        
        L.1.2: Identify essential details, with assistance
        
        L.1.3: Determine a sequence of steps given, with assistance
        
        L.1.4: Identify main ideas and supporting details, with assistance
        
        L.1.5: Interpret information by drawing on prior knowledge and experience, with assistance
        
        L.1.6: Collect information, with assistance
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Identify elements of character, plot, and setting to understand the author's message, with assistance
        
        L.2.2: Connect literary texts to previous life experiences to enhance understanding
        
        L.2.3: Identify the author's use of repetition and rhyme
        
        L.2.4: Use note taking and graphic organizers to record and organize information and ideas recalled from stories read aloud, with assistance
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Form a personal opinion about the quality of texts read aloud, on the basis of criteria, such as characters and plot
        
        L.3.2: Form an opinion about the message of advertisements, on the basis of the language used
        
        L.3.3: Distinguish between fact and opinion, with assistance
        
        L.3.4: Evaluate the speaker's style of delivery by using criteria such as volume and tone of voice
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Respect the age, gender, social position, and culture of the speaker
        
        L.4.2: Listen to friendly notes, cards, longer letters, and narratives read aloud to get to know the writer and/or classmates and fellow listeners
        
        L.4.3: Listen for the tone of voice and content that signal friendly communication
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Locate and use library media resources to acquire information, with assistance
        
        R.1.2: Read unfamiliar informational texts to collect and interpret data, facts, and ideas, with assistance
        
        R.1.3: Read and understand written directions
        
        R.1.4: Locate information in a text that is needed to solve a problem, with assistance
        
        R.1.5: Identify main ideas and supporting details in informational texts, with assistance
        
        R.1.6: Recognize and use organizational features of texts, such as page numbers and chapter headings/subheadings, to locate information, with assistance
        
        R.1.7: Relate data and facts from informational texts to prior information and experience, with assistance
        
        R.1.8: Compare and contrast information on one topic from two different sources, with assistance
        
        R.1.9: Identify a conclusion that summarizes the main idea, with assistance
        
        R.1.10: Select books to meet informational needs, with assistance
        
        R.1.11: Identify and interpret facts taken from maps, graphs, charts, and other visuals, with assistance
        
        R.1.12: Use graphic organizers to record significant details from informational texts, with assistance
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Select literature on the basis of personal needs and interests from a variety of genres and by different authors, with assistance
        
        R.2.2: Engage in purposeful oral reading in small and large groups
        
        R.2.3: Read print-based and electronic literary texts silently on a daily basis for enjoyment
        
        R.2.4: Recognize differences among the genres of stories, poems, and plays, with assistance
        
        R.2.5: Relate characters in literature to own lives, with assistance
        
        R.2.6: Explain the difference between fact and fiction, with assistance
        
        R.2.7: Use previous reading and life experiences to understand literature, with assistance
        
        R.2.8: Make predictions and draw conclusions and inferences about characters, with assistance
        
        R.2.9: Recognize the value of illustration in literary text
        
        R.2.10: Use specific evidence from stories to describe characters and relate sequences of events, with assistance
        
        R.2.11: Use knowledge of story structure and story elements to interpret stories, with assistance
        
        R.2.12: Use graphic organizers to record significant details to compare and contrast characters and events in stories, with assistance
        
        R.2.13: Summarize main ideas and supporting details from literary text, both orally and in writing, with assistance
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Evaluate the content by identifying, with assistance
        
        R.3.1.a: the author's purpose
        
        R.3.1.b: important and unimportant details
        
        R.3.1.c: whether events, actions, characters, and/or setting are realistic
        
        R.3.2: Compare characters in literary works
        
        R.3.3: Judge the accuracy of content, with assistance from teachers and parents/caregivers
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experiences to build relationships with peers or adults; for example, read together silently or aloud
        
        R.4.2: Respect the age, gender, position, and cultural traditions of the writer
        
        R.4.3: Recognize the types of language (e.g., formal and informal vocabulary) that are appropriate to social communication
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Provide simple directions
        
        S.1.2: Express an opinion
        
        S.1.3: Ask questions
        
        S.1.4: Summarize, with assistance
        
        S.1.5: Provide a sequence of steps
        
        S.1.6: Describe a problem and suggest a solution
        
        S.1.7: State a main idea with supporting examples and details, with assistance
        
        S.1.8: Present a short oral report, using at least one source of information, such as a person, book, magazine article, television program, or electronic text
        
        S.1.9: Use complete sentences, using age- and content-appropriate vocabulary
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Present original works, such as stories, poems, and plays, to classmates
        
        S.2.2: Describe characters
        
        S.2.3: Compare literary texts and performances to personal experiences and prior knowledge, with assistance
        
        S.2.4: Identify cultural and ethnic features in literary texts
        
        S.2.5: Ask questions to clarify literary texts and performances
        
        S.2.6: Use complete sentences, correct verb tense, age-appropriate vocabulary, and logical order in oral presentation
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Explain the reasons for a character's actions, considering the situation
        
        S.3.2: Express an opinion or judgment about a character and plot in a variety of works, with assistance
        
        S.3.3: Discuss the impact of illustrations and titles in evaluating ideas, information, and experiences
        
        S.3.4: Use personal experience and knowledge to analyze new ideas
        
        S.3.5: Role-play to communicate an interpretation of real or imaginary people or events
        
        S.3.6: Ask and respond to questions
        
        S.3.7: Speak with appropriate rate and volume for the audience
        
        S.3.8: Take turns speaking in a group
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Respect the age, gender, social position, and cultural traditions of the listener when speaking
        
        S.4.2: Discuss the content of friendly notes, cards, letters, and personal narratives, with a partner or small group, in order to get to know the writer and each other
        
        S.4.3: Avoid interrupting in social conversation
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Use two sources of information in writing a report
        
        W.1.2: Take notes to record facts by following teacher directions, with assistance
        
        W.1.3: State a main idea and support it with facts, with assistance
        
        W.1.4: Use organizational patterns, such as time/order, for expository writing
        
        W.1.5: Connect personal experiences to new information from school subject areas, with assistance
        
        W.1.6: Use spelling resources, such as dictionaries, word walls, and/or computer software, to spell words correctly
        
        W.1.7: Produce clear, well-organized, short reports to demonstrate understanding of a topic
        
        W.1.8: Support explanations with evidence from text
        
        W.1.9: Maintain a portfolio that includes informational writing as a method of reviewing work with teachers and parents/caregivers, with assistance
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Develop original literary texts that
        
        W.2.1.a: create characters, simple plot, and setting, with assistance
        
        W.2.1.b: use rhythm and rhyme to create short poems and songs, with assistance
        
        W.2.1.c: use descriptive language
        
        W.2.2: Write interpretive and responsive essays that
        
        W.2.2.a: identify the title, author, and illustrator
        
        W.2.2.b: describe literary elements, such as plot and characters, with assistance
        
        W.2.2.c: express a personal response to literature
        
        W.2.3: Create clear, well-organized responses to stories read or listened to, supporting understanding of genres, characters, and events with details from the story, with assistance
        
        W.2.4: Create imaginative stories and personal narratives that show development and organization, with assistance
        
        W.2.5: Use resources such as personal experiences to stimulate own writing
        
        W.2.6: Use a computer to create, research, and interpret literary texts
        
        W.2.7: Maintain a portfolio that includes imaginative writing as a method of reviewing work with teachers and parents/caregivers
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: Use prewriting tools, such as semantic webs and concept maps, to organize ideas and information
        
        W.3.2: State a main idea and provide supporting details from the text
        
        W.3.3: Use relevant examples, such as reasons to support ideas, with assistance
        
        W.3.4: Express opinions and make judgments that demonstrate a personal point of view, with assistance
        
        W.3.5: Analyze and evaluate the author's use of plot and character in written and visual text
        
        W.3.6: Use effective vocabulary in expository writing, with assistance
        
        W.3.7: Use details from stories or informational texts to predict events
        
        W.3.8: Maintain a portfolio that includes written analysis and evaluation as a method of reviewing work with teachers and parents/caregivers
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share the process of writing with peers and adults; for example, write with a partner
        
        W.4.2: Respect the age, gender, social position, and cultural traditions of the recipient
        
        W.4.3: Use the tone, vocabulary, and sentence structure of informal conversation, with assistance
        
        W.4.4: Maintain a portfolio that includes writing for social interaction as a method of reviewing work with teachers and parents/caregivers
    - Grade 3
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Acquire information and/or understand procedures
        
        L.1.2: Identify essential details
        
        L.1.3: Determine a sequence of steps given
        
        L.1.4: Identify main ideas and supporting details
        
        L.1.5: Identify a conclusion that summarizes the main idea, with assistance
        
        L.1.6: Interpret information by drawing upon prior knowledge and experience
        
        L.1.7: Collect information
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Identify elements of character, plot, and setting to understand the author's message or intent
        
        L.2.2: Connect literary texts to personal experiences and previously encountered texts to enhance understanding and appreciation
        
        L.2.3: Identify the author's use of rhythm, repetition, and rhyme
        
        L.2.4: Use note taking and graphic organizers to record and organize information and ideas recalled from stories read aloud
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Form a personal opinion about the quality of texts read aloud on the basis of criteria such as characters, plot, and setting
        
        L.3.2: Recognize the perspective of others, with assistance
        
        L.3.3: Distinguish between fact and opinion
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Respect the age, gender, position, and culture of the speaker
        
        L.4.2: Get to know the writer through friendly notes, cards, longer letters, and personal narratives read aloud to classmates and fellow listeners
        
        L.4.3: Identify the tone of voice and content that signal friendly communication
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Locate and use library media resources to acquire information, with assistance
        
        R.1.2: Read unfamiliar texts to collect data, facts, and ideas
        
        R.1.3: Read and understand written directions
        
        R.1.4: Locate information in a text that is needed to solve a problem
        
        R.1.5: Identify main ideas and supporting details in informational texts
        
        R.1.6: Recognize and use organizational features, such as table of contents, indexes, page numbers, and chapter headings/subheadings, to locate information, with assistance
        
        R.1.7: Use text features, such as captions, charts, tables, graphs, maps, notes, and other visuals, to understand informational texts, with assistance
        
        R.1.8: Relate data and facts from informational texts to prior information and experience
        
        R.1.9: Compare and contrast information on one topic from two different sources
        
        R.1.10: Identify a conclusion that summarizes the main idea
        
        R.1.11: Identify and interpret facts taken from maps, graphs, charts, and other visuals
        
        R.1.12: Use graphic organizers to record significant details from informational texts
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Select literature on the basis of personal needs and interests from a variety of genres and by different authors
        
        R.2.2: Engage in purposeful oral reading in small and large groups
        
        R.2.3: Read print-based and electronic literary texts silently on a daily basis for enjoyment
        
        R.2.4: Recognize the differences among the genres of stories, poems, and plays
        
        R.2.5: Relate the setting, plot, and characters in literature to own lives, with assistance
        
        R.2.6: Explain the difference between fact and fiction
        
        R.2.7: Use previous reading and life experiences to understand and compare literature
        
        R.2.8: Make predictions, draw conclusions, and make inferences about events and characters
        
        R.2.9: Identify cultural influences in texts and performances, with assistance
        
        R.2.10: Maintain a personal reading list to reflect reading accomplishments
        
        R.2.11: Use specific evidence from stories to describe characters, their actions, and their motivations; relate sequences of events
        
        R.2.12: Use knowledge of story structure, story elements, and key vocabulary to interpret stories
        
        R.2.13: Use graphic organizers to record significant details about characters and events in stories
        
        R.2.14: Summarize main ideas and supporting details from imaginative texts, both orally and in writing
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Evaluate the content by identifying
        
        R.3.1.a: the author's purpose
        
        R.3.1.b: important and unimportant details
        
        R.3.1.c: whether events, actions, characters, and/or settings are realistic
        
        R.3.1.d: statements of fact and opinion
        
        R.3.2: Compare and contrast characters, plot, and setting in literary works, with assistance
        
        R.3.3: Analyze information on the basis of new or prior knowledge and/or personal experience
        
        R.3.4: Recognize how language and illustrations are used to persuade in printed and filmed advertisements, with assistance
        
        R.3.5: Judge accuracy of content to gather facts, with assistance from teachers and parents/caregivers
        
        R.3.6: Use opinions of teachers and classmates to evaluate personal interpretation of ideas and information
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experiences to build relationships with peers or adults; for example, read together silently or aloud
        
        R.4.2: Respect the age, gender, social position, and cultural traditions of the writer
        
        R.4.3: Recognize the types of language (e.g., informal vocabulary and jargon) that is appropriate to social communication
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Provide directions
        
        S.1.2: Ask questions
        
        S.1.3: Summarize, with assistance
        
        S.1.4: Describe a problem and suggest one or more solutions
        
        S.1.5: State a main idea with supporting details
        
        S.1.6: Present a short oral report, using at least two sources of information, such as a person, book, magazine article, or electronic text
        
        S.1.6.a: speak loudly enough to be heard by the audience
        
        S.1.7: Use complete sentences, using age- and content-appropriate vocabulary
        
        S.1.8: Use logical order in presentations
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Present original works, such as stories, poems, and plays, to classmates
        
        S.2.2: Give book reviews, with assistance
        
        S.2.3: Describe characters and plot
        
        S.2.4: Make inferences
        
        S.2.5: Compare literary texts and performances to personal experiences and prior knowledge
        
        S.2.6: Explain cultural and ethnic features in literary texts, with assistance
        
        S.2.7: Ask questions to clarify and interpret literary texts and performance
        
        S.2.8: Discuss themes of literary texts, with assistance
        
        S.2.9: Use complete sentences, correct verb tense, age-appropriate vocabulary, and logical order in oral presentation
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Explain the reasons for a character's actions, considering both the situation and motivation of the character
        
        S.3.2: Express an opinion or judgment about a character, setting, and plot in a variety of works
        
        S.3.3: Discuss the impact of format, illustrations, and titles in evaluating ideas, information, and experiences
        
        S.3.4: Express an opinion about school and community issues
        
        S.3.5: Analyze and evaluate new ideas by using personal experiences and knowledge
        
        S.3.6: Express an opinion, supporting it with text, about the accuracy of the content of literary works
        
        S.3.7: Communicate an interpretation of real or imaginary people or events through role play
        
        S.3.8: Use appropriate eye contact and gestures in presentations and responses
        
        S.3.9: Speak with appropriate rate and volume for the audience
        
        S.3.10: Take turns speaking in a group
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Respect the age, gender, social position, and cultural traditions of the listener when speaking
        
        S.4.2: Discuss the content of friendly notes, cards, letters, and personal narrative, with a partner or small group, in order to get to know the writer and each other
        
        S.4.3: Use the rules of conversation, such as avoid interrupting and respond respectfully
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Use at least two sources of information in writing a report
        
        W.1.2: Take notes to record data, facts, and ideas, following teacher direction
        
        W.1.3: State a main idea and support it with facts and details
        
        W.1.4: Use organizational patterns such as compare/contrast and time/order for expository writing
        
        W.1.5: Connect personal experiences to new information from school subject areas
        
        W.1.6: Use a variety of resources to support spelling, such as dictionaries and spell-check tools in word processing programs
        
        W.1.7: Produce clear, well-organized reports and accounts that demonstrate understanding of a topic
        
        W.1.8: Support interpretations and explanations with evidence from text
        
        W.1.9: Maintain a portfolio that includes informational writing as a method of reviewing work with teachers and parents/caregivers
        
        W.1.10: Compare and contrast ideas between two sources, with assistance
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Develop original literary texts that
        
        W.2.1.a: contain characters, simple plot, and setting
        
        W.2.1.b: use rhythm and rhyme to create short poems and songs
        
        W.2.1.c: use dialogue
        
        W.2.1.d: use vivid language
        
        W.2.1.e: use descriptive language to create an image
        
        W.2.2: Write interpretive and responsive essays that
        
        W.2.2.a: describe literary elements such as plot, setting, and characters
        
        W.2.2.b: express a personal response
        
        W.2.2.c: describe themes of literary texts, with assistance
        
        W.2.2.d: compare and contrast elements of texts, with assistance
        
        W.2.3: Produce clear, well-organized responses to stories read or listened to, supporting the understanding of characters and events with details from story
        
        W.2.4: Produce imaginative stories and personal narratives that show development, organization, and effective language
        
        W.2.5: Use resources such as personal experiences and elements from other texts and performances to stimulate own writing
        
        W.2.6: Use computer to create and respond to literary texts
        
        W.2.7: Maintain a portfolio that includes imaginative and interpretive writing as a method of reviewing work with teachers and parents/caregivers
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: Use a variety of prewriting tools to organize ideas and information
        
        W.3.2: State a main idea, theme, or opinion and provide supporting details from the text
        
        W.3.3: Use relevant examples, reasons, and explanations to support ideas
        
        W.3.4: Express opinions and make judgments that demonstrate a personal point of view
        
        W.3.5: Use personal experiences and knowledge to analyze new ideas
        
        W.3.6: Analyze the author's use of setting, plot, character, rhyme, and rhythm in written and visual text
        
        W.3.7: Create an advertisement, using words and pictures, to illustrate an opinion about a product
        
        W.3.8: Use effective vocabulary in expository writing
        
        W.3.9: Use details from stories or informational texts to predict or explain relationships between information and events
        
        W.3.10: Use ideas from two sources of information to generalize about causes, effects, or other relationships
        
        W.3.11: Maintain a portfolio that includes written analysis and evaluation as a method of reviewing work with teachers and parents/caregivers
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share the process of writing with peers and adults; for example, write with a partner
        
        W.4.2: Respect the age, gender, social position, and cultural traditions of the recipient
        
        W.4.3: Develop a personal voice that enables the reader to get to know the writer, with assistance
        
        W.4.4: Use the tone, vocabulary, and sentence structure of informal conversation
        
        W.4.5: Maintain a portfolio that includes writing for social interaction as a method of reviewing work with teachers and parents/caregivers
    - Grade 4
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Acquire information and/or understand procedures
        
        L.1.2: Identify a main idea, essential details, and supporting details
        
        L.1.3: Determine a sequence of steps given
        
        L.1.4: Identify a conclusion that summarizes the main idea
        
        L.1.5: Interpret information by drawing upon prior knowledge and experience
        
        L.1.6: Distinguish between fact and opinion, with assistance
        
        L.1.7: Identify information that is implicit, rather than stated, with assistance
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Identify elements of character, plot, and setting to understand the author's message or intent
        
        L.2.2: Compare and contrast ideas of others to own ideas
        
        L.2.3: Use note taking and graphic organizers to record and organize information and ideas recalled from stories read aloud
        
        L.2.4: Identify a character's motivation, with assistance
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Distinguish between information in media texts, such as live news coverage, and in fictional material, such as dramatic productions
        
        L.3.2: Recognize the perspective of others
        
        L.3.2.a: distinguish between fact, opinion, and exaggeration
        
        L.3.3: Form an opinion on a subject on the basis of information, ideas, and themes expressed in presentations, with assistance
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Respect the age, gender, position, and culture of the speaker
        
        L.4.2: Listen to friendly notes, cards, longer letters, and personal narratives read aloud to get to know the writer and/or classmates and fellow listeners
        
        L.4.3: Listen for the tone of voice and content that signal friendly communication
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Acquire information by locating and using library media resources, with some assistance
        
        R.1.2: Collect and interpret data, facts, and ideas from unfamiliar texts
        
        R.1.3: Understand written directions and procedures
        
        R.1.4: Locate information in a text that is needed to solve a problem
        
        R.1.5: Identify a main idea and supporting details in informational texts
        
        R.1.6: Recognize and use organizational features, such as table of contents, indexes, page numbers, and chapter headings/subheadings, to locate information
        
        R.1.7: Compare and contrast information on one topic from two different sources
        
        R.1.8: Identify a conclusion that summarizes the main idea
        
        R.1.9: Select books independently to meet informational needs
        
        R.1.10: Make inferences and draw conclusions on the basis of information from the text, with assistance
        
        R.1.11: Use text features, such as captions, charts, tables, graphs, maps, notes, and other visuals, to understand and interpret informational texts
        
        R.1.12: Use graphic organizers to record significant details from informational texts
        
        R.1.13: Use text features, such as headings, captions, and titles, to understand and interpret informational texts, with assistance
        
        R.1.14: Distinguish between fact and opinion, with assistance
        
        R.1.15: Identify missing information and irrelevant information, with assistance
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Select literature on the basis of personal needs and interests from a variety of genres and by different authors
        
        R.2.2: Engage in purposeful oral reading in small and large groups
        
        R.2.3: Read print-based and electronic literary texts silently, on a daily basis, for enjoyment
        
        R.2.4: Relate the setting, plot, and characters in literature to own lives
        
        R.2.5: Explain the difference between fact and fiction
        
        R.2.6: Make predictions, draw conclusions, and make inferences about events and characters
        
        R.2.7: Identify cultural influences in texts and performances
        
        R.2.8: Maintain a personal reading list to reflect reading accomplishments
        
        R.2.9: Use specific evidence from stories to identify themes; describe characters, their actions, and their motivations; relate a sequence of events
        
        R.2.10: Use knowledge of story structure, story elements, and key vocabulary to interpret stories
        
        R.2.11: Read, view, and interpret literary texts from a variety of genres, with assistance
        
        R.2.12: Define the characteristics of different genres, with assistance
        
        R.2.13: Identify literary elements, such as setting, plot, and character, of different genres, with assistance
        
        R.2.14: Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning, with assistance
        
        R.2.15: Recognize how different authors treat similar themes, with assistance
        
        R.2.16: Identify literary elements, such as setting, plot, and character, of different genres, with assistance
        
        R.2.17: Use graphic organizers to record significant details about characters and events in stories
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Evaluate the content by identifying
        
        R.3.1.a: the author's purpose
        
        R.3.1.b: whether events, actions, characters, and/or settings are realistic
        
        R.3.1.c: important and unimportant details
        
        R.3.1.d: statements of fact, opinion, and exaggeration, with assistance
        
        R.3.1.e: recurring themes across works in print and media
        
        R.3.2: Compare and contrast characters, plot, and setting in literary works
        
        R.3.3: Analyze ideas and information on the basis of prior knowledge and personal experience
        
        R.3.4: Recognize how language and illustrations are used to persuade in printed and filmed advertisements and in texts, such as letters to the editor
        
        R.3.5: Judge accuracy of content to gather facts, with assistance from teachers and parents/caregivers
        
        R.3.6: Use opinions and reactions of teachers and classmates to evaluate personal interpretation of ideas, information, and experience
        
        R.3.7: Evaluate information, ideas, opinions, and themes in texts by identifying, with assistance,
        
        R.3.7.a: a central idea and supporting details
        
        R.3.7.b: missing or unclear information
        
        R.3.8: Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in more than one text, with assistance
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experiences to build relationships with peers or adults; for example, read together silently or aloud
        
        R.4.2: Respect the age, gender, position, and cultural traditions of the writer
        
        R.4.3: Recognize the types of language (e.g., informal vocabulary and jargon) that are appropriate to social communication
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Ask clarifying questions
        
        S.1.2: Summarize
        
        S.1.3: State a main idea with supporting examples and details
        
        S.1.4: Explain a line of reasoning
        
        S.1.5: Present a short oral report, using a variety of sources
        
        S.1.5.a: speak loudly enough to be heard by the audience
        
        S.1.5.b: use gestures appropriate to convey meaning
        
        S.1.6: Use complete sentences, using age- and content-appropriate vocabulary
        
        S.1.7: Use logical order in presentations
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Present original works, such as stories, poems, and plays, to classmates
        
        S.2.2: Give book reviews
        
        S.2.3: Describe characters, setting, and plot
        
        S.2.4: Make inferences and draw conclusions
        
        S.2.5: Explain cultural and ethnic features in literary texts
        
        S.2.6: Ask questions to clarify and interpret literary texts and performances and respond to the questions of classmates
        
        S.2.7: Use complete sentences, correct verb tense, age-appropriate vocabulary, and logical order in oral presentation
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Discuss the impact of vocabulary, format, illustrations, and titles in evaluating ideas, information, and experiences
        
        S.3.2: Express an opinion about school and community issues
        
        S.3.3: Express an opinion about the accuracy of the content of literary works, editorials, reviews, and advertisements supported by the text
        
        S.3.4: Speak with appropriate rate and volume for the audience
        
        S.3.5: Take turns speaking in a group
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Respect the age, gender, position, and cultural traditions of the listener when speaking
        
        S.4.2: Discuss the content of friendly notes, cards, letters, and personal narrative, with a partner or small group, in order to get to know the writer and each other
        
        S.4.3: Use the rules of conversation, such as avoid interrupting and respond respectfully
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Take notes to record data, facts, and ideas both by following teacher direction and by writing independently
        
        W.1.2: State a main idea and support it with details
        
        W.1.3: Use organizational patterns such as compare/contrast, cause/effect, and time/order, for expository writing
        
        W.1.4: Use a variety of resources, such as age-appropriate dictionaries and/or computer software, to spell words correctly
        
        W.1.5: Produce clear, well-organized, and well-developed explanations, reports, accounts, and directions that demonstrate understanding of a topic
        
        W.1.6: Support interpretations and explanations with evidence from text
        
        W.1.7: Maintain a portfolio that includes informational writing as a method of reviewing work with teachers and parents/ caregivers
        
        W.1.8: Compare and contrast ideas and information from two sources
        
        W.1.9: Write labels and captions for graphics to convey information, with assistance
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Write original literary texts that
        
        W.2.1.a: use dialogue to create short plays
        
        W.2.1.b: use vivid and playful language
        
        W.2.2: Write interpretive and responsive essays that
        
        W.2.2.a: describe literary elements such as plot, setting, and characters
        
        W.2.2.b: describe themes of literary texts
        
        W.2.2.c: compare and contrast elements of texts
        
        W.2.3: Produce clear, well-organized responses to stories read or listened to, supporting the understanding of characters and events with details from the story
        
        W.2.4: Produce imaginative stories and personal narratives that show insight, development, organization, and effective language
        
        W.2.5: Use resources such as personal experiences and themes from the text and performances to stimulate own writing
        
        W.2.6: Use a computer to create, respond to, and interpret literary texts
        
        W.2.7: Maintain a portfolio that includes literary and interpretive writing as a method of reviewing work with teachers and parents/caregivers
        
        W.2.8: Summarize the plot, with assistance
        
        W.2.9: Describe the characters and explain how they change, with assistance
        
        W.2.10: Describe the setting and recognize its importance to the story, with assistance
        
        W.2.11: Draw a conclusion about the work, with assistance
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: Use prewriting strategies, such as semantic webs and Venn diagrams, to organize ideas and information and to plan writing
        
        W.3.2: State a main idea, theme, or opinion and provide supporting details
        
        W.3.3: Use relevant examples, reasons, and explanations to support ideas
        
        W.3.4: Express opinions and make judgments that demonstrate a personal point of view
        
        W.3.5: Use personal experiences and knowledge to analyze and evaluate new ideas
        
        W.3.6: Analyze and evaluate the author's use of setting, plot, character, rhyme, rhythm, and language in written and visual text
        
        W.3.7: Use effective vocabulary in persuasive and expository writing
        
        W.3.8: Use details from stories or informational texts to predict, explain, or show relationships between information and events
        
        W.3.9: Use ideas from two or more sources of information to generalize about causes, effects, or other relationships
        
        W.3.10: Maintain a portfolio that includes written analysis and evaluation as a method of reviewing work with teachers and parents/caregivers
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share the process of writing with peers and adults; for example, write with a partner
        
        W.4.2: Respect the age, gender, position, and cultural traditions of the recipient
        
        W.4.3: Develop a personal voice that enables the reader to get to know the writer
        
        W.4.4: Maintain a portfolio that includes writing for social interaction as a method of reviewing work with teachers and parents/caregivers
    - Grade 5
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Follow instructions that provide information about a task or assignment
        
        L.1.2: Identify essential details for note taking
        
        L.1.3: Distinguish between fact and opinion
        
        L.1.4: Identify information that is implicit rather than stated
        
        L.1.5: Connect new information to prior knowledge or experience
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Distinguish different genres, such as story, biography, poem, or play, with assistance
        
        L.2.2: Identify a character's motivation
        
        L.2.3: Recognize the use of literary devices, such as simile, personification, rhythm, and rhyme, in presentation of literary texts
        
        L.2.4: Use personal experience and prior knowledge to interpret and respond to literary texts and performances
        
        L.2.5: Identify cultural and historical influences in texts and performances, with assistance
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Form an opinion on a subject on the basis of information, ideas, and themes expressed in presentations
        
        L.3.2: Recognize and use the perspective of others to analyze presentations
        
        L.3.3: Use prior knowledge and experiences to analyze the content of presentations
        
        L.3.4: Recognize persuasive presentations and identify the techniques used to accomplish that purpose, with assistance
        
        L.3.5: Evaluate the quality of the speaker's presentation style by using criteria such as volume, tone of voice, and rate
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Respect the age, gender, position, and cultural traditions of the speaker
        
        L.4.2: Recognize friendly communication on the basis of volume and tone of the speaker's voice
        
        L.4.3: Recognize that social communication may include informal language such as jargon
        
        L.4.4: Recognize the meaning of the speaker's nonverbal cues
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Locate and use school and public library resources, with some direction, to acquire information
        
        R.1.2: Use the table of contents and indexes to locate information
        
        R.1.3: Read to collect and interpret data, facts, and ideas from multiple sources
        
        R.1.4: Read the steps in a procedure in order to accomplish a task such as completing a science experiment
        
        R.1.5: Skim material to gain an overview of content or locate specific information
        
        R.1.6: Use text features, such as headings, captions, and titles, to understand and interpret informational texts
        
        R.1.7: Recognize organizational formats to assist in comprehension of informational texts
        
        R.1.8: Identify missing information and irrelevant information
        
        R.1.9: Distinguish between fact and opinion
        
        R.1.10: Identify information that is implied rather than stated
        
        R.1.11: Compare and contrast information on one topic from multiple sources
        
        R.1.12: Recognize how new information is related to prior knowledge or experience
        
        R.1.13: Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information
        
        R.1.14: Make inferences and draw conclusions, on the basis of information from the text, with assistance
        
        R.1.15: Identify information that is implied rather than stated, with assistance
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Read, view, and interpret literary texts from a variety of genres
        
        R.2.2: Define characteristics of different genres
        
        R.2.3: Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods
        
        R.2.4: Read aloud from a variety of genres; for example, read the lines of a play or recite a poem
        
        R.2.4.a: use inflection and intonation appropriate to text read and audience
        
        R.2.5: Recognize that the same story can be told in different genres, such as novels, poems, or plays, with assistance
        
        R.2.6: Identify literary elements, such as setting, plot, and character, of different genres
        
        R.2.7: Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning
        
        R.2.8: Recognize how different authors treat similar themes
        
        R.2.9: Identify the ways in which characters change and develop throughout a story
        
        R.2.10: Compare characters in literature to people in own lives
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Evaluate information, ideas, opinions, and themes in texts by identifying
        
        R.3.1.a: a central idea and supporting details
        
        R.3.1.b: details that are primary and those that are less important
        
        R.3.1.c: statements of fact, opinion, and exaggeration
        
        R.3.1.d: missing or unclear information
        
        R.3.2: Use established criteria to analyze the quality of information in text
        
        R.3.3: Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups
        
        R.4.2: Respect the age, gender, position, and cultural traditions of the writer
        
        R.4.3: Recognize conversational tone in friendly communication
        
        R.4.4: Recognize the types of language (e.g., jargon, informal vocabulary, and email conventions) that are appropriate to social communication
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Ask probing questions
        
        S.1.2: Interview peers
        
        S.1.3: Share information from personal experience
        
        S.1.4: Share information from a variety of texts
        
        S.1.5: State a main idea and support it with facts, details, and examples
        
        S.1.6: Compare and contrast information
        
        S.1.7: Present reports of approximately five minutes for teachers and peers
        
        S.1.8: Summarize main points
        
        S.1.9: Use notes, outlines, and visual aids appropriate to the presentation
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Present original works, such as stories, poems, and plays, to adults and peers, using audible voice and pacing appropriate to content and audience
        
        S.2.2: Share book reviews
        
        S.2.3: Summarize the plot and describe the motivation of characters
        
        S.2.4: Connect a personal response to literature to prior experience or knowledge
        
        S.2.5: Recognize the importance of cultural and historical characteristics in texts and performances
        
        S.2.6: Ask questions and respond to questions for clarification
        
        S.2.7: Use notes or outlines appropriately in presentations
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Ask questions and respond to questions for clarification
        
        S.3.2: Express an opinion about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements
        
        S.3.3: Analyze an event or issue by using role play as a strategy
        
        S.3.4: Use information and ideas from personal experiences to form and express opinions and judgments
        
        S.3.5: Use notes or outlines appropriately in presentations
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Discuss the content of friendly notes, cards, and letters with a teacher or classmate in order to get to know the writer and each other
        
        S.4.2: Use the informal language of social communication
        
        S.4.3: Respect the age, gender, position, culture, and interests of the listener
        
        S.4.4: Use the rules of conversation, such as avoid interrupting and respond respectfully
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Use at least three sources of information in writing a report, with assistance
        
        W.1.2: Take notes to record and organize relevant data, facts, and ideas, with assistance, and use notes as part of prewriting activities
        
        W.1.3: State a main idea and support it with details and examples
        
        W.1.4: Compare and contrast ideas and information from two sources
        
        W.1.5: Write labels or captions for graphics, such as charts, graphs, and diagrams, to convey information
        
        W.1.6: Adopt an organizational format, such as chronological order, that is appropriate for informational writing
        
        W.1.7: Use paragraphing to organize ideas and information, with assistance
        
        W.1.8: Maintain a portfolio that includes informational writing
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Develop original literary texts that
        
        W.2.1.a: use organizing structures such as stanzas and chapters
        
        W.2.1.b: create a lead that attracts the reader's interest
        
        W.2.1.c: provide a title that interests the reader
        
        W.2.1.d: develop characters and establish a plot
        
        W.2.1.e: use examples of literary devices, such as rhyme, rhythm, and simile
        
        W.2.1.f: establish consistent point of view (e.g., first or third person) with assistance
        
        W.2.2: Write interpretive essays that
        
        W.2.2.a: summarize the plot
        
        W.2.2.b: describe the characters and how they change
        
        W.2.2.c: describe the setting and recognize its importance to the story
        
        W.2.2.d: draw a conclusion about the work
        
        W.2.2.e: interpret the impact of literary devices, such as simile and personification
        
        W.2.2.f: recognize the impact of rhythm and rhyme in poems
        
        W.2.3: Respond to literature, connecting the response to personal experience
        
        W.2.4: Use resources, such as personal experiences and themes from other texts and performances, to plan and create literary texts
        
        W.2.5: Maintain a writing portfolio that includes literary, interpretive, and responsive writing
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: Use strategies, such as note taking, semantic webbing, or mapping, to plan and organize writing
        
        W.3.2: Use supporting evidence from text to evaluate ideas, information, themes, or experiences
        
        W.3.3: Analyze the impact of an event or issue from personal and peer group perspectives
        
        W.3.4: Analyze literary elements in order to evaluate the quality of ideas and information in text
        
        W.3.5: Use information and ideas from other subject areas and personal experiences to form and express opinions
        
        W.3.6: Adapt an organizational format, such as compare/contrast, appropriate for critical analysis and evaluation, with assistance
        
        W.3.7: Use precise vocabulary in writing analysis and evaluation, with assistance
        
        W.3.8: Maintain a writing portfolio that includes writing for critical analysis and evaluation
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share the process of writing with peers and adults; for example, write a condolence note, get-well card, or thank-you letter with a writing partner or in small groups
        
        W.4.2: Respect the age, gender, position, and cultural traditions of the recipient
        
        W.4.3: Develop a personal voice that enables the reader to get to know the writer
        
        W.4.4: Write personal reactions to experiences and events, using a form of social communication
        
        W.4.5: Maintain a portfolio that includes writing for social communication
    - Grade 6
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Follow a sequence of instructions consisting of at least three steps when engaging in a task or assignment
        
        L.1.2: Identify essential details for note taking
        
        L.1.3: Distinguish between fact and opinion
        
        L.1.4: Identify information that is implicit rather than stated
        
        L.1.5: Connect new information to prior knowledge or experience
        
        L.1.6: Recall significant ideas and details, with assistance
        
        L.1.7: Make, confirm, or revise predictions, with assistance
        
        L.1.8: Draw conclusions and make inferences on the basis of explicit and implied information, with assistance
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Distinguish different genres, such as story, biography, poem, or play
        
        L.2.2: Identify a character's motivation
        
        L.2.3: Recognize the use of literary devices, such as symbolism, personification, rhythm, and rhyme, in presentation of literary texts, and determine their impact on meaning
        
        L.2.4: Identify cultural and historical influences in texts and performances
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Form an opinion or judgment about the validity and accuracy of information, ideas, opinions, issues, themes, and experiences, with assistance
        
        L.3.2: Recognize that the criteria used to analyze and evaluate presentations may be influenced by one's point of view and purpose for listening
        
        L.3.3: Recognize and use the perspectives of others, including teachers and peers, to analyze and evaluate presentations
        
        L.3.4: Recognize persuasive presentations and identify the techniques (e.g., choice of language and use of sound effects) used to accomplish that purpose
        
        L.3.5: Recognize persuasive techniques, such as emotional and ethical appeals in presentations, with assistance
        
        L.3.6: Consider the experience and qualifications of speakers in analyzing and evaluating presentations, with assistance
        
        L.3.7: Identify missing or unclear information, with assistance
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Respect the age, gender, social position, and cultural traditions of the speaker
        
        L.4.2: Recognize friendly communication on the basis of volume, tone, and rate of the speaker's voice
        
        L.4.3: Recognize that social communication may include informal language, such as jargon and colloquialisms
        
        L.4.4: Recognize the meaning of the speaker's nonverbal cues
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Locate and use school and public library resources, with some direction, to acquire information
        
        R.1.2: Use the table of contents and indexes to locate information
        
        R.1.3: Read to collect and interpret data, facts, and ideas from multiple sources
        
        R.1.4: Read the steps of a procedure in order to accomplish a task such as completing a science experiment or installing software
        
        R.1.5: Skim material to gain an overview of content or locate specific information
        
        R.1.6: Use text features, such as headings, captions, and titles, to understand and interpret informational texts
        
        R.1.7: Recognize organizational formats to assist in comprehension of informational texts
        
        R.1.8: Identify missing, conflicting, unclear, and irrelevant information
        
        R.1.9: Distinguish between fact and opinion
        
        R.1.10: Identify information that is implied rather than stated
        
        R.1.11: Compare and contrast information about one topic from multiple sources
        
        R.1.12: Recognize how new information is related to prior knowledge or experience
        
        R.1.13: Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information
        
        R.1.14: Apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas from informational texts, with assistance
        
        R.1.15: Use knowledge of structure, content, and vocabulary to understand informational texts, with assistance
        
        R.1.16: Condense, combine, or categorize new information from one or more sources, with assistance
        
        R.1.17: Draw conclusions and make inferences on the basis of explicit and implied information, with assistance
        
        R.1.18: Make, confirm, or revise predictions, with assistance
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Read, view, and interpret texts from a variety of genres
        
        R.2.2: Define characteristics of different genres
        
        R.2.3: Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods
        
        R.2.4: Read aloud from a variety of genres (e.g., plays and poems)
        
        R.2.4.a: use inflection and intonation appropriate to text read and audience
        
        R.2.5: Recognize that the same story can be told in different genres (e.g., novels, poems, or plays)
        
        R.2.6: Identify literary elements, (e.g., setting, plot, character, rhythm, and rhyme) of different genres
        
        R.2.7: Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning
        
        R.2.8: Recognize how different authors treat similar themes
        
        R.2.9: Identify the ways in which characters change and develop throughout a story
        
        R.2.10: Interpret characters, plot, setting, and theme, using evidence from the text, with assistance
        
        R.2.11: Identify the author's point of view, such as first-person narrator and omniscient narrator, with assistance
        
        R.2.12: Determine how the use and meaning of literary devices, such as symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing, convey the author's message or intent, with assistance
        
        R.2.13: Recognize how the author's use of language creates images or feelings, with assistance
        
        R.2.14: Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry, with assistance
        
        R.2.15: Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text, with assistance
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Evaluate information, ideas, opinions, and themes by identifying
        
        R.3.1.a: a central idea and supporting details
        
        R.3.1.b: precise and vague language
        
        R.3.1.c: statements of fact, opinion, and exaggeration
        
        R.3.1.d: missing or unclear information
        
        R.3.2: Use established and personal criteria to analyze and evaluate the quality of ideas and information in text
        
        R.3.3: Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text
        
        R.3.4: Recognize how one's own point of view contributes to forming an opinion about information and ideas
        
        R.3.5: Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to
        
        R.3.5.a: identify conflicting information
        
        R.3.5.b: consider the background and qualifications of the writer
        
        R.3.5.c: evaluate examples, details, or reasons used to support ideas
        
        R.3.5.d: identify differing points of view in texts and presentations
        
        R.3.5.e: identify cultural and ethnic values and their impact on content, with assistance
        
        R.3.5.f: identify multiple levels of meaning
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups
        
        R.4.2: Respect the age, gender, position, and cultural traditions of the writer
        
        R.4.3: Recognize the types of language (e.g., jargon, colloquialisms, informal vocabulary, and email conventions) that are appropriate to social communication
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Synthesize and paraphrase information
        
        S.1.2: Make connections between sources of information
        
        S.1.3: Present reports of five to seven minutes for teachers and peers on topics related to any school subject
        
        S.1.4: Summarize main points as part of the conclusion
        
        S.1.5: Use notes, outlines, and visual aids appropriate to the presentation
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Use audible voice and pacing appropriate to content and audience when presenting original works, such as stories, poems, and plays, to adults and peers
        
        S.2.2: Share book reviews
        
        S.2.3: Summarize the plot, describe the motivation of characters, and explain the importance of setting
        
        S.2.4: Use notes or outlines appropriately in presentations
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Express an opinion or judgment about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements
        
        S.3.2: Use information and ideas from other subject areas and from personal experiences to form and express opinions and judgments
        
        S.3.3: Articulate a thesis statement and support it with details, examples, and reasons
        
        S.3.4: Persuade, using appropriate language, tone, volume, and gestures
        
        S.3.5: Use notes or outlines appropriately in presentations
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Discuss the content of friendly notes, cards, and letters with a teacher or classmate, in order to get to know the writer and each other
        
        S.4.2: Use the informal language of social communication
        
        S.4.3: Respect the age, gender, social position, culture, and interests of the listener
        
        S.4.4: Use the rules of conversation, such as avoid interrupting and respond respectfully
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Use at least three sources of information, with appropriate citations, to develop reports
        
        W.1.2: Take notes to record and organize relevant data, facts, and ideas
        
        W.1.3: State a main idea and support it with details and examples
        
        W.1.4: Compare and contrast ideas and information from two or three sources
        
        W.1.5: Adopt an organizational format, such as chronological order, that is appropriate for informational writing
        
        W.1.6: Use paragraphing to organize ideas and information
        
        W.1.7: Use paraphrasing, with assistance
        
        W.1.8: Maintain a portfolio that includes informational writing
        
        W.1.9: Include relevant and exclude irrelevant information, with assistance
        
        W.1.10: Connect, compare, and contrast ideas and information from one or more sources, with assistance
        
        W.1.11: Support ideas with examples, definitions, analogies, and direct references to the text, with assistance
        
        W.1.12: Answer questions about informational material and write accurate and complete responses, with assistance
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Write original literary texts
        
        W.2.1.a: use organizing structures, such as stanzas, chapters, scenes, and verses
        
        W.2.1.b: develop characters, create a setting, and establish a plot
        
        W.2.1.c: use examples of literary devices, such as rhythm, rhyme, simile, and personification
        
        W.2.1.d: establish a consistent point of view (e.g., first or third person)
        
        W.2.1.e: use vocabulary to create a desired effect
        
        W.2.2: Write interpretive essays to
        
        W.2.2.a: summarize the plot
        
        W.2.2.b: describe the characters and explain how they change
        
        W.2.2.c: describe the setting and recognize its importance to the story
        
        W.2.2.d: draw a conclusion about the work
        
        W.2.2.e: interpret the impact of literary devices, such as simile and personification
        
        W.2.2.f: recognize the impact of rhythm and rhyme in poems
        
        W.2.3: Respond to literature, connecting the response to personal experience
        
        W.2.4: Maintain a writing portfolio that includes literary, interpretive, and responsive writing
        
        W.2.5: Express opinions and support them through specific references to the text, with assistance
        
        W.2.6: Demonstrate understanding of plot and theme, with assistance
        
        W.2.7: Identify and describe characters and their motivations, with assistance
        
        W.2.8: Analyze the impact of the setting, with assistance
        
        W.2.9: Identify how the use of literary devices, such as symbolism, metaphor and simile, personification, and flashback, affects meaning, with assistance
        
        W.2.10: Draw conclusions and provide reasons for the conclusions, with assistance
        
        W.2.11: Compare and contrast characters, setting, mood, and voice in more than one literary text or performance, with assistance
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: Use strategies, such as note taking, semantic webbing or mapping, and outlining, to plan and organize writing
        
        W.3.2: Use supporting evidence from text to evaluate ideas, information, themes, or experiences
        
        W.3.3: Analyze the impact of an event or issue from personal, peer group, and school community perspectives
        
        W.3.4: Use information and ideas from other subject areas and personal experiences to form and express opinions and judgments
        
        W.3.5: Adopt an organizational format (e.g., compare/contrast) appropriate for critical analysis and evaluation
        
        W.3.6: Use precise vocabulary in writing analysis and evaluation
        
        W.3.7: Maintain a writing portfolio that includes writing for critical analysis and evaluation
        
        W.3.8: Present clear analysis, using examples, details, and reasons from text, with assistance
        
        W.3.9: Select content and choose strategies for written presentation on the basis of audience, purpose, and content, with assistance
        
        W.3.10: Explain connections between and among texts to extend the meaning of each individual text, with assistance
        
        W.3.11: Compare and contrast literary elements in more than one genre and/or by more than one author, with assistance
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share the process of writing with peers and adults; for example, write a condolence note, get well-card, or thank-you letter with a writing partner or in small groups
        
        W.4.2: Respect the age, gender, social position, and cultural traditions of the recipient
        
        W.4.3: Develop a personal voice that enables the reader to get to know the writer
        
        W.4.4: Write personal reactions about experiences, events, and observations, using a form of social communication
        
        W.4.5: Maintain a portfolio that includes writing for social communication
    - Grade 7
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Identify essential information for note taking
        
        L.1.2: Listen in planning or brainstorming sessions with peers
        
        L.1.3: Listen to and follow multistep directions that provide information about a task or assignment
        
        L.1.4: Recall significant ideas and details, and describe the relationships between and among them
        
        L.1.5: Distinguish between relevant and irrelevant oral information
        
        L.1.6: Make, confirm, or revise predictions by distinguishing between relevant and irrelevant oral information
        
        L.1.7: Draw conclusions and make inferences on the basis of explicit information
        
        L.1.8: Recognize that the speaker's voice quality and delivery impact communication, with assistance
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Interpret and respond to texts on a variety of themes from different genres and authors
        
        L.2.2: Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text
        
        L.2.3: Recognize different levels of meaning in presentations
        
        L.2.4: Identify how the author's choice of words/characterization and use of other literary devices affect the listener's interpretation of the oral text, with assistance
        
        L.2.5: Identify how the poet's use of repetition, rhythm, and rhyming patterns affects the listener's interpretation of poetry, with assistance
        
        L.2.6: Recognize that the meaning of the spoken word can vary on the basis of tone, volume, pitch, and rate
        
        L.2.7: Recognize how the posture, facial expression, and gestures of the speaker or actor are used to evoke a response
        
        L.2.8: Identify questions of personal importance and interest and seek to address them by listening to and interpreting films, plays, and dramatic readings
        
        L.2.9: Recognize social, historical, and cultural features in presentations of literary texts, with assistance
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Form an opinion or judgment about the validity and accuracy of information, ideas, opinions, themes, and experiences
        
        L.3.2: Recognize multiple levels of meaning
        
        L.3.3: Use personal experiences and knowledge, and the opinions of speakers in school and community settings, to make judgments from a variety of perspectives
        
        L.3.4: Recognize persuasive techniques, such as emotional and ethical appeals, in presentations
        
        L.3.5: Consider the experience and qualifications of speakers when analyzing and evaluating presentations, with assistance
        
        L.3.6: Identify missing or unclear information
        
        L.3.7: Evaluate the organization of presentations
        
        L.3.8: Evaluate the quality of the speaker's presentation style by using criteria such as voice quality and enunciation
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Participate as a listener in social conversation with one or more people who are friends or acquaintances
        
        L.4.2: Respect the age, gender, social position, and cultural traditions of the speaker
        
        L.4.3: Listen for more than one level of meaning
        
        L.4.4: Withhold judgment
        
        L.4.5: Appreciate the speaker's uniqueness
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Locate and use school and public library resources to acquire information
        
        R.1.2: Interpret data, facts, and ideas from informational texts by applying thinking skills, such as define, classify, and infer
        
        R.1.3: Preview informational texts, with guidance, to assess content and organization and select texts useful for the task
        
        R.1.4: Use indexes to locate information and glossaries to define terms
        
        R.1.5: Use knowledge of structure, content, and vocabulary to understand informational text
        
        R.1.6: Distinguish between relevant and irrelevant information
        
        R.1.7: Identify missing, conflicting, and/or unclear information
        
        R.1.8: Formulate questions to be answered by reading informational text, with assistance
        
        R.1.9: Compare and contrast information from a variety of different sources
        
        R.1.10: Condense, combine, or categorize new information from one or more sources
        
        R.1.11: Draw conclusions and make inferences on the basis of explicit and implied information
        
        R.1.12: Make, confirm, or revise predictions
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Recognize that one text may generate multiple interpretations
        
        R.2.2: Interpret characters, plot, setting, and theme, using evidence from the text
        
        R.2.3: Identify the author's point of view, such as first-person narrator and omniscient narrator
        
        R.2.4: Recognize recurring themes in a variety of literary works
        
        R.2.5: Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author's message or intent
        
        R.2.6: Recognize how the author's use of language creates images or feelings
        
        R.2.7: Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry
        
        R.2.8: Read silently and aloud from a variety of genres, authors, and themes
        
        R.2.9: Identify questions of personal importance and interest, and list works of literature that addresses them
        
        R.2.10: Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives
        
        R.2.11: Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text
        
        R.2.12: Compare a film, video, or stage version of a literary work with the written version
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to
        
        R.3.1.a: identify conflicting information
        
        R.3.1.b: consider the background and qualifications of the writer
        
        R.3.1.c: evaluate examples, details, or reasons used to support ideas
        
        R.3.1.d: identify propaganda, with assistance
        
        R.3.1.e: identify techniques used to persuade, such as emotional and ethical appeals, with assistance
        
        R.3.1.f: identify differing points of view in texts and presentations
        
        R.3.1.g: identify cultural and ethnic values and their impact on content
        
        R.3.1.h: identify multiple levels of meaning
        
        R.3.2: Judge a text by using evaluative criteria from a variety of perspectives, such as literary and personal, with assistance
        
        R.3.3: Recognize the effect of one's own point of view in evaluating ideas, information, opinions, and issues
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experiences with peers or adults; for example, read together silently or aloud with a partner or in small groups
        
        R.4.2: Consider the age, gender, social position, and cultural traditions of the writer
        
        R.4.3: Recognize conversational tone in social communication
        
        R.4.4: Recognize the types of language (e.g., informal, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Prepare and give presentations on informational topics
        
        S.1.2: Contribute to group discussions by offering comments to clarify ideas and information
        
        S.1.3: Present information to address audience needs
        
        S.1.4: Present examples, definitions, and direct references to the text in support of ideas
        
        S.1.5: Connect, compare, and contrast ideas and information
        
        S.1.6: Use the conventions of the presentational format for panel discussions and mock trials
        
        S.1.7: Ask questions to clarify information
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Present interpretations and support them through specific references to the text
        
        S.2.2: Explain social, historical, and cultural features of literary text
        
        S.2.3: Present original literary texts, using language and text structures that are inventive; for example,
        
        S.2.3.a: use conventions of the literary genre, such as story, poem, and play
        
        S.2.3.b: use an introduction that catches and excites the interest of the listener
        
        S.2.4: Ask and respond to questions to clarify an interpretation or response to literary texts and performances
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Express opinions or judgments about information, ideas, opinions, themes, and experiences
        
        S.3.2: Use an organizational format (e.g., question/answer, compare/contrast, and cause/effect) so that ideas and information are clear
        
        S.3.3: State a hypothesis and predict possible outcomes
        
        S.3.4: Present content, using strategies designed for the audience and purpose
        
        S.3.5: Present a subject from one or more perspectives
        
        S.3.6: Credit sources of information and opinions accurately in presentations and handouts, with assistance
        
        S.3.7: Ask and respond to questions to clarify an opinion or judgment
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Respect the age, gender, social position, and cultural traditions of the listener
        
        S.4.2: Provide feedback by asking questions
        
        S.4.3: Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting
        
        S.4.4: Use culture-specific language, jargon, and colloquialisms appropriate to the purpose and the listener
        
        S.4.5: Adopt conventions of email to establish friendly tone in electronic-based social communication
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Use several sources of information, in addition to an encyclopedia, in developing research reports
        
        W.1.2: Identify an appropriate format for sharing information with an intended audience
        
        W.1.3: Take research notes, using a note-taking process, with assistance
        
        W.1.4: Use outlines and graphic organizers, such as semantic webs, to plan reports, with assistance
        
        W.1.5: Include relevant information and exclude irrelevant information
        
        W.1.6: Use paraphrase and quotation correctly
        
        W.1.7: Connect, compare, and contrast ideas and information from one or more sources
        
        W.1.8: Support ideas with examples, definitions, analogies, and direct references to the text
        
        W.1.9: Use graphics, such as graphs, charts, and diagrams, to enhance the communication of information
        
        W.1.10: Cite sources in footnotes and bibliography, using correct form, with assistance
        
        W.1.11: Write accurate and complete responses to questions about informational material
        
        W.1.12: Maintain a portfolio that includes informational writing
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Write original literary texts to
        
        W.2.1.a: develop a narrative, using an organizational plan such as chronology
        
        W.2.1.b: sequence events (e.g., rising action, conflict, climax, falling action, and resolution) to advance a plot, with assistance
        
        W.2.1.c: develop complex characters and create a setting
        
        W.2.1.d: use literary devices
        
        W.2.1.e: maintain a consistent point of view that enhances the message
        
        W.2.1.f: select a genre and use appropriate conventions, such as dialogue, rhythm, and rhyme, with assistance
        
        W.2.1.g: use language that is creative
        
        W.2.2: Write interpretive and responsive essays of approximately three pages to
        
        W.2.2.a: express opinions and support them through specific references to the text
        
        W.2.2.b: demonstrate understanding of plot and theme
        
        W.2.2.c: identify and describe characters and their motivations
        
        W.2.2.d: analyze the impact of the setting
        
        W.2.2.e: explain how the use of literary devices, such as symbolism, metaphor and simile, personification, and flashback, affects meaning
        
        W.2.2.f: draw conclusions and provide reasons for the conclusions
        
        W.2.2.g: compare and contrast characters, setting, mood, and voice in more than one literary text or performance
        
        W.2.2.h: make connections between literary text and personal experience or knowledge
        
        W.2.3: Maintain a writing portfolio that includes imaginative, interpretive, and responsive writing
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: Present clear analysis, using examples, details, and reasons from text
        
        W.3.2: Present a hypothesis and predict possible outcomes
        
        W.3.3: Select content and choose strategies for written presentation on the basis of audience, purpose, and content
        
        W.3.4: Present a subject from more than one perspective by using various resources (e.g., news articles, nonfiction texts, personal experiences, and other school subjects)
        
        W.3.5: Explain connections between and among texts to extend the meaning of each individual text
        
        W.3.6: Compare and contrast literary elements in more than one genre and/or by more than one author
        
        W.3.7: Maintain a writing portfolio that includes writing for critical analysis and evaluation
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share the process of writing with peers and adults; for example, write a condolence note, get well-card, or thank-you letter with a writing partner or in small groups
        
        W.4.2: Respect the age, gender, social position, and cultural traditions of the recipient
        
        W.4.3: Develop a personal voice that enables the reader to get to know the writer
        
        W.4.4: Write personal reactions about experiences, events, and observations, using a form of social communication
        
        W.4.5: Identify the social communication techniques of published writers
        
        W.4.6: Maintain a portfolio that includes writing for social communication
        
        W.4.7: Use the conventions of email
    - Grade 8
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Recall significant ideas and details and the relationships between and among them
        
        L.1.2: Identify missing, conflicting, or unclear information
        
        L.1.3: Draw conclusions and make inferences on the basis of explicit and implied information
        
        L.1.4: Recognize that the speaker's voice and delivery impact communication
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Listen to class lectures, and small group and classroom discussions, to comprehend, interpret, and critique literary text
        
        L.2.2: Identify how the author's choice of words, use of characterization, and use of other literary devices affect the listener's interpretation of the oral text
        
        L.2.3: Identify how the poet's use of repetition, rhythm, and rhyming patterns affects the listener's interpretation of poetry
        
        L.2.4: Recognize social, historical, and cultural features in presentation of literary texts
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Form an opinion or judgment about the validity and accuracy of information, ideas, opinions, issues, themes, and experiences
        
        L.3.2: Recognize persuasive techniques, such as emotional and ethical appeals, in presentations
        
        L.3.3: Consider the experience, qualifications, and possible biases of speakers in analyzing and evaluating presentations
        
        L.3.4: Identify conflicting, missing, or unclear information
        
        L.3.5: Suspend judgment until all information has been presented
        
        L.3.6: Evaluate the quality of the speaker's presentation style by using criteria such as voice quality, enunciation, and delivery
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Participate as a listener in social conversation with one or more people who are friends or acquaintances
        
        L.4.2: Respect the age, gender, social position, and cultural traditions of the speaker
        
        L.4.3: Listen for more than one level of meaning, articulated and unspoken
        
        L.4.4: Encourage the speaker with appropriate facial expressions and gestures
        
        L.4.5: Withhold judgment
        
        L.4.6: Appreciate the speaker's uniqueness
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Locate and use school and public library resources independently to acquire information
        
        R.1.2: Apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas from informational texts
        
        R.1.3: Read and follow written multistep directions or procedures to accomplish a task or complete an assignment
        
        R.1.4: Preview informational texts to assess content and organization and select texts useful for the task
        
        R.1.5: Use indexes to locate information and glossaries to define terms
        
        R.1.6: Use knowledge of structure, content, and vocabulary to understand informational text
        
        R.1.7: Distinguish between relevant and irrelevant information
        
        R.1.8: Identify missing, conflicting, or unclear information
        
        R.1.9: Formulate questions to be answered by reading informational text
        
        R.1.10: Compare and contrast information from a variety of different sources
        
        R.1.11: Condense, combine, or categorize new information from one or more sources
        
        R.1.12: Draw conclusions and make inferences on the basis of explicit and implied information
        
        R.1.13: Make, confirm, or revise predictions
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Read silently and aloud from a variety of genres, authors, and themes
        
        R.2.2: Interpret characters, plot, setting, theme, and dialogue, using evidence from the text
        
        R.2.3: Identify the author's point of view, such as first-person narrator and omniscient narrator
        
        R.2.4: Determine how the use and meaning of literary devices, such as symbolism, metaphor and simile, illustration, personification, flashback, and foreshadowing, convey the author's message or intent
        
        R.2.5: Recognize how the author's use of language creates images or feelings
        
        R.2.6: Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry
        
        R.2.7: Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in own lives
        
        R.2.8: Identify social and cultural contexts and other characteristics of the time period in order to enhance understanding and appreciation of text
        
        R.2.9: Compare a film, video, or stage version of a literary work with the written version
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example,
        
        R.3.1.a: identify conflicting information
        
        R.3.1.b: consider the background and qualifications of the writer
        
        R.3.1.c: question the writer's assumptions, beliefs, intentions, and biases
        
        R.3.1.d: evaluate examples, details, or reasons used to support ideas
        
        R.3.1.e: identify fallacies of logic that lead to unsupported conclusions
        
        R.3.1.f: discriminate between apparent messages and hidden agendas
        
        R.3.1.g: identify propaganda and evaluate its effectiveness
        
        R.3.1.h: identify techniques the author uses to persuade (e.g., emotional and ethical appeals)
        
        R.3.1.i: identify differing points of view in texts and presentations
        
        R.3.1.j: identify cultural and ethnic values and their impact on content
        
        R.3.1.k: identify multiple levels of meaning
        
        R.3.2: Judge a text by using evaluative criteria from a variety of perspectives, such as literary, political, and personal
        
        R.3.3: Suspend judgment until all information has been presented
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experiences with peers or adults; for example, read together silently or aloud with a partner or in small groups
        
        R.4.2: Consider the age, gender, social position, and traditions of the writer
        
        R.4.3: Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Prepare and give presentations on informational topics
        
        S.1.2: Contribute to group discussions by offering comments to clarify and interpret ideas and information
        
        S.1.3: Present information to address audience needs and to anticipate questions
        
        S.1.4: Present examples, definitions, analogies, and direct references to the text in support of ideas
        
        S.1.5: Connect, compare, and contrast ideas and information
        
        S.1.6: Use the conventions of the presentational format for panel discussions, debates, and mock trials
        
        S.1.7: Ask and respond to questions to clarify information
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Express interpretations and support them through specific references to the text
        
        S.2.2: Present original, literary texts, using language and text structures that are inventive; for example,
        
        S.2.2.a: use rhyme, rhythm, and repetition to create an emotional or aesthetic effect
        
        S.2.3: Ask and respond to questions to clarify an interpretation or response to literary texts and performances
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Express opinions or judgments about information, ideas, opinions, issues, themes, and experiences
        
        S.3.2: State a hypothesis and predict possible outcomes from one or more perspectives
        
        S.3.3: Present content, using strategies designed for the audience, purpose, and context
        
        S.3.4: Credit sources of information and opinions accurately in presentations and handouts
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Respect the age, gender, social position, and cultural traditions of the listener
        
        S.4.2: Provide feedback by asking questions designed to encourage further conversation
        
        S.4.3: Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting
        
        S.4.4: Use culture-specific language, jargon, colloquialisms, and gestures appropriate to the purpose, occasion, and listener
        
        S.4.5: Respond to the listener's interests, needs, and reactions to social conversation
        
        S.4.6: Adopt conventions of email to establish friendly tone in electronic-based social communication
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Use several sources of information, in addition to an encyclopedia, to develop research reports
        
        W.1.2: Identify appropriate format for sharing information with intended audience and comply with the accepted features of that format
        
        W.1.3: Take research notes, using a note-taking process
        
        W.1.4: Use outlines and graphic organizers, such as semantic webs, to plan reports
        
        W.1.5: Include relevant and exclude irrelevant information
        
        W.1.6: Use paraphrase and quotation correctly
        
        W.1.7: Connect, compare, and contrast ideas and information from one or more sources
        
        W.1.8: Support ideas with examples, definitions, analogies, and direct references to the text
        
        W.1.9: Cite sources in notes and bibliography, using correct form
        
        W.1.10: Write accurate and complete responses to questions about informational material
        
        W.1.11: Maintain a portfolio that includes informational writing
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Write original literary texts to
        
        W.2.1.a: develop a narrative, using an organizational plan such as chronology or flashback
        
        W.2.1.b: sequence events to advance a plot; use action, conflict, climax, falling action, and resolution
        
        W.2.1.c: maintain a consistent point of view that enhances the message and/or establishes the mood
        
        W.2.1.d: select a genre and use appropriate conventions, such as dialogue, rhythm, and rhyme
        
        W.2.2: Write interpretive and responsive essays of approximately three pages to
        
        W.2.2.a: express opinions and support them through specific references to the text
        
        W.2.2.b: demonstrate an understanding of plot and theme
        
        W.2.2.c: identify and describe characters and their motivations
        
        W.2.2.d: analyze the importance of setting
        
        W.2.2.e: identify and interpret how the use of literary devices, such as symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing, affects meaning
        
        W.2.2.f: draw conclusions and provide reasons for the conclusions
        
        W.2.2.g: compare and contrast characters, setting, mood, and voice in more than one literary text or performance
        
        W.2.3: Maintain a writing portfolio that includes literary, interpretive, and responsive writing
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: Present clear analyses, using examples, details, and reasons from text
        
        W.3.2: Present a hypothesis and predict possible outcomes from one or more perspectives
        
        W.3.3: Select content and choose strategies for written presentation on the basis of audience, purpose, and content
        
        W.3.4: Explain connections between and among texts to extend the meaning of each individual text
        
        W.3.5: Compare and contrast the use of literary elements in more than one genre, by more than one author
        
        W.3.6: Maintain a writing portfolio that includes writing for critical analysis and evaluation
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share the process of writing with peers and adults; for example, write a condolence note, get-well card, or thank-you letter with a writing partner or in small groups
        
        W.4.2: Respect the age, gender, social position, and cultural traditions of the recipient
        
        W.4.3: Develop a personal voice that enables the reader to get to know the writer
        
        W.4.4: Write personal reactions to experiences, events, and observations, using a form of social communication
        
        W.4.5: Identify and model the social communication techniques of published writers
        
        W.4.6: Maintain a portfolio that includes writing for social communication
        
        W.4.7: Use the conventions of email
    - Grade 9
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Interpret information from media presentations, such as news broadcasts and taped interviews
        
        L.1.2: Listen to and follow complex directions or instructions
        
        L.1.3: Identify the speaker's purpose and motive for communicating information
        
        L.1.4: Recognize appropriate voice and tone
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Interpret and respond to texts and performances from a variety of genres, authors, and subjects
        
        L.2.2: Respond to authors' reading and discussing their works
        
        L.2.3: Recognize features of literary genres in interpreting presentations of literary text
        
        L.2.4: Recognize historical and contemporary social and cultural conditions in presentation of literary texts
        
        L.2.5: Connect literary texts to prior knowledge, personal experience, and contemporary situations
        
        L.2.6: Identify multiple levels of meaning in presentation of literary texts
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Recognize and acknowledge various perspectives on issues of local and national concern
        
        L.3.2: Determine points of view
        
        L.3.3: Use prior knowledge, as well as the perspectives of other individuals, groups, and recognized experts, to analyze and evaluate presentations
        
        L.3.4: Evaluate the content and organization of the presentations, applying criteria such as point of view and appropriateness and completeness of reasons, examples, and details
        
        L.3.5: Evaluate the possible bias of the speaker, in order to judge the validity of the content
        
        L.3.6: Recognize the use of protocols and traditional practices in public speaking
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Participate as a listener in social conversation with one or more people who are friends, acquaintances, or strangers
        
        L.4.2: Respect age, gender, social position, and cultural traditions of the speaker
        
        L.4.3: Listen for multiple levels of meaning, articulated and unspoken
        
        L.4.4: Encourage the speaker with appropriate facial expressions and gestures
        
        L.4.5: Withhold judgment
        
        L.4.6: Appreciate the speaker's uniqueness
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Locate and use school and public library resources for information and research
        
        R.1.1.a: define a purpose for reading by asking questions about what they need to know for their research
        
        R.1.2: Use specialized reference sources, such as glossaries and directories
        
        R.1.3: Read and follow written, complex directions and procedures to solve problems and accomplish tasks
        
        R.1.3.a: demonstrate task awareness by employing flexible strategies
        
        R.1.4: Skim texts to gain an overall impression and scan texts for particular information
        
        R.1.4.a: focus on key words and phrases to generate research questions
        
        R.1.5: Recognize the defining features and structures of informational texts
        
        R.1.6: Interpret and evaluate data, facts, and ideas in informational texts, such as national newspapers, online and electronic databases, and websites
        
        R.1.7: Identify and evaluate the validity of informational sources, with assistance
        
        R.1.8: Distinguish verifiable statement from hypothesis, and assumption and facts from opinion, with assistance
        
        R.1.9: Analyze information from different sources by making connections and showing relationships to other texts, such as biographies and autobiographies
        
        R.1.9.a: employ a range of post-reading practices
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Read, view, and interpret texts and performances in every medium from a wide variety of authors, subjects, and genres (e.g., short stories, novels, plays, film and video productions, poems, and essays)
        
        R.2.1.a: build background by activating prior knowledge through questioning what they already know about the form in which the story is presented and the period in which it was written
        
        R.2.2: Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives
        
        R.2.3: Recognize a range of literary elements and techniques, such as figurative language, allegory, irony, symbolism, and stream of consciousness, and use these elements to interpret the work
        
        R.2.3.a: check for understanding of texts by engaging in oral reading activities, such as read-arounds, to identify and provide effective examples of literary elements
        
        R.2.4: Distinguish between different forms of poetry, such as sonnet, lyric, elegy, narrative, epic, and ode
        
        R.2.5: Compare a film, video, or stage version of a literary work with the written version
        
        R.2.6: Read literary texts aloud to convey an interpretation of the work
        
        R.2.6.a: engage in a variety of shared reading experiences, such as choral reading and reader's theatre
        
        R.2.7: Read works with a common theme and compare the treatment of that theme by different authors
        
        R.2.8: Interpret multiple levels of meaning in text
        
        R.2.9: Recognize relevance of literature to personal events and situations
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Form opinions and make judgments about the accuracy of information and personal texts
        
        R.3.2: Generate a list of significant questions to assist with analysis of text
        
        R.3.3: Analyze and evaluate nonfiction texts
        
        R.3.3.a: determine the significance and reliability of information
        
        R.3.3.b: focus on key words/phrases that signal that the text is heading in a particular direction
        
        R.3.4: Analyze and evaluate poetry to recognize the use and effect of
        
        R.3.4.a: rhythm, rhyme, and sound pattern
        
        R.3.4.b: repetition
        
        R.3.4.c: differences between language of the poem and everyday language of readers
        
        R.3.5: Engage in oral reading activities, such as read-arounds, to identify and provide effective examples of poetic elements
        
        R.3.6: Analyze and evaluate fiction, including
        
        R.3.6.a: the development of a central idea or theme
        
        R.3.6.b: the development of characters and their actions
        
        R.3.6.c: the elements of the plot, such as conflict, climax, and resolution
        
        R.3.6.d: the significance of the title
        
        R.3.7: Form opinions and make judgments about literary works, by analyzing and evaluating texts from a critical perspective
        
        R.3.8: Select, reject, and reconcile ideas and information in light of prior knowledge and experiences
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experiences with a peer or adult; for example, read together silently or aloud or discuss reactions to texts
        
        R.4.2: Consider the age, gender, social position, and cultural traditions of the writer
        
        R.4.3: Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, email conventions) that are appropriate to social communication
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Prepare and give presentations on a range of informational topics
        
        S.1.2: Use notes or speaking points to assist in delivery
        
        S.1.3: Express a point of view, providing supporting facts
        
        S.1.4: Give directions and explain a process
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Express opinions and support them through references to the text
        
        S.2.1.a: engage in a variety of collaborative conversations, such as peerled discussions, paired reading and responding, and cooperative group discussions, to construct meaning
        
        S.2.2: Describe the features of the genre to interpret and respond to literary text
        
        S.2.3: Use literary devices, such as volume, rate, rhyme, rhythm, and repetition, to create an emotional or aesthetic response
        
        S.2.4: Use media to support presentation of original and interpretive texts
        
        S.2.5: Ask and respond to questions and follow-up questions to clarify interpretation
        
        S.2.5.a: engage in a variety of collaborative conversations, such as peerled discussions, paired reading and responding, and cooperative group discussions, to make applications of the ideas in the text to other situations, extending the ideas to broaden perspectiv
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Express opinions or make judgments about ideas, information, experiences, and issues in literary and historical articles
        
        S.3.2: Articulate personal opinions to clarify stated positions
        
        S.3.3: Present content that is clearly organized and based on knowledge of audience needs and interests
        
        S.3.4: Present arguments from different perspectives
        
        S.3.5: Speak extemporaneously to clarify or elaborate
        
        S.3.6: Respond to constructive criticism
        
        S.3.7: Use visuals and technology to enhance presentation
        
        S.3.8: Ask and respond to questions to seek clarity
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Speaking informally with familiar and unfamiliar people, individually and in group settings
        
        S.4.2: Respect the age, gender, social position, and cultural traditions of the listener
        
        S.4.3: Provide feedback by asking questions designed to encourage further conversation
        
        S.4.4: Respond to the listener's interests, needs, and reactions to social conversations
        
        S.4.5: Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting
        
        S.4.6: Select language and behavior appropriate to the purpose, occasion, and listener
        
        S.4.7: Adopt the conventions of email to establish friendly tone in electronic-based social communication
        
        S.4.8: Respond respectfully
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Use both primary and secondary sources of information for research
        
        W.1.2: Select and limit topics for informational writing, with assistance
        
        W.1.3: Analyze data and facts to communicate information
        
        W.1.4: Take notes from written and oral texts, such as lectures and interviews
        
        W.1.5: Use a range of organizational strategies to present information
        
        W.1.6: Apply new information in different contexts and situations
        
        W.1.7: Cite primary and secondary sources of information in bibliography and citations, using an approved style sheet
        
        W.1.8: Define the meaning of and understand the consequences of plagiarism
        
        W.1.9: Use paraphrase and quotation in order to communicate information most effectively
        
        W.1.10: Use charts, graphs, or diagrams to illustrate informational text
        
        W.1.11: Use the language of research, such as documentation, source, note, paraphrase, citation, and bibliography
        
        W.1.12: Maintain a portfolio that includes informational writing
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Write original literary texts
        
        W.2.1.a: use elements of literary text, such as plot, character, setting, dialogue, conflict, and suspense, to engage the reader
        
        W.2.1.b: maintain consistent point of view, including first-person, third-person, or omniscient narrator
        
        W.2.1.c: create a personal voice
        
        W.2.2: Write interpretive and responsive essays of approximately three pages to
        
        W.2.2.a: express judgments and support them through references to the text, using direct quotations and paraphrase
        
        W.2.2.b: explain how the author's use of literary devices affects meaning
        
        W.2.2.c: engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights
        
        W.2.2.d: compare and contrast the treatment of literary elements in different genres and by more than one author
        
        W.2.3: Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts
        
        W.2.4: Maintain a portfolio that includes literary, interpretive, and responsive writing
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: State an opinion or present a judgment by developing a thesis and providing supporting evidence, arguments, and details
        
        W.3.2: Analyze a variety of texts using resources such as knowledge from school subjects, readings, and personal experiences
        
        W.3.3: Use strategies designed to influence or persuade in advertisements
        
        W.3.4: Maintain a writing portfolio that includes writing for critical analysis and evaluation
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share the process of writing with peers and adults; for example, write a condolence note, get-well card, or thank-you letter with writing partner(s)
        
        W.4.2: Respect the age, gender, and cultural traditions of the recipient
        
        W.4.3: Write and share personal reactions to experiences, events, and observations, using a form of social communication
        
        W.4.4: Identify and model the social communication techniques of published authors
        
        W.4.5: Distinguish between the conventions of academic writing and the conventions of email
        
        W.4.6: Maintain a portfolio that includes writing for social interaction
    - Kindergarten
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Acquire information from nonfiction text
        
        L.1.2: Identify words and sentences on a chart, with assistance
        
        L.1.3: Follow a two step direction
        
        L.1.4: Identify and respond to environmental sounds, such as a school bell or a fire alarm, that provide information
        
        L.1.5: Identify similarities in information about people, places, and events
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Listen to literary texts and performances to
        
        L.2.1.a: appreciate and enjoy literary works
        
        L.2.1.b: match spoken words with pictures, with assistance
        
        L.2.1.c: recall a sequence of events from a personal experience or story
        
        L.2.1.d: identify character and setting
        
        L.2.1.e: respond to vivid language (e.g., nonsense words and rhymes)
        
        L.2.1.f: identify specific people and places
        
        L.2.1.g: distinguish between a story and a poem, with assistance
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Form an opinion or evaluate information on the basis of information in the world
        
        L.3.2: Form an opinion about a book or play read aloud by using established criteria, such as title and vocabulary, to judge books
        
        L.3.3: Recognize differences in two or more versions of a familiar story, song, or finger play
        
        L.3.4: Identify messages in advertisements by listening to the words
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Respect the age, gender, and culture of the speaker
        
        L.4.2: Listen to friendly notes, cards, letters, and personal narratives read aloud to get to know the writer and/or classmates
        
        L.4.3: Listen for the tone of voice and content that signal friendly communication
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Locate and use classroom and library media center resources to acquire information, with assistance
        
        R.1.2: Read familiar informational texts to begin to collect data, facts, and ideas, with assistance
        
        R.1.3: Interpret information represented in simple charts and webs
        
        R.1.4: Draw on a prior experience to understand new data, facts, and ideas
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Comprehend and respond to literary texts and performances
        
        R.2.2: Engage in pre-reading and reading activities to
        
        R.2.2.a: select books, tapes, and poems on the basis of personal choice/interest or teacher-selected criteria, such as a theme/topic
        
        R.2.2.b: make connections between personal experiences and stories read
        
        R.2.2.c: predict what might happen next in a story read aloud
        
        R.2.2.d: retell a story, with assistance
        
        R.2.3: Dramatize or retell stories, using puppets, toys, and other props
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Identify and explain ideas and experiences from texts and performances
        
        R.3.2: Engage in pre-reading and reading activities to
        
        R.3.2.a: identify what they know and have learned about a specific story or topic
        
        R.3.2.b: use illustrations to assist in understanding the content of a text and to anticipate what will happen next
        
        R.3.2.c: predict what could happen next or the outcome of a story or article read aloud
        
        R.3.2.d: change the sequence of events in a story to create a different ending, with assistance
        
        R.3.2.e: form an opinion about the differences between events in a story and events in own life
        
        R.3.2.f: evaluate and select books, poems, or tapes on the basis of personal choice or teacher-selected criteria, such as topic, author, and illustrations
        
        R.3.2.g: distinguish between real and imaginary stories
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experience to establish, maintain, and enhance personal relationships
        
        R.4.2: Respect the age, gender, and cultural traditions of the writer, with assistance
        
        R.4.3: Recognize the vocabulary and writing conventions (e.g., greetings and closings) of social communication, with assistance
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Dictate information from personal experience
        
        S.1.2: Report information briefly to peers and familiar adults, with assistance
        
        S.1.3: Connect information from personal experiences to information from nonfiction texts, with assistance
        
        S.1.4: Retell more than one piece of information in sequence
        
        S.1.5: Share observations from classroom and home
        
        S.1.6: Ask questions to clarify directions and/or classroom routines
        
        S.1.7: Respond orally to simple questions and/or directions
        
        S.1.8: Share information, using appropriate visual aids, such as, puppets, toys, and pictures, to illustrate a word or concept, with assistance
        
        S.1.9: Dramatize an experience or event
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Interpret words of characters in stories
        
        S.2.2: Engage in conversations with adults and peers regarding pictures, books, and experiences
        
        S.2.3: Role-play characters or events from stories
        
        S.2.4: Express feelings about a work of fiction or poetry
        
        S.2.5: Respond to stories, legends, and songs from different cultural and ethnic groups, with assistance
        
        S.2.6: Compare stories from personal experience with stories heard
        
        S.2.7: Dictate stories with a beginning, middle, and end
        
        S.2.8: Express the mood of a story by using a variety of words, with assistance
        
        S.2.9: Describe the actions of characters in a story
        
        S.2.10: Tell real or imaginative stories on the basis of response to illustrations
        
        S.2.11: Retell familiar stories
        
        S.2.12: Describe familiar persons, places, or objects
        
        S.2.13: Recite short poems, nursery rhymes, and finger plays
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Share what they know and have learned about a topic
        
        S.3.2: Express an opinion or judgment about a story, poem, finger play, or poster
        
        S.3.3: Compare characters or events in two or more stories
        
        S.3.4: Express an opinion about the color, form, and style of illustrations
        
        S.3.5: Explain personal criteria (e.g., color and pictures) for choosing a book, poem, or story
        
        S.3.6: Dramatize differences and similarities in characters
        
        S.3.7: Brainstorm to create an experience chart
        
        S.3.8: Compare different versions of the same story
        
        S.3.9: Explain why two different characters view an event differently
        
        S.3.10: Compare events or characters in a story with their lives, with assistance
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Participate in small or large group storytelling, singing, and finger play, in order to interact with classmates and adults in the classroom and school environment
        
        S.4.2: Share favorite anecdotes, riddles, and rhymes with peers and familiar adults
        
        S.4.3: Respect the age, gender, and interests of the listener
        
        S.4.4: Discuss the content of friendly notes, cards, letters, and personal narratives, with a partner or in a small group, to get to know the writer and each other
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Copy letters and words from books, magazines, signs, charts, and own dictation
        
        W.1.2: Write own name on pictures, drawings, paintings, and written products
        
        W.1.3: Draw or write facts and ideas gathered from personal experiences
        
        W.1.4: Use graphics such as posters to communicate information from personal experiences
        
        W.1.5: Maintain a portfolio of informational writings and drawings, with assistance
        
        W.1.6: Draw pictures to record facts from a lesson, with assistance
        
        W.1.7: Use resources such as a picture dictionary or word wall to find and write words, with assistance
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Draw or write original literary texts to
        
        W.2.1.a: create a story with a beginning, middle, and end, using pictures/drawings and some words, with assistance
        
        W.2.1.b: create poems or jingles, using pictures/drawings and some words, with assistance
        
        W.2.2: Draw or write to respond to text to
        
        W.2.2.a: express feelings about characters or events in a story
        
        W.2.2.b: describe characters or events
        
        W.2.2.c: list a sequence of events in a story, with assistance
        
        W.2.2.d: retell a story
        
        W.2.3: Maintain a portfolio of writings and drawings in response to literature, with assistance
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: Draw and/or write to express opinions and judgments to
        
        W.3.1.a: share what they know and have learned about a theme or topic
        
        W.3.1.b: respond in pictures or words to an experience or event shared by a classmate
        
        W.3.1.c: depict an opinion about statements, illustrations, characters, and events in written and visual texts
        
        W.3.1.d: compare characters and settings within and between stories
        
        W.3.1.e: describe the differences between real and imaginary experiences, with assistance
        
        W.3.2: Maintain a portfolio of writings and drawings that express opinions and judgments, with assistance
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share writings and drawings with peers or adults; for example, write/draw with a partner or in a cooperative group
        
        W.4.2: Respect the age, gender, and culture of the recipient, with assistance
        
        W.4.3: Write friendly letters to others
        
        W.4.4: Maintain a portfolio of writings and drawings for social interaction, with assistance
    - Prekindergarten
      - L: Listening
        
        L.1: Students will read, write, listen, and speak for information and understanding.
        
        L.1.1: Acquire information from nonfiction text
        
        L.1.2: Identify words on a chart, with assistance
        
        L.1.3: Follow a one-step direction
        
        L.1.4: Identify and respond to environmental sounds that provide information (e.g., school bell and fire alarm)
        
        L.1.5: Identify similarities in information about people and places
        
        L.2: Students will read, write, listen, and speak for literary response and expression.
        
        L.2.1: Listen to literary texts and performances to
        
        L.2.1.a: appreciate and enjoy literary works
        
        L.2.1.b: recall a sequence of events from a personal experience
        
        L.2.1.c: identify a character
        
        L.2.1.d: respond to vivid language
        
        L.2.1.e: identify specific people and places
        
        L.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        L.3.1: Form an opinion on the basis of information in the world
        
        L.3.2: Form an opinion about a book or play read aloud by using established criteria, such as title and vocabulary, to judge books, with assistance
        
        L.3.3: Recognize differences in two versions of a familiar story, song, or finger play
        
        L.4: Students will read, write, listen, and speak for social interaction.
        
        L.4.1: Respect the age and gender of the speaker
        
        L.4.2: Listen to friendly notes, cards, letters, and personal narratives read aloud to get to know the writer and/or classmates
        
        L.4.3: Listen for the tone of voice and content that signal friendly communication
      - R: Reading
        
        R.1: Students will read, write, listen, and speak for information and understanding.
        
        R.1.1: Locate and use classroom and library media center resources to acquire information, with assistance
        
        R.1.2: Read familiar informational texts with repetitive language and simple illustrations to begin to collect data, facts, and ideas, with assistance
        
        R.1.3: Interpret information represented in pictures and illustrations
        
        R.1.4: Recognize and interpret familiar signs and symbols from the environment, such as labels on classroom furniture, equipment, and STOP signs
        
        R.1.5: Draw on prior experience to understand new data, facts, and ideas
        
        R.2: Students will read, write, listen, and speak for literary response and expression.
        
        R.2.1: Comprehend and respond to literary texts and performances, with assistance
        
        R.2.2: Engage in pre-reading and reading activities to select books, tapes, and poems on the basis of personal choice/interest or teacher-selected criteria, such as a theme/topic
        
        R.2.2.a: connect a picture or illustration to a story
        
        R.2.3: Dramatize or retell stories or parts of stories, using puppets, toys, and other props
        
        R.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        R.3.1: Identify ideas and experiences from texts and performances
        
        R.3.2: Engage in pre-reading and reading activities to
        
        R.3.2.a: identify what they know about a specific story or topic
        
        R.3.2.b: use illustrations to assist in understanding the content of a text
        
        R.3.2.c: predict what could happen next or the outcome of a story or article, when read aloud, with assistance
        
        R.3.2.d: evaluate and select books, poems, or tapes on the basis of personal choice
        
        R.3.2.e: distinguish between real and imaginary stories, with assistance
        
        R.4: Students will read, write, listen, and speak for social interaction.
        
        R.4.1: Share reading experiences to establish, maintain, and enhance personal relationships
        
        R.4.2: Respect age and gender of writer
        
        R.4.3: Recognize the vocabulary and writing conventions (e.g., greetings and closings) of social communication, with assistance
      - S: Speaking
        
        S.1: Students will read, write, listen, and speak for information and understanding.
        
        S.1.1: Dictate information from personal experience
        
        S.1.2: Report information briefly to peers and familiar adults, with assistance
        
        S.1.3: Connect information from personal experiences to information from nonfiction texts, with assistance
        
        S.1.4: Relate more than one piece of information in sequence in retelling a story
        
        S.1.5: Share observations from classroom and home
        
        S.1.6: Ask questions to clarify directions and/or classroom routines
        
        S.1.7: Respond orally to simple questions and/or directions
        
        S.1.8: Share information, using appropriate visual aids (e.g., puppets, toys, and pictures) to illustrate a word or concept, with assistance
        
        S.1.9: Dramatize an experience or event
        
        S.2: Students will read, write, listen, and speak for literary response and expression.
        
        S.2.1: Interpret words of characters in stories, with assistance
        
        S.2.2: Engage in conversations with adults and peers regarding pictures, books, and experiences
        
        S.2.3: Role-play characters or events from stories
        
        S.2.4: Express feelings about a work of fiction
        
        S.2.5: Compare stories from personal experience with stories heard
        
        S.2.6: Dictate stories with a beginning, middle, and end, with assistance
        
        S.2.7: Describe the actions of characters in a story, with assistance
        
        S.2.8: Tell real or imaginative stories on the basis of their response to illustrations
        
        S.2.9: Describe familiar persons, places, or objects
        
        S.2.10: Recite short poems, nursery rhymes, and finger plays
        
        S.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        S.3.1: Share what they know about a topic
        
        S.3.2: Express an opinion about a story, poem, finger play, or poster
        
        S.3.3: Compare characters or events in two stories, with assistance
        
        S.3.4: Express an opinion about the color and form of illustrations
        
        S.3.5: Brainstorm to create an experience chart, with assistance
        
        S.3.6: Discuss different versions of the same story
        
        S.3.7: Relate events or characters in a story to their lives
        
        S.4: Students will read, write, listen, and speak for social interaction.
        
        S.4.1: Participate in small or large group storytelling, singing, and finger play, in order to interact with classmates and adults in the classroom and school environment
        
        S.4.2: Share rhymes with peers and familiar adults
        
        S.4.3: Respect the age and gender of the listener
        
        S.4.4: Discuss the content of friendly notes, cards, and personal narratives, in a group, to get to know the writer and each other
      - W: Writing
        
        W.1: Students will read, write, listen, and speak for information and understanding.
        
        W.1.1: Copy letters from books, magazines, signs, charts, and own dictation
        
        W.1.2: Write some or all of the letters of own name on pictures, drawings, paintings, and written products
        
        W.1.3: Draw ideas gathered from personal experiences
        
        W.1.4: Use graphics, such as posters, to communicate information from personal experiences
        
        W.1.5: Maintain a portfolio of informational writings and drawings, with assistance
        
        W.2: Students will read, write, listen, and speak for literary response and expression.
        
        W.2.1: Draw or write original literary texts to
        
        W.2.1.a: create a story using pictures and/or drawings
        
        W.2.1.b: create poems or jingles to go with pictures and/or drawings
        
        W.2.2: Draw or write to respond to text to
        
        W.2.2.a: express feelings about characters or events in a story, with assistance
        
        W.2.2.b: describe characters or events, with assistance
        
        W.2.2.c: dictate a sequence of events from a story
        
        W.2.2.d: retell a story, with assistance
        
        W.2.3: Maintain a portfolio of writings and drawings in response to literature, with assistance
        
        W.3: Students will read, write, listen, and speak for critical analysis and evaluation.
        
        W.3.1: Draw and/or write to express opinions and judgments to
        
        W.3.1.a: share what they have learned about a topic
        
        W.3.1.b: respond in pictures or words to an experience or event shared by a classmate
        
        W.3.1.c: compare characters within and between stories
        
        W.3.2: Maintain a portfolio of writings and drawings that express opinions and judgments, with assistance
        
        W.4: Students will read, write, listen, and speak for social interaction.
        
        W.4.1: Share writing and drawing with peers or adults; for example, write and/or draw with a partner or in a cooperative group
        
        W.4.2: Respect the age and gender of the recipient
        
        W.4.3: Maintain a portfolio of writings and drawings for social interaction, with assistance
  - Math, Science and Technology (1996)
    - Commencement
      - 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
        
        1.A: Mathematical Analysis
        
        1.A.1: Abstraction and symbolic representation are used to communicate mathematically.
        
        1.A.1.a: use algebraic and geometric representations to describe and compare data.
        
        1.A.2: Deductive and inductive reasoning are used to reach mathematical conclusions.
        
        1.A.2.a: use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments.
        
        1.A.3: Critical thinking skills are used in the solution of mathematical problems.
        
        1.A.3.a: apply algebraic and geometric concepts and skills to the solution of problems.
        
        1.B: Scientific Inquiry
        
        1.B.1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
        
        1.B.1.a: elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent their thinking.
        
        1.B.1.b: hone ideas through reasoning, library research, and discussion with others, including experts.
        
        1.B.1.c: work toward reconciling competing explanations; clarifying points of agreement and disagreement.
        
        1.B.1.d: coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity and recognize the need for such alternative representations of the natural world.
        
        1.B.2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
        
        1.B.2.a: devise ways of making observations to test proposed explanations.
        
        1.B.2.b: refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.
        
        1.B.2.c: develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.
        
        1.B.2.d: carry out their research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.
        
        1.B.3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.
        
        1.B.3.a: use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.
        
        1.B.3.b: apply statistical analysis techniques when appropriate to test if chance alone explains the result.
        
        1.B.3.c: assess correspondence between the predicted result contained in the hypothesis and the actual result and reach a conclusion as to whether or not the explanation on which the prediction was based is supported.
        
        1.B.3.d: based on the results of the test and through public discussion, they revise the explanation and contemplate additional research.
        
        1.B.3.e: develop a written report for public scrutiny that describes their proposed explanation, including a literature review, the research they carried out, its result, and suggestions for further research.
        
        1.C: Engineering Design
        
        1.C.1: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.
        
        1.C.1.a: identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.
        
        1.C.1.b: generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenti
        
        1.C.1.c: develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship
        
        1.C.1.d: devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Use a variety of creative verbal and graphic techniques
      - 2: Students will access, generate, process, and transfer information using appropriate technologies.
        
        2.A: Information Systems
        
        2.A.1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
        
        2.A.1.a: understand and use the more advanced features of word processing, spreadsheets, and data-base software.
        
        2.A.1.b: prepare multimedia presentations demonstrating a clear sense of audience and purpose.
        
        2.A.1.c: access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.
        
        2.A.1.d: students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries.
        
        2.A.1.e: utilize electronic networks to share information.
        
        2.A.1.f: model solutions to a range of problems in mathematics, science, and technology using computer simulation software.
        
        2.A.2: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.
        
        2.A.2.a: explain the impact of the use and abuse of electronically generated information on individuals and families.
        
        2.A.2.b: evaluate software packages relative to their suitability to a particular application and their ease of use.
        
        2.A.2.c: discuss the ethical and social issues raised by the use and abuse of information systems.
        
        2.A.3: Information technology can have positive and negative impacts on society, depending upon how it is used.
        
        2.A.3.a: work with a virtual community to conduct a project or solve a problem using the network.
        
        2.A.3.b: discuss how applications of information technology can address some major global problems and issues.
        
        2.A.3.c: discuss the environmental, ethical, moral, and social issues raised by the use and abuse of information technology.
      - 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algeb
        
        3.A: Mathematical Reasoning
        
        3.A.1: Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.
        
        3.A.1.a: construct simple logical arguments.
        
        3.A.1.b: follow and judge the validity of logical arguments.
        
        3.A.1.c: use symbolic logic in the construction of valid arguments.
        
        3.A.1.d: construct proofs based on deductive reasoning.
        
        3.B: Number and Numeration
        
        3.B.2: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
        
        3.B.2.a: understand and use rational and irrational numbers.
        
        3.B.2.b: recognize the order of the real numbers.
        
        3.B.2.c: apply the properties of the real numbers to various subsets of numbers.
        
        3.C: Operations
        
        3.C.3: Students use mathematical operations and relationships among them to understand mathematics.
        
        3.C.3.a: use addition, subtraction, multiplication, division, and exponentiation with real numbers and algebraic expressions.
        
        3.C.3.b: develop an understanding of and use the composition of functions and transformations.
        
        3.C.3.c: explore and use negative exponents on integers and algebraic expressions.
        
        3.C.3.d: use field properties to justify mathematical procedures.
        
        3.C.3.e: use transformations on figures and functions in the coordinate plane.
        
        3.D: Modeling/Multiple Representation
        
        3.D.4: Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
        
        3.D.4.a: represent problem situations symbolically by using algebraic expressions, sequences, tree diagrams, geometric figures, and graphs.
        
        3.D.4.b: manipulate symbolic representations to explore concepts at an abstract level.
        
        3.D.4.c: choose appropriate representations to facilitate the solving of a problem.
        
        3.D.4.d: use learning technologies to make and verify geometric conjectures .
        
        3.D.4.e: justify the procedures for basic geometric constructions.
        
        3.D.4.f: investigate transformations in the coordinate plane.
        
        3.D.4.g: develop meaning for basic conic sections.
        
        3.D.4.h: develop and apply the concept of basic loci to compound loci.
        
        3.D.4.i: use graphing utilities to create and explore geometric and algebraic models.
        
        3.D.4.j: model real-world problems with systems of equations and inequalities.
        
        3.E: Measurement
        
        3.E.5: Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.
        
        3.E.5.a: derive and apply formulas to find measures such as length, area, volume, weight, time, and angle in real- world contexts.
        
        3.E.5.b: choose the appropriate tools for measurement.
        
        3.E.5.c: use dimensional analysis techniques.
        
        3.E.5.d: use statistical methods including measures of central tendency to describe and compare data.
        
        3.E.5.e: use trigonometry as a method to measure indirectly.
        
        3.E.5.f: apply proportions to scale drawings, computer-assisted design blueprints, and direct variation in order to compute indirect measurements.
        
        3.E.5.g: relate absolute value, distance between two points, and the slope of a line to the coordinate plane.
        
        3.E.5.h: understand error in measurement and its consequence on subsequent calculations.
        
        3.E.5.i: use geometric relationships in relevant measurement problems involving geometric concepts.
        
        3.F: Uncertainty
        
        3.F.6: Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.
        
        3.F.6.a: judge the reasonableness of results obtained from applications in algebra, geometry, trigonometry, probability, and statistics.
        
        3.F.6.b: judge the reasonableness of a graph produced by a calculator or computer.
        
        3.F.6.c: use experimental or theoretical probability to represent and solve problems involving uncertainty.
        
        3.F.6.d: use the concept of random variable in computing probabilities.
        
        3.F.6.e: determine probabilities using permutations and combinations.
        
        3.G: Patterns/Functions
        
        3.G.7: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.
        
        3.G.7.a: use function vocabulary and notation.
        
        3.G.7.b: represent and analyze functions using verbal descriptions, tables, equations, and graphs.
        
        3.G.7.c: translate among the verbal descriptions, tables, equations and graphic forms of functions.
        
        3.G.7.d: analyze the effect of parametric changes on the graphs of functions.
        
        3.G.7.e: apply linear, exponential, and quadratic functions in the solution of problems.
        
        3.G.7.f: apply and interpret transformations to functions.
        
        3.G.7.g: model real-world situations with the appropriate function.
        
        3.G.7.h: apply axiomatic structure to algebra and geometry.
        
        3.G.7.i: use computers and graphing calculators to analyze mathematical phenomena.
      - 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
        
        4.A: Physical Setting
        
        4.A.1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
        
        4.A.1.a: explain complex phenomena, such as tides, variations in day length, solar insolation, apparent motion of the planets, and annual traverse of the constellations.
        
        4.A.1.b: describe current theories about the origin of the universe and solar system.
        
        4.A.2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
        
        4.A.2.a: use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of the Earth's plates.
        
        4.A.2.b: explain how incoming solar radiations, ocean currents, and land masses affect weather and climate.
        
        4.A.3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
        
        4.A.3.a: explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
        
        4.A.3.b: use atomic and molecular models to explain common chemical reactions.
        
        4.A.3.c: apply the principle of conservation of mass to chemical reactions.
        
        4.A.3.d: use kinetic molecular theory to explain rates of reactions and the relationships among temperature, pressure, and volume of a substance.
        
        4.A.4: Energy exists in many forms, and when these forms change energy is conserved.
        
        4.A.4.a: observe and describe transmission of various forms of energy.
        
        4.A.4.b: explain heat in terms of kinetic molecular theory.
        
        4.A.4.c: explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.
        
        4.A.4.d: explain the uses and hazards of radioactivity.
        
        4.A.5: Energy and matter interact through forces that result in changes in motion.
        
        4.A.5.a: explain and predict different patterns of motion of objects (e.g., linear and angular motion, velocity and acceleration, momentum and inertia).
        
        4.A.5.b: explain chemical bonding in terms of the motion of electrons.
        
        4.A.5.c: compare energy relationships within an atom's nucleus to those outside the nucleus.
        
        4.B: The Living Environment
        
        4.B.1: Living things are both similar to and different from each other and nonliving things.
        
        4.B.1.a: explain how diversity of populations within ecosystems relates to the stability of ecosystems.
        
        4.B.1.b: describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
        
        4.B.1.c: explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.
        
        4.B.2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
        
        4.B.2.a: explain how the structure and replication of genetic material result in offspring that resemble their parents.
        
        4.B.2.b: explain how the technology of genetic engineering allows humans to alter the genetic makeup of organisms.
        
        4.B.3: Individual organisms and species change over time.
        
        4.B.3.a: explain the mechanisms and patterns of evolution.
        
        4.B.4: The continuity of life is sustained through reproduction and development.
        
        4.B.4.a: explain how organisms, including humans, reproduce their own kind.
        
        4.B.5: Organisms maintain a dynamic equilibrium that sustains life.
        
        4.B.5.a: explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.
        
        4.B.5.b: explain disease as a failure of homeostasis.
        
        4.B.5.c: relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organisms.
        
        4.B.6: Plants and animals depend on each other and their physical environment.
        
        4.B.6.a: explain factors that limit growth of individuals and populations.
        
        4.B.6.b: explain the importance of preserving diversity of species and habitats.
        
        4.B.6.c: explain how the living and nonliving environments change over time and respond to disturbances.
        
        4.B.7: Human decisions and activities have had a profound impact on the physical and living environment.
        
        4.B.7.a: describe the range of interrelationships of humans with the living and nonliving environment.
        
        4.B.7.b: explain the impact of technological development and growth in the human population on the living and non- living environment.
        
        4.B.7.c: explain how individual choices and societal actions can contribute to improving the environment.
      - 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
        
        5.A: Engineering Design
        
        5.A.1: Engineering design is an iterative process involving modeling and optimization used to develop technological solutions to problems within given constraints.
        
        5.A.1.a: identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and on-line services, and discuss and document through notes and sketches how findings relat
        
        5.A.1.b: generate creative solution ideas, break ideas into the significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly
        
        5.A.1.c: develop work schedules and plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).
        
        5.A.1.d: in a group setting, devise a test of the solution relative to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means; and use a variety of creative verbal
        
        5.B: Tools, Resources, and Technological Processes
        
        5.B.2: Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms
        
        5.B.2.a: test, use, and describe the attributes of a range of material (including synthetic and composite materials), information, and energy resources.
        
        5.B.2.b: select appropriate tools, instruments, and equipment and use them correctly to process materials, energy, and information.
        
        5.B.2.c: explain tradeoffs made in selecting alternative resources in terms of safety, cost, properties, availability, ease of processing, and disposability.
        
        5.B.2.d: describe and model methods (including computer-based methods) to control system processes and monitor system outputs.
        
        5.C: Computer Technology
        
        5.C.3: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.
        
        5.C.3.a: understand basic computer architecture and describe the function of computer subsystems and peripheral devices.
        
        5.C.3.b: select a computer system that meets personal needs.
        
        5.C.3.c: attach a modem to a computer system and telephone line, set up and use communications software, connect to various on-line networks, including the Internet, and access needed information using e-mail, telnet, gopher, ftp, and web searches.
        
        5.C.3.d: use computer-aided drawing and design (CADD) software to model realistic solutions to design problems.
        
        5.C.3.e: develop an understanding of computer programming and attain some facility in writing computer programs.
        
        5.D: Technological Systems
        
        5.D.4: Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy, or other systems.
        
        5.D.4.a: explain why making tradeoffs among characteristics, such as safety, function, cost, ease of operation, quality of post-purchase support, and environmental impact, is necessary when selecting systems for specific purposes.
        
        5.D.4.b: model, explain, and analyze the performance of a feedback control system.
        
        5.D.4.c: explain how complex technological systems involve the confluence of numerous other systems.
        
        5.E: History and Evolution of Technology
        
        5.E.5: Technology has been the driving force in the evolution of society from an agricultural to an industrial to an information base.
        
        5.E.5.a: explain how technological inventions and innovations have caused global growth and interdependence, stimulated economic competitiveness, created new jobs, and made other jobs obsolete.
        
        5.F: Impacts of Technology
        
        5.F.6: Technology can have positive and negative impacts on individuals, society, and the environment and humans have the capability and responsibility to constrain or promote technological development.
        
        5.F.6.a: explain that although technological effects are complex and difficult to predict accurately, humans can control the development and implementation of technology.
        
        5.F.6.b: explain how computers and automation have changed the nature of work.
        
        5.F.6.c: explain how national security is dependent upon both military and nonmilitary applications of technology.
        
        5.G: Management of Technology
        
        5.G.7: Project management is essential to ensuring that technological endeavors are profitable and that products and systems are of high quality and built safely, on schedule, and within budget.
        
        5.G.7.a: develop and use computer-based scheduling and project tracking tools, such as flow charts and graphs.
        
        5.G.7.b: explain how statistical process control helps to assure high quality output.
        
        5.G.7.c: discuss the role technology has played in the operation of successful U.S. businesses and under what circumstances they are competitive with other countries.
        
        5.G.7.d: explain how technological inventions and innovations stimulate economic competitiveness and how, in order for an innovation to lead to commercial success, it must be translated into products and services with marketplace demand.
        
        5.G.7.e: describe new management techniques (e.g., computer- aided engineering, computer-integrated manufacturing, total quality management, just-in-time manufacturing), incorporate some of these in a technological endeavor, and explain how they have reduced the l
        
        5.G.7.f: help to manage a group engaged in planning, designing, implementation, and evaluation of a project to gain understanding of the management dynamics.
      - 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
        
        6.A: Systems Thinking
        
        6.A.1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
        
        6.A.1.a: explain how positive feedback and negative feedback have opposite effects on system outputs.
        
        6.A.1.b: use an input-process-output-feedback diagram to model and compare the behavior of natural and engineered systems.
        
        6.A.1.c: define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.
        
        6.B: Models
        
        6.B.2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
        
        6.B.2.a: revise a model to create a more complete or improved representation of the system.
        
        6.B.2.b: collect information about the behavior of a system and use modeling tools to represent the operation of the system.
        
        6.B.2.c: find and use mathematical models that behave in the same manner as the processes under investigation.
        
        6.B.2.d: compare predictions to actual observations using test models.
        
        6.C: Magnitude and Scale
        
        6.C.3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.
        
        6.C.3.a: describe the effects of changes in scale on the functioning of physical, biological, or designed systems.
        
        6.C.3.b: extend their use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.
        
        6.D: Equilibrium and Stability
        
        6.D.4: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
        
        6.D.4.a: describe specific instances of how disturbances might affect a system's equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.
        
        6.D.4.b: cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.
        
        6.E: Patterns of Change
        
        6.E.5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.
        
        6.E.5.a: use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions.
        
        6.E.5.b: search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.
        
        6.F: Optimization
        
        6.F.6: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.
        
        6.F.6.a: use optimization techniques, such as linear programming, to determine optimum solutions to problems that can be solved using quantitative methods.
        
        6.F.6.b: analyze subjective decision making problems to explain the trade-offs that can be made to arrive at the best solution.
      - 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
        
        7.A: Connections
        
        7.A.1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenome
        
        7.A.1.a: analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.
        
        7.A.1.b: analyze and quantify consumer product data, understand environmental and economic impacts, develop a method for judging the value and efficacy of competing products, and discuss cost/benefit and risk/benefit tradeoffs made in arriving at the optimal choic
        
        7.A.1.c: design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.
        
        7.A.1.d: explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring int
        
        7.B: Strategies
        
        7.B.2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathemati
        
        7.B.2.a: work effectively
        
        7.B.2.b: gather and process information
        
        7.B.2.c: generate and analyze ideas
        
        7.B.2.d: observe common themes
        
        7.B.2.e: realize ideas
        
        7.B.2.f: present results
        
        7.C: Skills and Strategies for Interdisciplinary Problem Solving
        
        7.C.1: Working Effectively: Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working
        
        7.C.2: Gathering and Processing Information: Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.
        
        7.C.3: Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
        
        7.C.4: Common Themes: Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
        
        7.C.5: Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result.
        
        7.C.6: Presenting Results: Using a variety of media to present the solution and to communicate the results.
    - Elementary
      - 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
        
        1.A: Mathematical Analysis
        
        1.A.1: Abstraction and symbolic representation are used to communicate mathematically.
        
        1.A.1.a: use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to their immediate environments.
        
        1.A.2: Deductive and inductive reasoning are used to reach mathematical conclusions.
        
        1.A.2.a: use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions.
        
        1.A.3: Critical thinking skills are used in the solution of mathematical problems.
        
        1.A.3.a: explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible.
        
        1.B: Scientific Inquiry
        
        1.B.1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
        
        1.B.1.a: ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.
        
        1.B.1.b: question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.
        
        1.B.1.c: develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.
        
        1.B.2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
        
        1.B.2.a: develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate.
        
        1.B.2.b: share their research plans with others and revise them based on their suggestions.
        
        1.B.2.c: carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities (e.g., length, mass, volume, temperature, and time).
        
        1.B.3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.
        
        1.B.3.a: organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.
        
        1.B.3.b: interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships.
        
        1.B.3.c: share their findings with others and actively seek their interpretations and ideas.
        
        1.B.3.d: adjust their explanations and understandings of objects and events based on their findings and new ideas.
        
        1.C: Engineering Design
        
        1.C.1: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.
        
        1.C.1.a: describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved.
        
        1.C.1.b: investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members.
        
        1.C.1.c: generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices.
        
        1.C.1.d: plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools.
        
        1.C.1.e: discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make t
      - 2: Students will access, generate, process, and transfer information using appropriate technologies.
        
        2.A: Information Systems
        
        2.A.1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
        
        2.A.1.a: use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound.
        
        2.A.1.b: telecommunicate a message to a distant location with teacher help.
        
        2.A.1.c: access needed information from printed media, electronic data bases, and community resources.
        
        2.A.2: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.
        
        2.A.2.a: describe the uses of information systems in homes, schools, and businesses.
        
        2.A.2.b: understand that computers are used to store personal information.
        
        2.A.2.c: demonstrate ability to evaluate information.
        
        2.A.3: Information technology can have positive and negative impacts on society, depending upon how it is used.
        
        2.A.3.a: describe the uses of information systems in homes and schools.
        
        2.A.3.b: demonstrate ability to evaluate information critically.
      - 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algeb
        
        3.A: Mathematical Reasoning
        
        3.A.1: Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.
        
        3.A.1.a: use models, facts, and relationships to draw conclusions about mathematics and explain their thinking.
        
        3.A.1.b: use patterns and relationships to analyze mathematical situations.
        
        3.A.1.c: justify their answers and solution processes.
        
        3.A.1.d: use logical reasoning to reach simple conclusions.
        
        3.B: Number and Numeration
        
        3.B.2: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
        
        3.B.2.a: use whole numbers and fractions to identify locations, quantify groups of objects, and measure distances.
        
        3.B.2.b: use concrete materials to model numbers and number relationships for whole numbers and common fractions, including decimal fractions.
        
        3.B.2.c: relate counting to grouping and to place-value.
        
        3.B.2.d: recognize the order of whole numbers and commonly used fractions and decimals.
        
        3.B.2.e: demonstrate the concept of percent through problems related to actual situations.
        
        3.C: Operations
        
        3.C.3: Students use mathematical operations and relationships among them to understand mathematics.
        
        3.C.3.a: add, subtract, multiply, and divide whole numbers.
        
        3.C.3.b: develop strategies for selecting the appropriate computational and operational method in problem- solving situations.
        
        3.C.3.c: know single digit addition, subtraction, multiplication, and division facts.
        
        3.C.3.d: understand the commutative and associative properties.
        
        3.D: Modeling/Multiple Representation
        
        3.D.4: Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
        
        3.D.4.a: use concrete materials to model spatial relationships.
        
        3.D.4.b: construct tables, charts, and graphs to display and analyze real-world data.
        
        3.D.4.c: use multiple representations (simulations, manipulative materials, pictures, and diagrams) as tools to explain the operation of everyday procedures.
        
        3.D.4.d: use variables such as height, weight, and hand size to predict changes over time.
        
        3.D.4.e: use physical materials, pictures, and diagrams to explain mathematical ideas and processes and to demonstrate geometric concepts.
        
        3.E: Measurement
        
        3.E.5: Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.
        
        3.E.5.a: understand that measurement is approximate, never exact.
        
        3.E.5.b: select appropriate standard and nonstandard measurement tools in measurement activities.
        
        3.E.5.c: understand the attributes of area, length, capacity, weight, volume, time, temperature, and angle.
        
        3.E.5.d: estimate and find measures such as length, perimeter, area, and volume using both nonstandard and standard units.
        
        3.E.5.e: collect and display data.
        
        3.E.5.f: use statistical methods such as graphs, tables, and charts to interpret data.
        
        3.F: Uncertainty
        
        3.F.6: Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.
        
        3.F.6.a: make estimates to compare to actual results of both formal and informal measurement.
        
        3.F.6.b: make estimates to compare to actual results of computations.
        
        3.F.6.c: recognize situations where only an estimate is required.
        
        3.F.6.d: develop a wide variety of estimation skills and strategies.
        
        3.F.6.e: determine the reasonableness of results.
        
        3.F.6.f: predict experimental probabilities.
        
        3.F.6.g: make predictions using unbiased random samples.
        
        3.F.6.h: determine probabilities of simple events.
        
        3.G: Patterns/Functions
        
        3.G.7: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.
        
        3.G.7.a: recognize, describe, extend, and create a wide variety of patterns.
        
        3.G.7.b: represent and describe mathematical relationships.
        
        3.G.7.c: explore and express relationships using variables and open sentences.
        
        3.G.7.d: solve for an unknown using manipulative materials.
        
        3.G.7.e: use a variety of manipulative materials and technologies to explore patterns.
        
        3.G.7.f: interpret graphs.
        
        3.G.7.g: explore and develop relationships among two- and three- dimensional geometric shapes.
        
        3.G.7.h: discover patterns in nature, art, music, and literature.
      - 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
        
        4.A: Physical Setting
        
        4.A.1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
        
        4.A.1.a: describe patterns of daily, monthly, and seasonal changes in their environment.
        
        4.A.2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
        
        4.A.2.a: describe the relationships among air, water, and land on Earth.
        
        4.A.3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
        
        4.A.3.a: observe and describe properties of materials using appropriate tools.
        
        4.A.3.b: describe chemical and physical changes, including changes in states of matter.
        
        4.A.4: Energy exists in many forms, and when these forms change energy is conserved.
        
        4.A.4.a: describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
        
        4.A.4.b: observe the way one form of energy can be transformed into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy).
        
        4.A.5: Energy and matter interact through forces that result in changes in motion.
        
        4.A.5.a: describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces.
        
        4.A.5.b: describe how forces can operate across distances.
        
        4.B: The Living Environment
        
        4.B.1: Living things are both similar to and different from each other and nonliving things.
        
        4.B.1.a: describe the characteristics of and variations between living and nonliving things.
        
        4.B.1.b: describe the life processes common to all living things.
        
        4.B.2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
        
        4.B.2.a: recognize that traits of living things are both inherited and acquired or learned.
        
        4.B.2.b: recognize that for humans and other living things there is genetic continuity between generations.
        
        4.B.3: Individual organisms and species change over time.
        
        4.B.3.a: describe how the structures of plants and animals complement the environment of the plant or animal.
        
        4.B.3.b: observe that differences within a species may give individuals an advantage in surviving and reproducing.
        
        4.B.4: The continuity of life is sustained through reproduction and development.
        
        4.B.4.a: describe the major stages in the life cycles of selected plants and animals.
        
        4.B.4.b: describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises.
        
        4.B.5: Organisms maintain a dynamic equilibrium that sustains life.
        
        4.B.5.a: describe basic life functions of common living specimens (guppy, mealworm, gerbil).
        
        4.B.5.b: describe some survival behaviors of common living specimens.
        
        4.B.5.c: describe the factors that help promote good health and growth in humans.
        
        4.B.6: Plants and animals depend on each other and their physical environment.
        
        4.B.6.a: describe how plants and animals, including humans, depend upon each other and the nonliving environment.
        
        4.B.6.b: describe the relationship of the sun as an energy source for living and nonliving cycles.
        
        4.B.7: Human decisions and activities have had a profound impact on the physical and living environment.
        
        4.B.7.a: identify ways in which humans have changed their environment and the effects of those changes.
      - 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
        
        5.A: Engineering Design
        
        5.A.1: Engineering design is an iterative process involving modeling and optimization used to develop technological solutions to problems within given constraints.
        
        5.A.1.a: describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved.
        
        5.A.1.b: investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members.
        
        5.A.1.c: generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices.
        
        5.A.1.d: plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools.
        
        5.A.1.e: discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make t
        
        5.B: Tools, Resources, and Technological Processes
        
        5.B.2: Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms
        
        5.B.2.a: explore, use, and process a variety of materials and energy sources to design and construct things.
        
        5.B.2.b: understand the importance of safety, cost, ease of use, and availability in selecting tools and resources for a specific purpose.
        
        5.B.2.c: develop basic skill in the use of hand tools.
        
        5.B.2.d: use simple manufacturing processes (e.g., assembly, multiple stages of production, quality control) to produce a product.
        
        5.B.2.e: use appropriate graphic and electronic tools and techniques to process information.
        
        5.C: Computer Technology
        
        5.C.3: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.
        
        5.C.3.a: identify and describe the function of the major components of a computer system.
        
        5.C.3.b: use the computer as a tool for generating and drawing ideas.
        
        5.C.3.c: control computerized devices and systems through programming.
        
        5.C.3.d: model and simulate the design of a complex environment by giving direct commands.
        
        5.D: Technological Systems
        
        5.D.4: Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy, or other systems.
        
        5.D.4.a: identify familiar examples of technological systems that are used to satisfy human needs and wants, and select them on the basis of safety, cost, and function.
        
        5.D.4.b: assemble and operate simple technological systems, including those with interconnecting mechanisms to achieve different kinds of movement.
        
        5.D.4.c: understand that larger systems are made up of smaller component subsystems.
        
        5.E: History and Evolution of Technology
        
        5.E.5: Technology has been the driving force in the evolution of society from an agricultural to an industrial to an information base.
        
        5.E.5.a: identify technological developments that have significantly accelerated human progress.
        
        5.F: Impacts of Technology
        
        5.F.6: Technology can have positive and negative impacts on individuals, society, and the environment and humans have the capability and responsibility to constrain or promote technological development.
        
        5.F.6.a: describe how technology can have positive and negative effects on the environment and on the way people live and work.
        
        5.G: Management of Technology
        
        5.G.7: Project management is essential to ensuring that technological endeavors are profitable and that products and systems are of high quality and built safely, on schedule, and within budget.
        
        5.G.7.a: participate in small group projects and in structured group tasks requiring planning, financing, production, quality control, and follow-up.
        
        5.G.7.b: speculate on and model possible technological solutions that can improve the safety and quality of the school or community environment.
      - 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
        
        6.A: Systems Thinking
        
        6.A.1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
        
        6.A.1.a: observe and describe interactions among components of simple systems.
        
        6.A.1.b: identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings).
        
        6.B: Models
        
        6.B.2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
        
        6.B.2.a: analyze, construct, and operate models in order to discover attributes of the real thing.
        
        6.B.2.b: discover that a model of something is different from the real thing but can be used to study the real thing.
        
        6.B.2.c: use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world.
        
        6.C: Magnitude and Scale
        
        6.C.3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.
        
        6.C.3.a: provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds, and other measurements.
        
        6.C.3.b: identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior.
        
        6.D: Equilibrium and Stability
        
        6.D.4: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
        
        6.D.4.a: cite examples of systems in which some features stay the same while other features change.
        
        6.D.4.b: distinguish between reasons for stability-from lack of changes to changes that counterbalance one another to changes within cycles.
        
        6.E: Patterns of Change
        
        6.E.5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.
        
        6.E.5.a: use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data.
        
        6.E.5.b: analyze data by making tables and graphs and looking for patterns of change.
        
        6.F: Optimization
        
        6.F.6: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.
        
        6.F.6.a: determine the criteria and constraints of a simple decision making problem.
        
        6.F.6.b: use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem.
      - 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
        
        7.A: Connections
        
        7.A.1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenome
        
        7.A.1.a: analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action.
        
        7.A.1.b: make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit tradeoffs to arrive at an optimal choice.
        
        7.A.1.c: design solutions to problems involving a familiar and real context, investigate related science concepts to inform the solution, and use mathematics to model, quantify, measure, and compute.
        
        7.A.1.d: observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions.
        
        7.B: Strategies
        
        7.B.2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathemati
        
        7.B.2.a: work effectively
        
        7.B.2.b: gather and process information
        
        7.B.2.c: generate and analyze ideas
        
        7.B.2.d: observe common themes
        
        7.B.2.e: realize ideas
        
        7.B.2.f: present results
        
        7.C: Skills and Strategies for Interdisciplinary Problem Solving
        
        7.C.1: Working Effectively: Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working
        
        7.C.2: Gathering and Processing Information: Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.
        
        7.C.3: Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
        
        7.C.4: Common Themes: Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
        
        7.C.5: Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result.
        
        7.C.6: Presenting Results: Using a variety of media to present the solution and to communicate the results.
    - Four Year Sequence Commencement
      - 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algeb
        
        3.A: Mathematical Reasoning
        
        3.A.1: Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.
        
        3.A.1.a: construct indirect proofs or proofs using mathematical induction
        
        3.A.1.b: investigate and compare the axiomatic structures of various geometries
        
        3.B: Number and Numeration
        
        3.B.2: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
        
        3.B.2.a: understand the concept of infinity
        
        3.B.2.b: recognize the hierarchy of the complex number system
        
        3.B.2.c: model the structure of the complex number system
        
        3.B.2.d: recognize when to use and how to apply the field properties
        
        3.C: Operations
        
        3.C.3: Students use mathematical operations and relationships among them to understand mathematics.
        
        3.C.3.a: use appropriate techniques, including graphing utilities, to perform basic operations on matrices
        
        3.C.3.b: use rational exponents on real numbers and all operations on complex numbers
        
        3.C.3.c: combine functions using the basic operations and the composition of two functions
        
        3.D: Modeling/Multiple Representation
        
        3.D.4: Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
        
        3.D.4.a: model vector quantities both algebraically and geometrically
        
        3.D.4.b: represent graphically the sum and difference of two complex numbers
        
        3.D.4.c: model and solve problems that involve absolute value, vectors, and matrices
        
        3.D.4.d: model quadratic inequalities both algebraically and graphically
        
        3.D.4.e: model the composition of transformations
        
        3.D.4.f: determine the effects of changing parameters of the graphs of functions
        
        3.D.4.g: use polynomial, rational, trigonometric, and exponential functions to model real-world relationships
        
        3.D.4.h: use algebraic relationships to analyze the conic sections
        
        3.D.4.i: use circular functions to study and model periodic real-world phenomena
        
        3.D.4.j: illustrate spatial relationships using perspective, projections, and maps
        
        3.D.4.k: represent problem situations using discrete structures such as finite graphs, matrices, sequences, and recurrence relations
        
        3.D.4.l: analyze spatial relationships using the Cartesian coordinate system in three dimensions
        
        3.E: Measurement
        
        3.E.5: Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.
        
        3.E.5.a: derive and apply formulas relating angle measure and arc degree measure in a circle
        
        3.E.5.b: prove and apply theorems related to lengths of segments in a circle
        
        3.E.5.c: define the trigonometric functions in terms of the unit circle
        
        3.E.5.d: relate trigonometric relationships to the area of a triangle and to the general solutions of triangles
        
        3.E.5.e: apply the normal curve and its properties to familiar contexts
        
        3.E.5.f: design a statistical experiment to study a problem and communicate the outcomes, including dispersion
        
        3.E.5.g: use statistical methods, including scatter plots and lines of best fit, to make predictions
        
        3.E.5.h: apply the conceptual foundation of limits, infinite sequences and series, the area under a curve, rate of change, inverse variation, and the slope of a tangent line to authentic problems in mathematics and other disciplines
        
        3.E.5.i: determine optimization points on a graph
        
        3.E.5.j: use derivatives to find maximum, minimum, and inflection points of a function
        
        3.F: Uncertainty
        
        3.F.6: Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.
        
        3.F.6.a: interpret probabilities in real-world situations
        
        3.F.6.b: use a Bernoulli experiment to determine probabilities for experiments with exactly two outcomes
        
        3.F.6.c: use curve fitting to predict from data
        
        3.F.6.d: apply the concept of random variable to generate and interpret probability distributions
        
        3.F.6.e: create and interpret applications of discrete and continuous probability distributions
        
        3.F.6.f: make predictions based on interpolations and extrapolations from data
        
        3.F.6.g: obtain confidence intervals and test hypotheses using appropriate statistical methods
        
        3.F.6.h: approximate the roots of polynomial equations
        
        3.G: Patterns/Functions
        
        3.G.7: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.
        
        3.G.7.a: solve equations with complex roots using a variety of algebraic and graphical methods with appropriate tools
        
        3.G.7.b: understand and apply the relationship between rectangular form and polar form of a complex number
        
        3.G.7.c: evaluate and form the composition of functions
        
        3.G.7.d: use the definition of a derivative to examine properties of a function
        
        3.G.7.e: solve equations involving fractions, absolute values, and radicals
        
        3.G.7.f: use basic transformations to demonstrate similarity and congruence of figures
        
        3.G.7.g: identify and differentiate between direct and indirect isometrics
        
        3.G.7.h: analyze inverse functions using transformations
        
        3.G.7.i: apply ideas of symmetries in sketching and analyzing graphs of functions
        
        3.G.7.j: use the normal curve to answer questions about data
        
        3.G.7.k: develop methods to solve trigonometric equations and verify trigonometric functions
        
        3.G.7.l: describe patterns produced by processes of geometric change, formally connecting iteration, approximations, limits, and fractals
        
        3.G.7.m: extend pattern and compute the nth term in numerical and geometric sequences
        
        3.G.7.n: use the limiting process to analyze infinite sequences and series
        
        3.G.7.o: use algebraic and geometric iteration to explore patterns and solve problems
        
        3.G.7.p: solve optimization problems
        
        3.G.7.q: use linear programming and difference equations in the solution of problems
    - Intermediate
      - 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
        
        1.A: Mathematical Analysis
        
        1.A.1: Abstraction and symbolic representation are used to communicate mathematically.
        
        1.A.1.a: extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships.
        
        1.A.2: Deductive and inductive reasoning are used to reach mathematical conclusions.
        
        1.A.2.a: use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena.
        
        1.A.3: Critical thinking skills are used in the solution of mathematical problems.
        
        1.A.3.a: apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.
        
        1.B: Scientific Inquiry
        
        1.B.1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
        
        1.B.1.a: formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.
        
        1.B.1.b: construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.
        
        1.B.1.c: represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others.
        
        1.B.1.d: seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.
        
        1.B.2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
        
        1.B.2.a: use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.
        
        1.B.2.b: develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments.
        
        1.B.2.c: carry out their research proposals, recording observations and measurements (e.g., lab notes, audio tape, computer disk, video tape) to help assess the explanation.
        
        1.B.3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.
        
        1.B.3.a: design charts, tables, graphs and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.
        
        1.B.3.b: interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.
        
        1.B.3.c: modify their personal understanding of phenomena based on evaluation of their hypothesis.
        
        1.C: Engineering Design
        
        1.C.1: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.
        
        1.C.1.a: identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.
        
        1.C.1.b: locate and utilize a range of printed, electronic, and human information resources to obtain ideas.
        
        1.C.1.c: consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluat
        
        1.C.1.d: develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.
        
        1.C.1.e: in a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss tradeoffs that might have to be made.
      - 2: Students will access, generate, process, and transfer information using appropriate technologies.
        
        2.A: Information Systems
        
        2.A.1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
        
        2.A.1.a: use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based presentations.
        
        2.A.1.b: use spreadsheets and data-base software to collect, process, display, and analyze information. Students access needed information from electronic data bases and on-line telecommunication services.
        
        2.A.1.c: systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries, and individuals.
        
        2.A.1.d: collect data from probes to measure events and phenomena.
        
        2.A.1.e: use simple modeling programs to make predictions.
        
        2.A.2: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.
        
        2.A.2.a: understand the need to question the accuracy of information displayed on a computer because the results produced by a computer may be affected by incorrect data entry.
        
        2.A.2.b: identify advantages and limitations of data-handling programs and graphics programs.
        
        2.A.2.c: understand why electronically stored personal information has greater potential for misuse than records kept in conventional form.
        
        2.A.3: Information technology can have positive and negative impacts on society, depending upon how it is used.
        
        2.A.3.a: use graphical, statistical, and presentation software to presents project to fellow classmates.
        
        2.A.3.b: describe applications of information technology in mathematics, science, and other technologies that address needs and solve problems in the community.
        
        2.A.3.c: explain the impact of the use and abuse of electronically generated information on individuals and families.
      - 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algeb
        
        3.A: Mathematical Reasoning
        
        3.A.1: Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.
        
        3.A.1.a: apply a variety of reasoning strategies.
        
        3.A.1.b: make and evaluate conjectures and arguments using appropriate language.
        
        3.A.1.c: make conclusions based on inductive reasoning.
        
        3.A.1.d: justify conclusions involving simple and compound (i.e., and/or) statements.
        
        3.B: Number and Numeration
        
        3.B.2: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
        
        3.B.2.a: understand, represent, and use numbers in a variety of equivalent forms (integer, fraction, decimal, percent, exponential, expanded and scientific notation).
        
        3.B.2.b: understand and apply ratios, proportions, and percents through a wide variety of hands-on explorations.
        
        3.B.2.c: develop an understanding of number theory (primes, factors, and multiples).
        
        3.B.2.d: recognize order relations for decimals, integers, and rational numbers.
        
        3.C: Operations
        
        3.C.3: Students use mathematical operations and relationships among them to understand mathematics.
        
        3.C.3.a: add, subtract, multiply, and divide fractions, decimals, and integers.
        
        3.C.3.b: explore and use the operations dealing with roots and powers.
        
        3.C.3.c: use grouping symbols (parentheses) to clarify the intended order of operations.
        
        3.C.3.d: apply the associative, commutative, distributive, inverse, and identity properties.
        
        3.C.3.e: demonstrate an understanding of operational algorithms (procedures for adding, subtracting, etc.).
        
        3.C.3.f: develop appropriate proficiency with facts and algorithms.
        
        3.C.3.g: apply concepts of ratio and proportion to solve problems.
        
        3.D: Modeling/Multiple Representation
        
        3.D.4: Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
        
        3.D.4.a: visualize, represent, and transform two- and three- dimensional shapes.
        
        3.D.4.b: use maps and scale drawings to represent real objects or places.
        
        3.D.4.c: use the coordinate plane to explore geometric ideas.
        
        3.D.4.d: represent numerical relationships in one- and two- dimensional graphs.
        
        3.D.4.e: use variables to represent relationships.
        
        3.D.4.f: use concrete materials and diagrams to describe the operation of real world processes and systems.
        
        3.D.4.g: develop and explore models that do and do not rely on chance.
        
        3.D.4.h: investigate both two- and three-dimensional transformations.
        
        3.D.4.i: use appropriate tools to construct and verify geometric relationships.
        
        3.D.4.j: develop procedures for basic geometric constructions.
        
        3.E: Measurement
        
        3.E.5: Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.
        
        3.E.5.a: estimate, make, and use measurements in real-world situations.
        
        3.E.5.b: select appropriate standard and nonstandard measurement units and tools to measure to a desired degree of accuracy.
        
        3.E.5.c: develop measurement skills and informally derive and apply formulas in direct measurement activities.
        
        3.E.5.d: use statistical methods and measures of central tendencies to display, describe, and compare data.
        
        3.E.5.e: explore and produce graphic representations of data using calculators/computers.
        
        3.E.5.f: develop critical judgment for the reasonableness of measurement.
        
        3.F: Uncertainty
        
        3.F.6: Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.
        
        3.F.6.a: use estimation to check the reasonableness of results obtained by computation, algorithms, or the use of technology.
        
        3.F.6.b: use estimation to solve problems for which exact answers are inappropriate.
        
        3.F.6.c: estimate the probability of events.
        
        3.F.6.d: use simulation techniques to estimate probabilities.
        
        3.F.6.e: determine probabilities of independent and mutually exclusive events.
        
        3.G: Patterns/Functions
        
        3.G.7: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.
        
        3.G.7.a: recognize, describe, and generalize a wide variety of patterns and functions.
        
        3.G.7.b: describe and represent patterns and functional relationships using tables, charts and graphs, algebraic expressions, rules, and verbal descriptions.
        
        3.G.7.c: develop methods to solve basic linear and quadratic equations.
        
        3.G.7.d: develop an understanding of functions and functional relationships: that a change in one quantity (variable) results in change in another.
        
        3.G.7.e: verify results of substituting variables.
        
        3.G.7.f: apply the concept of similarity in relevant situations.
        
        3.G.7.g: use properties of polygons to classify them.
        
        3.G.7.h: explore relationships involving points, lines, angles, and planes.
        
        3.G.7.i: develop and apply the Pythagorean principle in the solution of problems.
        
        3.G.7.j: explore and develop basic concepts of right triangle trigonometry.
        
        3.G.7.k: use patterns and functions to represent and solve problems.
      - 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
        
        4.A: Physical Setting
        
        4.A.1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
        
        4.A.1.a: explain daily, monthly, and seasonal changes on earth.
        
        4.A.2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
        
        4.A.2.a: explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change.
        
        4.A.2.b: describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
        
        4.A.3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
        
        4.A.3.a: observe and describe properties of materials, such as density, conductivity, and solubility.
        
        4.A.3.b: distinguish between chemical and physical changes.
        
        4.A.3.c: develop their own mental models to explain common chemical reactions and changes in states of matter.
        
        4.A.4: Energy exists in many forms, and when these forms change energy is conserved.
        
        4.A.4.a: describe the sources and identify the transformations of energy observed in everyday life.
        
        4.A.4.b: observe and describe heating and cooling events.
        
        4.A.4.c: observe and describe energy changes as related to chemical reactions.
        
        4.A.4.d: observe and describe the properties of sound, light, magnetism, and electricity.
        
        4.A.4.e: describe situations that support the principle of conservation of energy.
        
        4.A.5: Energy and matter interact through forces that result in changes in motion.
        
        4.A.5.a: describe different patterns of motion of objects.
        
        4.A.5.b: observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects.
        
        4.B: The Living Environment
        
        4.B.1: Living things are both similar to and different from each other and nonliving things.
        
        4.B.1.a: compare and contrast the parts of plants, animals, and one-celled organisms.
        
        4.B.1.b: explain the functioning of the major human organ systems and their interactions.
        
        4.B.2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
        
        4.B.2.a: describe sexual and asexual mechanisms for passing genetic materials from generation to generation.
        
        4.B.2.b: describe simple mechanisms related to the inheritance of some physical traits in offspring.
        
        4.B.3: Individual organisms and species change over time.
        
        4.B.3.a: describe sources of variation in organisms and their structures and relate the variations to survival.
        
        4.B.3.b: describe factors responsible for competition within species and the significance of that competition.
        
        4.B.4: The continuity of life is sustained through reproduction and development.
        
        4.B.4.a: observe and describe the variations in reproductive patterns of organisms, including asexual and sexual reproduction.
        
        4.B.4.b: explain the role of sperm and egg cells in sexual reproduction.
        
        4.B.4.c: observe and describe developmental patterns in selected plants and animals (e.g., insects, frogs, humans, seed- bearing plants).
        
        4.B.4.d: observe and describe cell division at the microscopic level and its macroscopic effects.
        
        4.B.5: Organisms maintain a dynamic equilibrium that sustains life.
        
        4.B.5.a: compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium.
        
        4.B.5.b: describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth and explain the need for a constant input of energy for living organisms.
        
        4.B.6: Plants and animals depend on each other and their physical environment.
        
        4.B.6.a: describe the flow of energy and matter through food chains and food webs.
        
        4.B.6.b: provide evidence that green plants make food and explain the significance of this process to other organisms.
        
        4.B.7: Human decisions and activities have had a profound impact on the physical and living environment.
        
        4.B.7.a: describe how living things, including humans, depend upon the living and nonliving environment for their survival.
        
        4.B.7.b: describe the effects of environmental changes on humans and other populations.
      - 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
        
        5.A: Engineering Design
        
        5.A.1: Engineering design is an iterative process involving modeling and optimization used to develop technological solutions to problems within given constraints.
        
        5.A.1.a: identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.
        
        5.A.1.b: locate and utilize a range of printed, electronic, and human information resources to obtain ideas.
        
        5.A.1.c: consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluat
        
        5.A.1.d: develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.
        
        5.A.1.e: in a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss tradeoffs that might have to be made.
        
        5.B: Tools, Resources, and Technological Processes
        
        5.B.2: Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms
        
        5.B.2.a: choose and use resources for a particular purpose based upon an analysis and understanding of their properties, costs, availability, and environmental impact.
        
        5.B.2.b: use a variety of hand tools and machines to change materials into new forms through forming, separating, and combining processes, and processes which cause internal change to occur.
        
        5.B.2.c: combine manufacturing processes with other technological processes to produce, market, and distribute a product.
        
        5.B.2.d: process energy into other forms and information into more meaningful information.
        
        5.C: Computer Technology
        
        5.C.3: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.
        
        5.C.3.a: assemble a computer system including keyboard, central processing unit and disc drives, mouse, modem, printer, and monitor.
        
        5.C.3.b: use a computer system to connect to and access needed information from various Internet sites.
        
        5.C.3.c: use computer hardware and software to draw and dimension prototypical designs.
        
        5.C.3.d: use a computer as a modeling tool.
        
        5.C.3.e: use a computer system to monitor and control external events and/or systems.
        
        5.D: Technological Systems
        
        5.D.4: Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy, or other systems.
        
        5.D.4.a: select appropriate technological systems on the basis of safety, function, cost, ease of operation, and quality of post-purchase support.
        
        5.D.4.b: assemble, operate, and explain the operation of simple open- and closed-loop electrical, electronic, mechanical, and pneumatic systems.
        
        5.D.4.c: describe how subsystems and system elements (inputs, processes, outputs) interact within systems.
        
        5.D.4.d: describe how system control requires sensing information, processing it, and making changes.
        
        5.E: History and Evolution of Technology
        
        5.E.5: Technology has been the driving force in the evolution of society from an agricultural to an industrial to an information base.
        
        5.E.5.a: describe how the evolution of technology led to the shift in society from an agricultural base to an industrial base to an information base.
        
        5.E.5.b: understand the contributions of people of different genders, races, and ethnic groups to technological development.
        
        5.E.5.c: describe how new technologies have evolved as a result of combining existing technologies (e.g., photography combined optics and chemistry; the airplane combined kite and glider technology with a lightweight gasoline engine).
        
        5.F: Impacts of Technology
        
        5.F.6: Technology can have positive and negative impacts on individuals, society, and the environment and humans have the capability and responsibility to constrain or promote technological development.
        
        5.F.6.a: describe how outputs of a technological system can be desired, undesired, expected, or unexpected.
        
        5.F.6.b: describe through examples how modern technology reduces manufacturing and construction costs and produces more uniform products.
        
        5.G: Management of Technology
        
        5.G.7: Project management is essential to ensuring that technological endeavors are profitable and that products and systems are of high quality and built safely, on schedule, and within budget.
        
        5.G.7.a: manage time and financial resources in a technological project.
        
        5.G.7.b: provide examples of products that are well (and poorly) designed and made, describe their positive and negative attributes, and suggest measures that can be implemented to monitor quality during production.
        
        5.G.7.c: assume leadership responsibilities within a structured group activity.
      - 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
        
        6.A: Systems Thinking
        
        6.A.1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
        
        6.A.1.a: describe the differences between dynamic systems and organizational systems.
        
        6.A.1.b: describe the differences and similarities between engineering systems, natural systems, and social systems.
        
        6.A.1.c: describe the differences between open- and closed-loop systems.
        
        6.A.1.d: describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.
        
        6.B: Models
        
        6.B.2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
        
        6.B.2.a: select an appropriate model to begin the search for answers or solutions to a question or problem.
        
        6.B.2.b: use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).
        
        6.B.2.c: demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.
        
        6.C: Magnitude and Scale
        
        6.C.3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.
        
        6.C.3.a: cite examples of how different aspects of natural and designed systems change at different rates with changes in scale.
        
        6.C.3.b: use powers of ten notation to represent very small and very large numbers.
        
        6.D: Equilibrium and Stability
        
        6.D.4: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
        
        6.D.4.a: describe how feedback mechanisms are used in both designed and natural systems to keep changes within desired limits.
        
        6.D.4.b: describe changes within equilibrium cycles in terms of frequency or cycle length and determine the highest and lowest values and when they occur.
        
        6.E: Patterns of Change
        
        6.E.5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.
        
        6.E.5.a: use simple linear equations to represent how a parameter changes with time.
        
        6.E.5.b: observe patterns of change in trends or cycles and make predictions on what might happen in the future.
        
        6.F: Optimization
        
        6.F.6: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.
        
        6.F.6.a: determine the criteria and constraints and make tradeoffs to determine the best decision.
        
        6.F.6.b: use graphs of information for a decision making problem to determine the optimum solution.
      - 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
        
        7.A: Connections
        
        7.A.1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenome
        
        7.A.1.a: analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action.
        
        7.A.1.b: make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.
        
        7.A.1.c: design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.
        
        7.A.1.d: describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical a
        
        7.B: Strategies
        
        7.B.2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathemati
        
        7.B.2.a: work effectively
        
        7.B.2.b: gather and process information
        
        7.B.2.c: generate and analyze ideas
        
        7.B.2.d: observe common themes
        
        7.B.2.e: realize ideas
        
        7.B.2.f: present results
        
        7.C: Skills and Strategies for Interdisciplinary Problem Solving
        
        7.C.1: Working Effectively: Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working
        
        7.C.2: Gathering and Processing Information: Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.
        
        7.C.3: Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
        
        7.C.4: Common Themes: Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
        
        7.C.5: Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result.
        
        7.C.6: Presenting Results: Using a variety of media to present the solution and to communicate the results.
  - Social Studies (1996)
    - Commencement
      - 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
        
        1.1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
        
        1.1.1: analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans
        
        1.1.2: describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the New York State Constitution, the United States Constitution, the Bill of Rights, and other important historical documents.
        
        1.2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
        
        1.2.1: discuss several schemes for periodizing the history of New York State and the United States
        
        1.2.2: develop and test hypotheses about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues
        
        1.2.3: compare and contrast the experiences of different groups in the United States
        
        1.2.4: examine how the Constitution, United States law, and the rights of citizenship provide a major unifying factor in bringing together Americans from diverse roots and traditions
        
        1.2.5: analyze the United States involvement in foreign affairs and a willingness to engage in international politics, examining the ideas and traditions leading to these foreign policies
        
        1.2.6: compare and contrast the values exhibited and foreign policies implemented by the United States and other nations over time with those expressed in the United Nations Charter and international law.
        
        1.3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
        
        1.3.1: compare and contrast the experiences of different ethnic, national, and religious groups, including Native American Indians, in the United States, explaining their contributions to American society and culture
        
        1.3.2: research and analyze the major themes and developments in New York State and United States history (e.g., colonization and settlement; Revolution and New National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American la
        
        1.3.3: prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history
        
        1.3.4: understand the interrelationships between world events and developments in New York State and the United States (e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom).
        
        1.4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and
        
        1.4.1: analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors' perspectives
        
        1.4.2: consider different historians' analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations
        
        1.4.3: evaluate the validity and credibility of historical interpretations of important events or issues in New York State or United States history, revising these interpretations as new information is learned and other interpretations are developed. (Adapted fr
      - 2: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
        
        2.1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and i
        
        2.1.1: define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions
        
        2.1.2: understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time
        
        2.1.3: analyze historic events from around the world by examining accounts written from different perspectives
        
        2.1.4: understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras
        
        2.1.5: analyze changing and competing interpretations of issues, events, and developments throughout world history.
        
        2.2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
        
        2.2.1: distinguish between the past, present, and future by creating multiple-tier timelines that display important events and developments from world history across time and place
        
        2.2.2: evaluate the effectiveness of different models for the periodization of important historic events, identifying the reasons why a particular sequence for these events was chosen
        
        2.2.3: analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective
        
        2.2.4: explain the importance of analyzing narratives drawn from different times and places to understand historical events
        
        2.2.5: investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes.
        
        2.3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
        
        2.3.1: analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities
        
        2.3.2: explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world
        
        2.3.3: examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.
        
        2.4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand
        
        2.4.1: identify historical problems, pose analytical questions or hypotheses, research analytical questions or test hypotheses, formulate conclusions or generalizations, raise new questions or issues for further investigation
        
        2.4.2: interpret and analyze documents and artifacts related to significant developments and events in world history
        
        2.4.3: plan and organize historical research projects related to regional or global interdependence
        
        2.4.4: analyze different interpretations of important events, issues, or developments in world history by studying the social, political, and economic context in which they were developed; by testing the data source for reliability and validity, credibility, aut
      - 3: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the Earth's
        
        3.1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settin
        
        3.1.1: understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions
        
        3.1.2: describe the physical characteristics of the Earth's surface and investigate the continual reshaping of the surface by physical processes and human activities
        
        3.1.3: investigate the characteristics, distribution, and migration of human populations on the Earth's surface (Taken from National Geography Standards, 1994)
        
        3.1.4: understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world
        
        3.1.5: analyze how the forces of cooperation and conflict among people influence the division and control of the Earth's surface (Taken from National Geography Standards, 1994)
        
        3.1.6: explain how technological change affects people, places, and regions.
        
        3.2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards
        
        3.2.1: plan, organize, and present geographic research projects
        
        3.2.2: locate and gather geographic information from a variety of primary and secondary sources (Taken from National Geography Standards, 1994)
        
        3.2.3: select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information
        
        3.2.4: analyze geographic information by developing and testing inferences and hypotheses, and formulating conclusions from maps, photographs, computer models, and other geographic representations (Adapted from National Geography Standards, 1994)
        
        3.2.5: develop and test generalizations and conclusions and pose analytical questions based on the results of geographic inquiry.
      - 4: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function
        
        4.1: The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.
        
        4.1.1: analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic needs and wants by utilizing scarce resources
        
        4.1.2: define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources, money and banking, economic growth, markets, costs, competition, and world economic systems
        
        4.1.3: understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and benefits
        
        4.1.4: describe the ideals, principles, structure, practices, accomplishments, and problems related to the United States economic system
        
        4.1.5: compare and contrast the United States economic system with other national economic systems, focusing on the three fundamental economic questions
        
        4.1.6: explain how economic decision making has become global as a result of an interdependent world economy
        
        4.1.7: understand the roles in the economic system of consumers, producers, workers, investors, and voters.
        
        4.2: Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.
        
        4.2.1: identify, locate, and evaluate economic information from standard reference works, newspapers, periodicals, computer databases, monographs, textbooks, government publications, and other primary and secondary sources
        
        4.2.2: use economic information by identifying similarities and differences in trends; inferring relationships between various elements of an economy: organizing and arranging information in charts, tables, and graphs; extrapolating and making conclusions about
        
        4.2.3: apply a problem-solving model to identify economic problems or issues, generate hypotheses, test hypotheses, investigate and analyze selected data, consider alternative solutions or positions, and make decisions about the best solution or position
        
        4.2.4: present economic information and conclusions in different formats, including graphic representations, computer models, research reports, and oral presentations.
      - 5: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitut
        
        5.1: The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Ada
        
        5.1.1: analyze how the values of a nation and international organizations affect the guarantee of human rights and make provisions for human needs
        
        5.1.2: consider the nature and evolution of constitutional democracies throughout the world
        
        5.1.3: compare various political systems with that of the United States in terms of ideology, structure, function, institutions, decision-making processes, citizenship roles, and political culture
        
        5.1.4: identify and analyze advantages and disadvantages of various governmental systems.
        
        5.2: The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights,
        
        5.2.1: trace the evolution of American values, beliefs, and institutions
        
        5.2.2: analyze the disparities between civic values expressed in the United States Constitution and the United Nation Universal Declaration of Human Rights and the realities as evidenced in the political, social, and economic life in the United States and throug
        
        5.2.3: identify, respect, and model those core civic values inherent in our founding documents that have been forces for unity in American society
        
        5.2.4: compare and contrast the Constitutions of the United States and New York State
        
        5.2.5: understand the dynamic relationship between federalism and state's rights.
        
        5.3: Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen's rights and responsibilities.
        
        5.3.1: understand how citizenship includes the exercise of certain personal responsibilities, including voting, considering the rights and interests of others, behaving in a civil manner, and accepting responsibility for the consequences of one's actions (Adapte
        
        5.3.2: analyze issues at the local, state, and national levels and prescribe responses that promote the public interest or general welfare, such as planning and carrying out a voter registration campaign
        
        5.3.3: describe how citizenship is defined by the Constitution and important laws
        
        5.3.4: explore how citizens influence public policy in a representative democracy.
        
        5.4: The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refin
        
        5.4.1: participate as informed citizens in the political justice system and processes of the United States, including voting
        
        5.4.2: evaluate, take, and defend positions on what the fundamental values and principles of American political life are and their importance to the maintenance of constitutional democracy (Adapted from The National Standards for Civics and Government, 1994)
        
        5.4.3: take, defend, and evaluate positions about attitudes that facilitate thoughtful and effective participation in public affairs
        
        5.4.4: consider the need to respect the rights of others, to respect others' points of view (Adapted from The National Standards for Civics and Government, 1996)
        
        5.4.5: participate in school/classroom/community activities that focus on an issue or problem
        
        5.4.6: prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the consequences for each alternative solution or course of action, prioritizes the solutions based on established criteria, and prop
        
        5.4.7: explain how democratic principles have been used in resolving an issue or problem.
    - Elementary
      - 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
        
        1.1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
        
        1.1.1: know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it
        
        1.1.2: understand the basic ideals of American democracy as explained in the Declaration of Independence and the Constitution and other important documents
        
        1.1.3: explain those values, practices, and traditions that unite all Americans.
        
        1.2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
        
        1.2.1: gather and organize information about the traditions transmitted by various groups living in their neighborhood and community
        
        1.2.2: recognize how traditions and practices were passed from one generation to the next
        
        1.2.3: distinguish between near and distant past and interpret simple timelines.
        
        1.3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
        
        1.3.1: gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities
        
        1.3.2: classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious
        
        1.3.3: identify individuals who have helped to strengthen democracy in the United States and throughout the world.
        
        1.4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and
        
        1.4.1: consider different interpretations of key events and/or issues in history and understand the differences in these accounts
        
        1.4.2: explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State
        
        1.4.3: view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
      - 2: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
        
        2.1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and i
        
        2.1.1: read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their motivations, hopes, fears, strengths, and weaknesses
        
        2.1.2: explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop
        
        2.1.3: study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.
        
        2.2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
        
        2.2.1: distinguish between past, present, and future time periods
        
        2.2.2: develop timelines that display important events and eras from world history
        
        2.2.3: measure and understand the meaning of calendar time in terms of years, decades, centuries, and millennia, using BC and AD as reference points
        
        2.2.4: compare important events and accomplishments from different time periods in world history.
        
        2.3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
        
        2.3.1: understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities
        
        2.3.2: gather and present information about important developments from world history
        
        2.3.3: understand how the terms social, political, economic, and cultural can be used to describe human activities or practices.
        
        2.4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand
        
        2.4.1: consider different interpretations of key events and developments in world history and understand the differences in these accounts
        
        2.4.2: explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world
        
        2.4.3: view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
      - 3: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the Earth's
        
        3.1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settin
        
        3.1.1: study about how people live, work, and utilize natural resources
        
        3.1.2: draw maps and diagrams that serve as representations of places, physical features, and objects
        
        3.1.3: locate places within the local community, State, and nation; locate the Earth's continents in relation to each other and to principal parallels and meridians. (Adapted from National Geography Standards, 1994)
        
        3.1.4: identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994)
        
        3.1.5: investigate how people depend on and modify the physical environment.
        
        3.2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography Standard
        
        3.2.1: ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places (Adapted from National Geography Standard
        
        3.2.2: gather and organize geographic information from a variety of sources and display in a number of ways
        
        3.2.3: analyze geographic information by making relationships, interpreting trends and relationships, and analyzing geographic data. (Adapted from National Geography Standards, 1994)
      - 4: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function
        
        4.1: The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.
        
        4.1.1: know some ways individuals and groups attempt to satisfy their basic needs and wants by utilizing scarce resources
        
        4.1.2: explain how people's wants exceed their limited resources and that this condition defines scarcity
        
        4.1.3: know that scarcity requires individuals to make choices and that these choices involve costs
        
        4.1.4: study about how the availability and distribution of resources is important to a nation's economic growth
        
        4.1.5: understand how societies organize their economies to answer three fundamental economic questions: What goods and services shall be produced and in what quantities ? How shall goods and services be produced? For whom shall goods and services be produced?
        
        4.1.6: investigate how production, distribution, exchange, and consumption of goods and services are economic decisions with which all societies and nations must deal.
        
        4.2: Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.
        
        4.2.1: locate economic information, using card catalogues, computer databases, indices, and library guides
        
        4.2.2: collect economic information from textbooks, standard references, newspapers, periodicals, and other primary and secondary sources
        
        4.2.3: make hypotheses about economic issues and problems, testing, refining, and eliminating hypotheses and developing new ones when necessary
        
        4.2.4: present economic information by developing charts, tables, diagrams, and simple graphs.
      - 5: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitut
        
        5.1: The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Ada
        
        5.1.1: know the meaning of key terms and concepts related to government, including democracy, power, citizenship, nation-state, and justice
        
        5.1.2: explain the probable consequences of the absence of government and rules
        
        5.1.3: describe the basic purposes of government and the importance of civic life
        
        5.1.4: understand that social and political systems are based upon people's beliefs
        
        5.1.5: discuss how and why the world is divided into nations and what kinds of governments other nations have.
        
        5.2: The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights,
        
        5.2.1: explain how the Constitutions of New York State and the United States and the Bill of Rights are the basis for democratic values in the United States
        
        5.2.2: understand the basic civil values that are the foundation of American constitutional democracy
        
        5.2.3: know what the United States Constitution is and why it is important. (Adapted from The National Standards for Civics and Government, 1994)
        
        5.2.4: understand that the United States Constitution and the Constitution of the State of New York are written plans for organizing the functions of government
        
        5.2.5: understand the structure of New York State and local governments, including executive, legislative, and judicial branches
        
        5.2.6: identify their legislative and executive representatives at the local, state, and national governments. (Adapted from The National Standards for Civics and Government, 1994)
        
        5.3: Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen's rights and responsibilities.
        
        5.3.1: understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation
        
        5.3.2: examine what it means to be a good citizen in the classroom, school, home, and community
        
        5.3.3: identify and describe the rules and responsibilities students have at home, in the classroom, and at school
        
        5.3.4: examine the basic principles of the Declaration of Independence and the Constitutions of the United States and New York State
        
        5.3.5: understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service
        
        5.3.6: identify basic rights that students have and those that they will acquire as they age.
        
        5.4: The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refin
        
        5.4.1: show a willingness to consider other points of view before drawing conclusions or making judgments
        
        5.4.2: participate in activities that focus on a classroom, school, or community issue or problem
        
        5.4.3: suggest alternative solutions or courses of action to hypothetical or historic problems
        
        5.4.4: evaluate the consequences for each alternative solution or course of action
        
        5.4.5: prioritize the solutions based on established criteria
        
        5.4.6: propose an action plan to address the issue of how to solve the problem.
    - Intermediate
      - 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
        
        1.1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
        
        1.1.1: explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans
        
        1.1.2: interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents.
        
        1.2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
        
        1.2.1: describe the reasons for periodizing history in different ways
        
        1.2.2: investigate key turning points in New York State and United States history and explain why these events or developments are significant
        
        1.2.3: understand the relationship between the relative importance of United States domestic and foreign policies over time
        
        1.2.4: analyze the role played by the United States in international politics, past and present.
        
        1.3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
        
        1.3.1: complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and
        
        1.3.2: gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States
        
        1.3.3: describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and Uni
        
        1.3.4: classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious.
        
        1.4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and
        
        1.4.1: consider the sources of historic documents, narratives, or artifacts and evaluate their reliability
        
        1.4.2: understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives
        
        1.4.3: compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts
        
        1.4.4: describe historic events through the eyes and experiences of those who were there. (Taken from National Standards for History for Grades K-4)
      - 2: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
        
        2.1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and i
        
        2.1.1: know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different culture
        
        2.1.2: know some important historic events and developments of past civilizations
        
        2.1.3: interpret and analyze documents and artifacts related to significant developments and events in world history.
        
        2.2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
        
        2.2.1: develop timelines by placing important events and developments in world history in their correct chronological order
        
        2.2.2: measure time periods by years, decades, centuries, and millennia
        
        2.2.3: study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.
        
        2.3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
        
        2.3.1: investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history
        
        2.3.2: interpret and analyze documents and artifacts related to significant developments and events in world history
        
        2.3.3: classify historic information according to the type of activity or practice: social/cultural, political, economic, geographic, scientific, technological, and historic.
        
        2.4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand
        
        2.4.1: explain the literal meaning of a historical passage or primary source document, identifying who was involved, what happened, where it happened, what events led up to these developments, and what consequences or outcomes followed (Taken from National Stand
        
        2.4.2: analyze different interpretations of important events and themes in world history and explain the various frames of reference expressed by different historians
        
        2.4.3: view history through the eyes of those who witnessed key events and developments in world history by analyzing their literature, diary accounts, letters, artifacts, art, music, architectural drawings, and other documents
        
        2.4.4: investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions.
      - 3: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the Earth's
        
        3.1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settin
        
        3.1.1: map information about people, places, and environments
        
        3.1.2: understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994)
        
        3.1.3: investigate why people and places are located where they are located and what patterns can be perceived in these locations
        
        3.1.4: describe the relationships between people and environments and the connections between people and places.
        
        3.2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards
        
        3.2.1: formulate geographic questions and define geographic issues and problems
        
        3.2.2: use a number of research skills (e.g., computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems (Adapted from National Geography Standards
        
        3.2.3: present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models
        
        3.2.4: interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.
      - 4: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function
        
        4.1: The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.
        
        4.1.1: explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources
        
        4.1.2: define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems
        
        4.1.3: understand how scarcity requires people and nations to make choices which involve costs and future considerations
        
        4.1.4: understand how people in the United States and throughout the world are both producers and consumers of goods and services
        
        4.1.5: investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems
        
        4.1.6: describe how traditional, command, market, and mixed economies answer the three fundamental economic questions
        
        4.1.7: explain how nations throughout the world have joined with one another to promote economic development and growth.
        
        4.2: Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.
        
        4.2.1: identify and collect economic information from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and secondary sources
        
        4.2.2: organize and classify economic information by distinguishing relevant from irrelevant information, placing ideas in chronological order, and selecting appropriate labels for data
        
        4.2.3: evaluate economic data by differentiating fact from opinion and identifying frames of reference
        
        4.2.4: develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions
        
        4.2.5: present economic information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions.
      - 5: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitut
        
        5.1: The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Ada
        
        5.1.1: analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs
        
        5.1.2: consider the nature and evolution of constitutional democracies
        
        5.1.3: explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens
        
        5.1.4: analyze the sources of a nation's values as embodied in its constitution, statutes, and important court cases.
        
        5.2: The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights,
        
        5.2.1: understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices
        
        5.2.2: understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution
        
        5.2.3: compare and contrast the development and evolution of the constitutions of the United States and New York State
        
        5.2.4: define federalism and describe the powers granted the the national and state governments by the United States Constitution
        
        5.2.5: value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality
        
        5.2.6: understand how the United States and New York State Constitutions support majority rule but also protect the rights of the minority.
        
        5.3: Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen's rights and responsibilities.
        
        5.3.1: explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time
        
        5.3.2: understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities
        
        5.3.3: discuss the role of an informed citizen in today's changing world
        
        5.3.4: explain how Americans are citizens of their states and of the United States.
        
        5.4: The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refin
        
        5.4.1: respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint
        
        5.4.2: explain the role that civility plays in promoting effective citizenship in preserving democracy
        
        5.4.3: participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems.

Hide/Show Filter

Filter by: All

Sort by:

AscendingDescending

Fee Based Online Course Face to Face Currently Enrolled

Page size:

Page:

of 0

Items 1 to 20 of 0

	S	M	T	W	T	F	S
22	25	26	27	28	29	30	31
23	1	2	3	4	5	6	7
24	8	9	10	11	12	13	14
25	15	16	17	18	19	20	21
26	22	23	24	25	26	27	28
27	29	30	1	2	3	4	5

	S	M	T	W	T	F	S
22	25	26	27	28	29	30	31
23	1	2	3	4	5	6	7
24	8	9	10	11	12	13	14
25	15	16	17	18	19	20	21
26	22	23	24	25	26	27	28
27	29	30	1	2	3	4	5

	S	M	T	W	T	F	S
22	25	26	27	28	29	30	31
23	1	2	3	4	5	6	7
24	8	9	10	11	12	13	14
25	15	16	17	18	19	20	21
26	22	23	24	25	26	27	28
27	29	30	1	2	3	4	5

	S	M	T	W	T	F	S
22	25	26	27	28	29	30	31
23	1	2	3	4	5	6	7
24	8	9	10	11	12	13	14
25	15	16	17	18	19	20	21
26	22	23	24	25	26	27	28
27	29	30	1	2	3	4	5

	S	M	T	W	T	F	S
22	25	26	27	28	29	30	31
23	1	2	3	4	5	6	7
24	8	9	10	11	12	13	14
25	15	16	17	18	19	20	21
26	22	23	24	25	26	27	28
27	29	30	1	2	3	4	5

	S	M	T	W	T	F	S
22	25	26	27	28	29	30	31
23	1	2	3	4	5	6	7
24	8	9	10	11	12	13	14
25	15	16	17	18	19	20	21
26	22	23	24	25	26	27	28
27	29	30	1	2	3	4	5