Alignment Report by Resource
California State Learning Standards
Reading Upgrade, Comprehension Upgrade, Math Upgrade On-Line Courses
Algebra Upgrade: click here
Published by Learning Upgrade LLC
CU50 means Comprehension Upgrade Course, Level 50
RU01 means Reading Upgrade Course, Level 1
MU55 means Math Upgrade Course, Level 55
RU01 means Reading Upgrade Course, Level 1
MU55 means Math Upgrade Course, Level 55
CU01-Book Structure
Students listen to and view a song describing the structure of a book, including the cover, title, author, table of contents, chapters, and index. They view covers and pages from books and locate answers to questions about the contents.
- 2.1. Use titles,
tables of contents, and chapter headings to locate information in
expository text.
(Language Arts, Level: 2) - 1.1. Identify the
front cover, back cover, and title page of a book.
(Language Arts, Level: K) - 2.1. Locate the
title, table of contents, name of author, and name of
illustrator.
(Language Arts, Level: K) - 2.1. Use titles,
tables of contents, chapter headings, glossaries, and indexes to locate
information in text.
(Language Arts, Level: 3)
Students view a description of formats including fiction and non-fiction, narrative and expository, and books, drama / plays, or novels. They distinguish between common forms of literature.
- 3.1. Distinguish
common forms of literature (e.g., poetry, drama, fiction,
nonfiction).
(Language Arts, Level: 3) - 3.4. Determine the
underlying theme or authors message in fiction and nonfiction
text.
(Language Arts, Level: 3) - 3.1. Describe the
structural differences of various imaginative forms of literature,
including fantasies, fables, myths, legends, and fairy tales.
(Language Arts, Level: 4) - 3.1. Identify and
analyze the characteristics of poetry, drama, fiction, and nonfiction and
explain the appropriateness of the literary forms chosen by an author for
a specific purpose.
(Language Arts, Level: 5) - 2.2.a. Demonstrate an
understanding of a literary work.
(Language Arts, Level: 5)
Students listen to and view a song describing the main idea, summary, topic, and theme. They must read passages and generalize to identify the central idea.
- 2. Reading
Comprehension. Identify the basic facts and ideas in what they have read,
heard, or viewed; use comprehension strategies (e.g., generating and
responding to questions, comparing new information to what is already
known).
(Language Arts, Level: K) - 2.7. Retell the
central ideas of simple expository or narrative passages.
(Language Arts, Level: 1) - 2.5. Distinguish the
main idea and supporting details in expository text.
(Language Arts, Level: 3) - 1.2. Summarize major
ideas and supporting evidence presented in spoken messages and formal
presentations.
(Language Arts, Level: 4) - 2.3. Discern main
ideas and concepts presented in texts, identifying and assessing evidence
that supports those ideas.
(Language Arts, Level: 5) - 3.2. Identify the
main problem or conflict of the plot and explain how it is
resolved.
(Language Arts, Level: 5) - 2.3. Connect and
clarify main ideas by identifying their relationships to other sources and
related topics.
(Language Arts, Level: 6) - 2.5.a. Include the
main ideas and most significant details.
(Language Arts, Level: 7) - 2.2.a. Include the
main ideas of the event or article and the most significant
details.
(Language Arts, Level: 7) - 2.4. Compare the
original text to a summary to determine whether the summary accurately
captures the main ideas, includes critical details, and conveys the
underlying meaning.
(Language Arts, Level: 8)
Students listen to and view a song describing the author s purpose, including writing to inform, narrate, persuade, describe, and entertain. They must read passages and identify the author s purpose.
- 2.3. Use knowledge of
the authors purpose(s) to comprehend informational text.
(Language Arts, Level: 2) - 1.1. Determine the
purpose or purposes of listening (e.g., to obtain information, to solve
problems, for enjoyment).
(Language Arts, Level: 2) - 1.1. Select a focus,
an organizational structure, and a point of view based upon purpose,
audience, length, and format requirements.
(Language Arts, Level: 4) - - 2.2.a. State the
thesis or purpose.
(Language Arts, Level: 6) - 2.4. Identify and
trace the development of an authors argument, point of view, or
perspective in text.
(Language Arts, Level: 7) - 2.6. Assess the
adequacy, accuracy, and appropriateness of the authors evidence to
support claims and assertions, noting instances of bias and
stereotyping.
(Language Arts, Level: 7)
Students listen to and view a song describing the author s tone, mood and attitude. They must read passages and identify the author s tone and attitude.
- 3.4. Define how tone
or meaning is conveyed in poetry through word choice, figurative language,
sentence structure, line length, punctuation, rhythm, repetition, and
rhyme.
(Language Arts, Level: 6) - 1.2. Identify the
tone, mood, and emotion conveyed in the oral communication.
(Language Arts, Level: 6) - 1.2. Determine the
speakers attitude toward the subject.
(Language Arts, Level: 7) - 3.4. Analyze the
relevance of the setting (e.g., place, time, customs) to the mood, tone,
and meaning of the text.
(Language Arts, Level: 8) - 3.7. Analyze a work
of literature, showing how it reflects the heritage, traditions,
attitudes, and beliefs of its author. (Biographical approach)
(Language Arts, Level: 8) - 2.1.b. Reveal the
significance of, and the subjects attitude about, the incident, event, or
situation.
(Language Arts, Level: 8)
Students view a description of graphic expository organizers including the sections for title, purpose, main idea, details, and conclusion. They must read informational passages and fill in all the sections of the organizer.
- 2.5. Distinguish the
main idea and supporting details in expository text.
(Language Arts, Level: 3) - 2.3. Discern main
ideas and concepts presented in texts, identifying and assessing evidence
that supports those ideas.
(Language Arts, Level: 5) - 2.5. Distinguish
facts, supported inferences, and opinions in text.
(Language Arts, Level: 5)
Students view a description if reference books and materials including the encyclopedia, dictionary, atlas, thesaurus. They must read a request for information and decide which reference materials would contain the information.
- 1.3. Understand the
purposes of various reference materials (e.g., dictionary, thesaurus,
atlas).
(Language Arts, Level: 2) - 1.3. Understand the
structure and organization of various reference materials (e.g.,
dictionary, thesaurus, atlas, encyclopedia).
(Language Arts, Level: 3) - 1.7. Use various
reference materials (e.g., dictionary, thesaurus, card catalog,
encyclopedia, online information) as an aid to writing.
(Language Arts, Level: 4)
Students view a description of narrative story writing including the problem, characters, setting, and solution. They must read stories and identify the key elements.
- 3.3. Identify
characters, settings, and important events.
(Language Arts, Level: K) - - 3.1. Identify and
describe the elements of plot, setting, and character(s) in a story, as
well as the storys beginning, middle, and ending.
(Language Arts, Level: 1) - 3.1. Compare and
contrast plots, settings, and characters presented by different
authors.
(Language Arts, Level: 2) - 2.1.b. Describe story
elements (e.g., characters, plot, setting).
(Language Arts, Level: 2) - - 3.2. Identify the
main events of the plot, their causes, and the influence of each event on
future actions.
(Language Arts, Level: 4) - 2.1.a. Establish a
plot, point of view, setting, and conflict.
(Language Arts, Level: 5) -
Students view a description of graphic story maps including sections for the problem, characters, setting, events, and solution. They read stories or narrative passages and fill in all the sections of the story map.
- 3.3. Identify
characters, settings, and important events.
(Language Arts, Level: K) - - 3.1. Identify and
describe the elements of plot, setting, and character(s) in a story, as
well as the storys beginning, middle, and ending.
(Language Arts, Level: 1) - 2.1.b. Describe story
elements (e.g., characters, plot, setting).
(Language Arts, Level: 2) - - 3.2. Identify the
main events of the plot, their causes, and the influence of each event on
future actions.
(Language Arts, Level: 4) - 2.3.d. Organize and
display information on charts, maps, and graphs.
(Language Arts, Level: 8)
Students listen to and view a song describing the use of K-W-L charts to document what you already know, want to know, and learned after reading a passage. They must fill in the K-W-L charts before and after reading each passage.
- 2. Reading
Comprehension. Identify the basic facts and ideas in what they have read,
heard, or viewed; use comprehension strategies (e.g., generating and
responding to questions, comparing new information to what is already
known).
(Language Arts, Level: K) - 2.5. Ask and answer
questions about essential elements of a text.
(Language Arts, Level: K) - 2.3.d. Organize and
display information on charts, maps, and graphs.
(Language Arts, Level: 8) - 2.3.d. Organize and
record information on charts, maps, and graphs.
(Language Arts, Level: 8)
Students listen to and view a song describing and listing common greek and latin root words. They must identify the root word from a set of words and then identify the meaning of the root word.
- 1.14. Read
inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look,
looked, looking).
(Language Arts, Level: 1) - 1.3. Use knowledge of
root words to determine the meaning of unknown words within a
passage.
(Language Arts, Level: 4) - 1.4. Know common
roots and affixes derived from Greek and Latin and use this knowledge to
analyze the meaning of complex words (e.g., international).
(Language Arts, Level: 4) - 1.4. Know abstract,
derived roots and affixes from Greek and Latin and use this knowledge to
analyze the meaning of complex words (e.g., controversial).
(Language Arts, Level: 5) - 1.2. Use knowledge of
Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area
vocabulary.
(Language Arts, Level: 7)
Students listen to and view a song describing and listing common homophones, or words with the same sound and a different meaning. They must fill in sentences with the correct word from several homophones.
- 1. Word Analysis,
Fluency, and Systematic Vocabulary Development. Use knowledge of word
origins and word relationships, as well as historical and literary context
clues, to determine the meaning of specialized vocabulary and understand
the precise meaning of grade-level-appropriate words.
(Language Arts, Level: 5) - 1. Word Analysis,
Fluency, and Systematic Vocabulary Development. Use their knowledge of
word origins and word relationships, as well as historical and literary
context clues, to determine the meaning of specialized vocabulary and to
understand the precise meaning of grade-level-appropriate
words.
(Language Arts, Level: 6) - 1.3. Recognize the
origins and meanings of frequently used foreign words in English and use
these words accurately in speaking and writing.
(Language Arts, Level: 6) - 1.4. Monitor
expository text for unknown words or words with novel meanings by using
word, sentence, and paragraph clues to determine meaning.
(Language Arts, Level: 6) - 1. Word Analysis,
Fluency, and Systematic Vocabulary Development. Use their knowledge of
word origins and word relationships, as well as historical and literary
context clues, to determine the meaning of specialized vocabulary and to
understand the precise meaning of grade-level-appropriate
words.
(Language Arts, Level: 7)
Students listen to and view a song describing how to use sentence and word context clues to help find or predict the meaning of unknown or unfamiliar words. They must identify the meaning of words in the context of passages from several possible meanings.
- 2.4. Use context to
resolve ambiguities about word and sentence meanings.
(Language Arts, Level: 1) - 1.6. Use sentence and
word context to find the meaning of unknown words.
(Language Arts, Level: 3) - 1. Word Analysis,
Fluency, and Systematic Vocabulary Development. Use knowledge of word
origins and word relationships, as well as historical and literary context
clues, to determine the meaning of specialized vocabulary and understand
the precise meaning of grade-level-appropriate words.
(Language Arts, Level: 5) - 1. Word Analysis,
Fluency, and Systematic Vocabulary Development. Use their knowledge of
word origins and word relationships, as well as historical and literary
context clues, to determine the meaning of specialized vocabulary and to
understand the precise meaning of grade-level-appropriate
words.
(Language Arts, Level: 6) - 1.4. Monitor
expository text for unknown words or words with novel meanings by using
word, sentence, and paragraph clues to determine meaning.
(Language Arts, Level: 6) - 1. Word Analysis,
Fluency, and Systematic Vocabulary Development. Use their knowledge of
word origins and word relationships, as well as historical and literary
context clues, to determine the meaning of specialized vocabulary and to
understand the precise meaning of grade-level-appropriate
words.
(Language Arts, Level: 7) - 1.3. Use word
meanings within the appropriate context and show ability to verify those
meanings by definition, restatement, example, comparison, or
contrast.
(Language Arts, Level: 8)
Students view a description of QAR, or question answer relationships, including right there, think and search, author and me, and on my own. They must read passages and answer each type of question.
- 2. Reading
Comprehension. Identify the basic facts and ideas in what they have read,
heard, or viewed; use comprehension strategies (e.g., generating and
responding to questions, comparing new information to what is already
known).
(Language Arts, Level: K) - 2.5. Ask and answer
questions about essential elements of a text.
(Language Arts, Level: K) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material. Draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 1) - 2.2. Respond to who,
what, when, where, and how questions.
(Language Arts, Level: 1) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material; draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 2) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material; draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 3) - 2.2. Ask questions
and support answers by connecting prior knowledge with literal information
found in, and inferred from, the text.
(Language Arts, Level: 3) - 2.3. Demonstrate
comprehension by identifying answers in the text.
(Language Arts, Level: 3) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material. draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 4)
Students view a description of synonyms, or words with the same meaning. They must select the correct synonym for a word to replace in a sentence.
- 1.7. Understand and
explain common antonyms and synonyms.
(Language Arts, Level: 2) - 1.4. Use knowledge of
antonyms, synonyms, homophones, and homographs to determine the meanings
of words.
(Language Arts, Level: 3) - 1.2. Apply knowledge
of word origins, derivations, synonyms, antonyms, and idioms to determine
the meaning of words and phrases.
(Language Arts, Level: 4) - 1.3. Understand and
explain frequently used synonyms, antonyms, and homographs.
(Language Arts, Level: 5) - 1.4. Monitor
expository text for unknown words or words with novel meanings by using
word, sentence, and paragraph clues to determine meaning.
(Language Arts, Level: 6)
Students view a description of antonyms, or words with the opposite meaning. They must select the correct antonym for a word to replace in a sentence.
- 1.7. Understand and
explain common antonyms and synonyms.
(Language Arts, Level: 2) - 1.4. Use knowledge of
antonyms, synonyms, homophones, and homographs to determine the meanings
of words.
(Language Arts, Level: 3) - 1.2. Apply knowledge
of word origins, derivations, synonyms, antonyms, and idioms to determine
the meaning of words and phrases.
(Language Arts, Level: 4) - 1.3. Understand and
explain frequently used synonyms, antonyms, and homographs.
(Language Arts, Level: 5)
Students view a description of poetry and the common forms including narrative, dramatic, free verse. They read poems and answer questions on the form and content.
- 3.2. Identify types
of everyday print materials (e.g., storybooks, poems, newspapers, signs,
labels).
(Language Arts, Level: K) - 3.1. Distinguish
common forms of literature (e.g., poetry, drama, fiction,
nonfiction).
(Language Arts, Level: 3) - 3.1. Identify and
analyze the characteristics of poetry, drama, fiction, and nonfiction and
explain the appropriateness of the literary forms chosen by an author for
a specific purpose.
(Language Arts, Level: 5) - 3.4. Define how tone
or meaning is conveyed in poetry through word choice, figurative language,
sentence structure, line length, punctuation, rhythm, repetition, and
rhyme.
(Language Arts, Level: 6) - 1.1. Choose the form
of writing (e.g., personal letter, letter to the editor, review, poem,
report, narrative) that best suits the intended purpose.
(Language Arts, Level: 6) - 2.1.c. Employ
narrative and descriptive strategies (e.g., relevant dialogue, specific
action, physical description, background description, comparison or
contrast of characters).
(Language Arts, Level: 8)
Students view a description of the subject history and learn vocabulary words for this subject. They read textbook style history passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
- 2. Reading
Comprehension. Identify the basic facts and ideas in what they have read,
heard, or viewed; use comprehension strategies (e.g., generating and
responding to questions, comparing new information to what is already
known).
(Language Arts, Level: K)
Students view a description of charts, graphs and diagrams including the pie, bar, and line charts and graphs. They view graphs and answer questions about the content.
- 2.7. Interpret
information from diagrams, charts, and graphs.
(Language Arts, Level: 2) - 2.1. Understand how
text features (e.g., format, graphics, sequence, diagrams, illustrations,
charts, maps) make information accessible and usable.
(Language Arts, Level: 5) - 2.3.d. Organize and
display information on charts, maps, and graphs.
(Language Arts, Level: 8) - 2.3.d. Organize and
record information on charts, maps, and graphs.
(Language Arts, Level: 8)
Students view a description of the subject music. They read textbook style expository passages about music and answer comprehension questions.
- 2. Reading
Comprehension. Read and understand grade-level-appropriate material. Draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 1) - 2.7. Retell the
central ideas of simple expository or narrative passages.
(Language Arts, Level: 1) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material; draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 2) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material; draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 3) - 2.3. Demonstrate
comprehension by identifying answers in the text.
(Language Arts, Level: 3) - 2.5. Distinguish the
main idea and supporting details in expository text.
(Language Arts, Level: 3) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material. draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 4)
Students view a description of the subject mythology and learn vocabulary words for this subject. They read mythological stories from around the world and fill in all the sections of the story map for each story: problem, characters, setting, events, and solution.
- 3.3. Identify
characters, settings, and important events.
(Language Arts, Level: K) - - 3.1. Identify and
describe the elements of plot, setting, and character(s) in a story, as
well as the storys beginning, middle, and ending.
(Language Arts, Level: 1) - 2.1.b. Describe story
elements (e.g., characters, plot, setting).
(Language Arts, Level: 2) - - 2.1.c. Employ
narrative and descriptive strategies (e.g., relevant dialogue, specific
action, physical description, background description, comparison or
contrast of characters).
(Language Arts, Level: 8) - 1.3. Identify Greek,
Roman, and Norse mythology and use the knowledge to understand the origin
and meaning of new words.
(Language Arts, Level: 9, 10)
Students listen to and view a song describing and listing common idioms in context. They read passages containing idioms and identify the correct meaning of each idiom.
- 1.2. Apply knowledge
of word origins, derivations, synonyms, antonyms, and idioms to determine
the meaning of words and phrases.
(Language Arts, Level: 4) - 1.2. Identify and
interpret figurative language and words with multiple
meanings.
(Language Arts, Level: 6) - 1.1. Identify idioms,
analogies, metaphors, and similes in prose and poetry.
(Language Arts, Level: 7) - 1.1. Analyze idioms,
analogies, metaphors, and similes to infer the literal and figurative
meanings of phrases.
(Language Arts, Level: 8)
Students view a description of conclusions and inferences with an example. They read short passages and then make inferences and draw conclusions to answer the questions.
- 2. Reading
Comprehension. Read and understand grade-level-appropriate material. Draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 1) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material; draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 2) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material; draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 3) - 2.2. Ask questions
and support answers by connecting prior knowledge with literal information
found in, and inferred from, the text.
(Language Arts, Level: 3) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material. draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 4) - 2.4. Draw inferences,
conclusions, or generalizations about text and support them with textual
evidence and prior knowledge.
(Language Arts, Level: 5) - 1.3. Make inferences
or draw conclusions based on an oral report.
(Language Arts, Level: 5) - 2.3.c. Use examples
or textual evidence from the work to support conclusions.
(Language Arts, Level: 5) - 2.2.c. Draw supported
inferences about the effects of a literary work on its
audience.
(Language Arts, Level: 8) - 2.2.c. Draw supported
inferences about the effects of a literary work on its
audience.
(Language Arts, Level: 8)
Students view a description of the subject earth science and learn vocabulary words for this subject. They read textbook style earth science passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
- 2.7. Retell the
central ideas of simple expository or narrative passages.
(Language Arts, Level: 1) - 1.7. Use a dictionary
to learn the meaning and other features of unknown words.
(Language Arts, Level: 3) - 1.3. Use knowledge of
root words to determine the meaning of unknown words within a
passage.
(Language Arts, Level: 4)
Students view a description of the subject dance and learn vocabulary words for this subject. They read textbook style expository passages about dance and answer comprehension questions.
- 2. Reading
Comprehension. Identify the basic facts and ideas in what they have read,
heard, or viewed; use comprehension strategies (e.g., generating and
responding to questions, comparing new information to what is already
known).
(Language Arts, Level: K) - 2.7. Retell the
central ideas of simple expository or narrative passages.
(Language Arts, Level: 1) - 2.3. Demonstrate
comprehension by identifying answers in the text.
(Language Arts, Level: 3) - 2.5. Distinguish the
main idea and supporting details in expository text.
(Language Arts, Level: 3) - 1.4. Monitor
expository text for unknown words or words with novel meanings by using
word, sentence, and paragraph clues to determine meaning.
(Language Arts, Level: 6)
Students view a description of the subject advertising. They view advertisements with text and graphics. They answer four QAR, or question answer relationships, questions per passage: right there, think and search, author and me, and on my own.
- 2. Reading
Comprehension. Identify the basic facts and ideas in what they have read,
heard, or viewed; use comprehension strategies (e.g., generating and
responding to questions, comparing new information to what is already
known).
(Language Arts, Level: K) - 2.2. Respond to who,
what, when, where, and how questions.
(Language Arts, Level: 1) - 2.2. Ask questions
and support answers by connecting prior knowledge with literal information
found in, and inferred from, the text.
(Language Arts, Level: 3) - 2.3. Demonstrate
comprehension by identifying answers in the text.
(Language Arts, Level: 3)
Students view a description of the subject art and learn vocabulary words for this subject. They read expository passages about famous artists and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.
- 2.7. Retell the
central ideas of simple expository or narrative passages.
(Language Arts, Level: 1) - 2.5. Distinguish the
main idea and supporting details in expository text.
(Language Arts, Level: 3) - 1.4. Monitor
expository text for unknown words or words with novel meanings by using
word, sentence, and paragraph clues to determine meaning.
(Language Arts, Level: 6)
Students view a description of cause and effect with an example. They read passages and answer why questions by selecting from a set of clauses beginning with because.
- 2.1. Identify
structural patterns found in informational text (e.g., compare and
contrast, cause and effect, sequential or chronological order, proposition
and support) to strengthen comprehension.
(Language Arts, Level: 4) - - 2.6. Distinguish
between cause and effect and between fact and opinion in expository
text.
(Language Arts, Level: 4) - 1.6. Use traditional
structures for conveying information (e.g., cause and effect, similarity
and difference, and posing and answering a question).
(Language Arts, Level: 4) - 2.5.a. Theorize on
the causes and effects of each problem and establish connections between
the defined problem and at least one solution.
(Language Arts, Level: 6)
Students view a description of metaphor and simile with examples of figurative language. They read sentences and identify whether the author is using metaphor or simile.
- 3.5. Define
figurative language (e.g., simile, metaphor, hyperbole, personification)
and identify its use in literary works.
(Language Arts, Level: 4) - 1.5. Understand and
explain the figurative and metaphorical use of words in
context.
(Language Arts, Level: 5) - 3.5. Describe the
function and effect of common literary devices (e.g., imagery, metaphor,
symbolism).
(Language Arts, Level: 5) - 3.7. Explain the
effects of common literary devices (e.g., symbolism, imagery, metaphor) in
a variety of fictional and nonfictional texts.
(Language Arts, Level: 6) - 1.1. Identify idioms,
analogies, metaphors, and similes in prose and poetry.
(Language Arts, Level: 7) - 1.1. Analyze idioms,
analogies, metaphors, and similes to infer the literal and figurative
meanings of phrases.
(Language Arts, Level: 8) - 3.6. Identify
significant literary devices (e.g., metaphor, symbolism, dialect, irony)
that define a writers style and use those elements to interpret the
work.
(Language Arts, Level: 8)
Students view a description of the author s point of view including first person and third person writing examples. They read passages and identify the point of view and author s opinion.
- 2.1.a. Establish a
plot, point of view, setting, and conflict.
(Language Arts, Level: 5) - - 2.1.a. Establish a
situation, plot, point of view, and setting with descriptive words and
phrases.
(Language Arts, Level: 5) - 2.1.a. Establish and
develop a plot and setting and present a point of view that is appropriate
to the stories.
(Language Arts, Level: 6) - 2.1.a. Establish a
context, plot, and point of view.
(Language Arts, Level: 6) - 2.4. Identify and
trace the development of an authors argument, point of view, or
perspective in text.
(Language Arts, Level: 7) - 3.5. Contrast points
of view (e.g., first and third person, limited and omniscient, subjective
and objective) in narrative text and explain how they affect the overall
theme of the work.
(Language Arts, Level: 7) - 2.1.a. Develop a
standard plot line (having a beginning, conflict, rising action, climax,
and denouement) and point of view.
(Language Arts, Level: 7) - 2.1.a. Establish a
context, standard plot line (having a beginning, conflict, rising action,
climax, and denouement), and point of view.
(Language Arts, Level: 7) - - 1.6. Revise writing
for word choice; appropriate organization; consistent point of view; and
transitions between paragraphs, passages, and ideas.
(Language Arts, Level: 8) - 1.2. Paraphrase a
speakers purpose and point of view and ask relevant questions concerning
the speakers content, delivery, and purpose.
(Language Arts, Level: 8)
Students view a description of forms and applications including blanks, fields, and field headings. They fill in forms such as a job application one field at a time.
- 2.5. Write documents
related to career development, including simple business letters and job
applications:
(Language Arts, Level: 8) - 2.5.a. Present
information purposefully and succinctly and meet the needs of the intended
audience.
(Language Arts, Level: 8) - 2.5.b. Follow the
conventional format for the type of document (e.g., letter of inquiry,
memorandum).
(Language Arts, Level: 8)
Students view a description of the subject biology and learn vocabulary words for this subject. They read textbook style expository passages about biology and answer comprehension questions.
- 2. Reading
Comprehension. Identify the basic facts and ideas in what they have read,
heard, or viewed; use comprehension strategies (e.g., generating and
responding to questions, comparing new information to what is already
known).
(Language Arts, Level: K) - 2.7. Retell the
central ideas of simple expository or narrative passages.
(Language Arts, Level: 1) - 2.5. Distinguish the
main idea and supporting details in expository text.
(Language Arts, Level: 3) - 1.4. Monitor
expository text for unknown words or words with novel meanings by using
word, sentence, and paragraph clues to determine meaning.
(Language Arts, Level: 6)
Students view a description of fact and opinion with examples. They must read short passages and identify ones expressing fact or the author s opinion.
- 1.11. Distinguish
between the speakers opinions and verifiable facts.
(Language Arts, Level: 3) - 2.6. Distinguish
between cause and effect and between fact and opinion in expository
text.
(Language Arts, Level: 4) - 2.5. Distinguish
facts, supported inferences, and opinions in text.
(Language Arts, Level: 5) - 2.4.b. Present
detailed evidence, examples, and reasoning to support arguments,
differentiating between facts and opinion.
(Language Arts, Level: 8) - - 2.4.b. Differentiate
fact from opinion and support arguments with detailed evidence, examples,
and reasoning.
(Language Arts, Level: 8)
Students learn how to predict what will happen next based on items in a passage. They read passages and make predictions, and then confirm their predictions after further reading.
- 2.2. Use pictures and
context to make predictions about story content.
(Language Arts, Level: K) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material. Draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 1) - 2.5. Confirm
predictions about what will happen next in a text by identifying key words
(i.e., signpost words).
(Language Arts, Level: 1) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material; draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 2) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material; draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 3) - 2.4. Recall major
points in the text and make and modify predictions about forthcoming
information.
(Language Arts, Level: 3) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material. draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 4) - 2.3. Make and confirm
predictions about text by using prior knowledge and ideas presented in the
text itself, including illustrations, titles, topic sentences, important
words, and foreshadowing clues.
(Language Arts, Level: 4)
Students view a description of the subject geography and learn vocabulary words for this subject. They read textbook style geography passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
- 2. Reading
Comprehension. Identify the basic facts and ideas in what they have read,
heard, or viewed; use comprehension strategies (e.g., generating and
responding to questions, comparing new information to what is already
known).
(Language Arts, Level: K) - 1.6. Use sentence and
word context to find the meaning of unknown words.
(Language Arts, Level: 3) - 1.3. Use knowledge of
root words to determine the meaning of unknown words within a
passage.
(Language Arts, Level: 4)
Student view a description of a flowchart diagram including the step-by-step process from start to finish with boxes and lines. They read passages describing a sequence or process and fill in the boxes of a flowchart.
- 2. Reading
Comprehension. Read and understand grade-level-appropriate material.
describe and connect the essential ideas, arguments, and perspectives of
the text by using their knowledge of text structure, organization, and
purpose.
(Language Arts, Level: 5) - 2.1. Understand how
text features (e.g., format, graphics, sequence, diagrams, illustrations,
charts, maps) make information accessible and usable.
(Language Arts, Level: 5) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material.
describe and connect the essential ideas, arguments, and perspectives of
the text by using their knowledge of text structure, organization, and
purpose.
(Language Arts, Level: 6) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material.
describe and connect the essential ideas, arguments, and perspectives of
the text by using their knowledge of text structure, organization, and
purpose.
(Language Arts, Level: 7) - 2. Reading
Comprehension (Focus on Informational Materials). Read and understand
grade-level-appropriate material. describe and connect the essential
ideas, arguments, and perspectives of the text by using their knowledge of
text structure, organization, and purpose.
(Language Arts, Level: 8) -
Students view a description of plays and drama including script, characters, setting, dialog, comedy, and tragedy. They read script selections and identify the key elements of the play.
- 3. Literary Response
and Analysis. Read and respond to a wide variety of significant works of
childrens literature; distinguish between the structural features of the
text and the literary terms or elements (e.g., theme, plot, setting,
characters).
(Language Arts, Level: 1) - 3.1. Identify and
describe the elements of plot, setting, and character(s) in a story, as
well as the storys beginning, middle, and ending.
(Language Arts, Level: 1) - 3. Literary Response
and Analysis. Read and respond to a wide variety of significant works of
childrens literature; distinguish between the structural features of the
text and the literary terms or elements (e.g., theme, plot, setting,
characters).
(Language Arts, Level: 2) - 3.1. Compare and
contrast plots, settings, and characters presented by different
authors.
(Language Arts, Level: 2) - 3. Literary Response
and Analysis. Read and respond to a wide variety of significant works of
childrens literature; distinguish between the structural features of the
text and literary terms or elements (e.g., theme, plot, setting,
characters).
(Language Arts, Level: 3) - 3.1. Distinguish
common forms of literature (e.g., poetry, drama, fiction,
nonfiction).
(Language Arts, Level: 3) - 3. Literary Response
and Analysis. Read and respond to a wide variety of significant works of
childrens literature. distinguish between the structural features of the
text and the literary terms or elements (e.g., theme, plot, setting,
characters).
(Language Arts, Level: 4) - 3.2. Identify the
main events of the plot, their causes, and the influence of each event on
future actions.
(Language Arts, Level: 4) - 3.3. Use knowledge of
the situation and setting and of a characters traits and motivations to
determine the causes for that characters actions.
(Language Arts, Level: 4) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material.
describe and connect the essential ideas, arguments, and perspectives of
the text by using their knowledge of text structure, organization, and
purpose.
(Language Arts, Level: 5) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material.
describe and connect the essential ideas, arguments, and perspectives of
the text by using their knowledge of text structure, organization, and
purpose.
(Language Arts, Level: 6) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material.
describe and connect the essential ideas, arguments, and perspectives of
the text by using their knowledge of text structure, organization, and
purpose.
(Language Arts, Level: 7) - 2. Reading
Comprehension (Focus on Informational Materials). Read and understand
grade-level-appropriate material. describe and connect the essential
ideas, arguments, and perspectives of the text by using their knowledge of
text structure, organization, and purpose.
(Language Arts, Level: 8) - - 3.1. Articulate the
relationship between the expressed purposes and the characteristics of
different forms of dramatic literature (e.g., comedy, tragedy, drama,
dramatic monologue).
(Language Arts, Level: 9, 10)
Students view a description of the subject social studies and learn vocabulary words for this subject. They read textbook style expository passages about social studies and answer comprehension questions.
- 2. Reading
Comprehension. Identify the basic facts and ideas in what they have read,
heard, or viewed; use comprehension strategies (e.g., generating and
responding to questions, comparing new information to what is already
known).
(Language Arts, Level: K) - 2.7. Retell the
central ideas of simple expository or narrative passages.
(Language Arts, Level: 1) - 1.4. Monitor
expository text for unknown words or words with novel meanings by using
word, sentence, and paragraph clues to determine meaning.
(Language Arts, Level: 6)
Students view a description of the subject astronomy. They read expository passages about astronomy and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.
- 2.7. Retell the
central ideas of simple expository or narrative passages.
(Language Arts, Level: 1) - 2.5. Distinguish the
main idea and supporting details in expository text.
(Language Arts, Level: 3)
Students view a description of mystery or suspense chapter books. They read parts of chapters of the book, make predictions about the story plot, and read further to confirm their predictions.
- 2.2. Use pictures and
context to make predictions about story content.
(Language Arts, Level: K) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material. Draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 1) - 2.5. Confirm
predictions about what will happen next in a text by identifying key words
(i.e., signpost words).
(Language Arts, Level: 1) - 3.1. Identify and
describe the elements of plot, setting, and character(s) in a story, as
well as the storys beginning, middle, and ending.
(Language Arts, Level: 1) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material; draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 2) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material; draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 3) - 2.4. Recall major
points in the text and make and modify predictions about forthcoming
information.
(Language Arts, Level: 3) - 2. Reading
Comprehension. Read and understand grade-level-appropriate material. draw
upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing
information from several sources).
(Language Arts, Level: 4) - 2.3. Make and confirm
predictions about text by using prior knowledge and ideas presented in the
text itself, including illustrations, titles, topic sentences, important
words, and foreshadowing clues.
(Language Arts, Level: 4)
Students listen to and view a song describing an analogy with several examples. They view analogies with missing elements and identify the correct elements to complete the relationships.
- 1.1. Identify idioms,
analogies, metaphors, and similes in prose and poetry.
(Language Arts, Level: 7) - 1.1. Analyze idioms,
analogies, metaphors, and similes to infer the literal and figurative
meanings of phrases.
(Language Arts, Level: 8) - 1.3. Support theses
or conclusions with analogies, paraphrases, quotations, opinions from
authorities, comparisons, and similar devices.
(Language Arts, Level: 8) - 1.13. Analyze the
types of arguments used by the speaker, including argument by causation,
analogy, authority, emotion, and logic.
(Language Arts, Level: 9, 10) -
Students view a description of Venn diagrams to compare and contrast two items, including the common intersecting elements and distinct elements. They read passages and then fill in Venn diagrams.
- 2.7. Interpret
information from diagrams, charts, and graphs.
(Language Arts, Level: 2) - 3.1. Compare and
contrast plots, settings, and characters presented by different
authors.
(Language Arts, Level: 2) - 2.1. Identify
structural patterns found in informational text (e.g., compare and
contrast, cause and effect, sequential or chronological order, proposition
and support) to strengthen comprehension.
(Language Arts, Level: 4) - - 2.5. Compare and
contrast information on the same topic after reading several passages or
articles.
(Language Arts, Level: 4) - 3.4. Compare and
contrast tales from different cultures by tracing the exploits of one
character type and develop theories to account for similar tales in
diverse cultures (e.g., trickster tales).
(Language Arts, Level: 4) - - 2.1.c. Employ
narrative and descriptive strategies (e.g., relevant dialogue, specific
action, physical description, background description, comparison or
contrast of characters).
(Language Arts, Level: 8) - 2.1.c. Employ
narrative and descriptive strategies (e.g., relevant dialogue, specific
action, physical description, background description, comparison or
contrast of characters).
(Language Arts, Level: 8)
Students view a description of the subject biography and learn vocabulary words for this subject. They read biographical passages about famous people and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
- 2. Reading
Comprehension. Identify the basic facts and ideas in what they have read,
heard, or viewed; use comprehension strategies (e.g., generating and
responding to questions, comparing new information to what is already
known).
(Language Arts, Level: K) - 1.6. Use sentence and
word context to find the meaning of unknown words.
(Language Arts, Level: 3) - 1.2. Apply knowledge
of word origins, derivations, synonyms, antonyms, and idioms to determine
the meaning of words and phrases.
(Language Arts, Level: 4) - 1.3. Use knowledge of
root words to determine the meaning of unknown words within a
passage.
(Language Arts, Level: 4)
Students view a description of internet search, including search engines, web browser, search terms, links, and web sites. They view search results and identify the best web site for specific purposes.
- 1.4. Use
organizational features of electronic text (e.g., bulletin boards,
databases, keyword searches, e-mail addresses) to locate
information.
(Language Arts, Level: 6) - 1.4. Plan and conduct
multiple-step information searches by using computer networks and
modems.
(Language Arts, Level: 8) - 2.6. Demonstrate use
of sophisticated learning tools by following technical directions (e.g.,
those found with graphic calculators and specialized software programs and
in access guides to World Wide Web sites on the Internet).
(Language Arts, Level: 9, 10)
Students view a description of the subject health. They read expository passages about health and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.
- 2.7. Retell the
central ideas of simple expository or narrative passages.
(Language Arts, Level: 1) - 2.5. Distinguish the
main idea and supporting details in expository text.
(Language Arts, Level: 3) - 2.3. Discern main
ideas and concepts presented in texts, identifying and assessing evidence
that supports those ideas.
(Language Arts, Level: 5) - 2.5.a. Include the
main ideas and most significant details.
(Language Arts, Level: 7)
Students view a description of skimming and scanning text and previewing a passage. They must briefly skim and scan passages and then answer questions about the passage.
- 2. Reading
Comprehension. Identify the basic facts and ideas in what they have read,
heard, or viewed; use comprehension strategies (e.g., generating and
responding to questions, comparing new information to what is already
known).
(Language Arts, Level: K) - 2.7. Retell the
central ideas of simple expository or narrative passages.
(Language Arts, Level: 1) - 2.3. Demonstrate
comprehension by identifying answers in the text.
(Language Arts, Level: 3)
Students view a description of a career or permanent occupation, and learn vocabulary words for careers. They read passages that describe careers and then fill in the boxes of a flowchart describing the step-by-step process.
- 1.3. Use knowledge of
root words to determine the meaning of unknown words within a
passage.
(Language Arts, Level: 4) - 2.5. Write documents
related to career development, including simple business letters and job
applications:
(Language Arts, Level: 8)
Students follow multi-step written directions and instructions to obtain money from an ATM machine and make a series of purchases at a shopping center.
- 2.3. Follow one-step
written instructions.
(Language Arts, Level: 1) - 1.3. Give, restate,
and follow simple two-step directions.
(Language Arts, Level: 1) - 2.8. Follow two-step
written instructions.
(Language Arts, Level: 2) - 1.4. Give and follow
three- and four-step oral directions.
(Language Arts, Level: 2) - 2.7. Follow simple
multiple-step written instructions.
(Language Arts, Level: 3) - 2.7. Follow
multiple-step instructions in a basic technical manual.
(Language Arts, Level: 4) - 2.5. Follow
multiple-step instructions for preparing applications (e.g., for a public
library card, bank savings account, sports club, league
membership).
(Language Arts, Level: 6)
Students exercise their reading fluency by reading a passage and answering a series of timed questions on title, main idea, tone, metaphor and simile, analogy, and point of view.
- 2. Reading
Comprehension. Identify the basic facts and ideas in what they have read,
heard, or viewed; use comprehension strategies (e.g., generating and
responding to questions, comparing new information to what is already
known).
(Language Arts, Level: K) - 2.1. Locate the
title, table of contents, name of author, and name of
illustrator.
(Language Arts, Level: K) - 1.2. Identify the
title and author of a reading selection.
(Language Arts, Level: 1) - 2.7. Retell the
central ideas of simple expository or narrative passages.
(Language Arts, Level: 1) - 2.5. Distinguish the
main idea and supporting details in expository text.
(Language Arts, Level: 3) - 3.5. Define
figurative language (e.g., simile, metaphor, hyperbole, personification)
and identify its use in literary works.
(Language Arts, Level: 4) - 2.3. Discern main
ideas and concepts presented in texts, identifying and assessing evidence
that supports those ideas.
(Language Arts, Level: 5) - 1.1. Identify idioms,
analogies, metaphors, and similes in prose and poetry.
(Language Arts, Level: 7) - 1.1. Analyze idioms,
analogies, metaphors, and similes to infer the literal and figurative
meanings of phrases.
(Language Arts, Level: 8) - 1.6. Revise writing
for word choice; appropriate organization; consistent point of view; and
transitions between paragraphs, passages, and ideas.
(Language Arts, Level: 8)
Students follow multi-step written directions and instructions to find a missing certificate in an old mansion.
- 2.3. Follow one-step
written instructions.
(Language Arts, Level: 1) - 1.3. Give, restate,
and follow simple two-step directions.
(Language Arts, Level: 1) - 2.8. Follow two-step
written instructions.
(Language Arts, Level: 2) - 1.4. Give and follow
three- and four-step oral directions.
(Language Arts, Level: 2) - 2.7. Follow simple
multiple-step written instructions.
(Language Arts, Level: 3) - 2.7. Follow
multiple-step instructions in a basic technical manual.
(Language Arts, Level: 4) - 2.5. Follow
multiple-step instructions for preparing applications (e.g., for a public
library card, bank savings account, sports club, league
membership).
(Language Arts, Level: 6)
Students listen to and view the place value song that presents the ones, tens, hundreds, thousands, and millions place. Students identify the place value of digits, compare numbers greater than or less than a number, identify spoken numbers, and identify numbers written out as words.
- 1. understand and use
numbers up to 100:
(Mathematics, Level: 1) - 1.1. Count, read, and
write whole numbers to 100.
(Mathematics, Level: 1) - 1.2. Compare and
order whole numbers to 100 by using the symbols for less than, equal to,
or greater than (<, = , >).
(Mathematics, Level: 1) - 1.4. Count and group
object in ones and tens.
(Mathematics, Level: 1) - 1. understand the
relationship between numbers, quantities, and place value in whole numbers
up to 1,000:
(Mathematics, Level: 2) - 1.1. Count, read, and
write whole numbers to 1,000 and identify the place value for each
digit.
(Mathematics, Level: 2) - 1.2. Use words,
models, and expanded forms (e.g., 45 'equals' 4 tens + 5) to represent
numbers (to 1,000).
(Mathematics, Level: 2) - 1.3. Order and
compare whole numbers to 1,000 by using the symbols for 'less than,'
'greater than,' and 'equals' (<, 'equals' , >).
(Mathematics, Level: 2) - 1. understand the
place value of whole numbers:
(Mathematics, Level: 3) - 1.1. Count, read, and
write whole numbers to 10,000.
(Mathematics, Level: 3) - 1.2. Compare and
order whole numbers to 10,000.
(Mathematics, Level: 3) - 1.3. Identify the
place value for each digit in numbers to 10,000.
(Mathematics, Level: 3) - 1.5. Use expanded
notation to represent numbers.
(Mathematics, Level: 3) - 1.1. Read and write
whole numbers in the millions.
(Mathematics, Level: 4) - 1.2. Order and
compare whole numbers and decimals to two decimal places.
(Mathematics, Level: 4)
Students listen to and view a description of the number line, positive numbers, negative numbers, integers, whole numbers, and real numbers. Students identify points on the number line including positive, negative, integer, whole, and real numbers.
- 1.8. Use concepts of
negative numbers (e.g., on a number line, in counting, in temperature, in
'owing').
(Mathematics, Level: 4) - 1.9. Identify on a
number line the relative position of positive fractions, positive mixed
numbers, and positive decimals to two decimal places.
(Mathematics, Level: 4) - 1.5. Identify and
represent on a number line decimals, fractions, mixed numbers, and
positive and negative integers.
(Mathematics, Level: 5)
Students listen to and view a song video describing the comparison signs including the greater than sign, less than sign, and equal sign. Students compare two numbers or expressions and select the correct comparison symbols.
- 1.2. Compare and
order whole numbers to 100 by using the symbols for less than, equal to,
or greater than (<, = , >).
(Mathematics, Level: 1) - 1.1. Represent
relationships of quantities in the form of mathematical expressions,
equations, or inequalities.
(Mathematics, Level: 3) - 1.2. Solve problems
involving numeric equations or inequalities.
(Mathematics, Level: 3) - - 1.3. Select
appropriate operational and relational symbols to make an expression
true.
(Mathematics, Level: 3)
Students listen to and view five songs listing the addition facts or sums for the numbers 1 to 5 plus 1 to 10. Students memorize to automaticity 50 addition facts presented in a random order with repetition to mastery. Students solve 1-digit addition problems.
- 2.1. Know the
addition facts (sums to 20) and the corresponding subtraction facts and
commit them to memory.
(Mathematics, Level: 1)
Students listen to and view five songs listing the addition facts or sums for the numbers 6 to 10 plus 1 to 10. Students memorize to automaticity 100 addition facts or sums to 20 presented in a random order with repetition to mastery. Students solve 1-digit addition problems.
- 2.1. Know the
addition facts (sums to 20) and the corresponding subtraction facts and
commit them to memory.
(Mathematics, Level: 1)
Students listen to and view a song video describing addition or sum of two-digit or multidigit numbers and learn to carry over. Students calculate the sum of 2-digit numbers step-by-step.
- 2. estimate,
calculate, and solve problems involving addition and subtraction of two-
and three-digit numbers:
(Mathematics, Level: 2) - 2.2. Find the sum or
difference of two whole numbers up to three digits long.
(Mathematics, Level: 2) - 2.1. Find the sum or
difference of two whole numbers between 0 and 10,000.
(Mathematics, Level: 3) - 3.1. Demonstrate an
understanding of, and the ability to use, standard algorithms for the
addition and subtraction of multidigit numbers.
(Mathematics, Level: 4)
Students listen to and view a song video describing subtraction or the difference of two-digit numbers and learn to borrow or regroup. Students subtract 2-digit numbers step-by-step.
- 2.6. Solve addition
and subtraction problems with one- and two-digit numbers (e.g., 5+58
'equals' __).
(Mathematics, Level: 1) - 2. estimate,
calculate, and solve problems involving addition and subtraction of two-
and three-digit numbers:
(Mathematics, Level: 2) - 2.2. Find the sum or
difference of two whole numbers up to three digits long.
(Mathematics, Level: 2) - 2.1. Find the sum or
difference of two whole numbers between 0 and 10,000.
(Mathematics, Level: 3) - 3.1. Demonstrate an
understanding of, and the ability to use, standard algorithms for the
addition and subtraction of multidigit numbers.
(Mathematics, Level: 4)
Students listen to and view five songs listing the multiplication facts for the numbers 1 to 5 times 1 to 12. Students memorize to automaticity the multiplication table 1 to 5 presented in a random order with repetition to mastery. Students solve 1-digit multiplication problems.
- 2.2. Memorize to
automaticity the multiplication table for numbers between 1 and
10.
(Mathematics, Level: 3) - 3.2. Demonstrate an
understanding of, and the ability to use, standard algorithms for
multiplying a multidigit number by a two-digit number and for dividing a
multidigit number by a one-digit number; use relationships between them to
simplify computations and to check results.
(Mathematics, Level: 4) -
Students listen to and view five songs listing the multiplication facts for the numbers 6 to 10 times 1 to 12. Students memorize to automaticity the multiplication table presented in a random order with repetition to mastery. Students solve 1-digit multiplication problems.
- 2.2. Memorize to
automaticity the multiplication table for numbers between 1 and
10.
(Mathematics, Level: 3)
Students listen to and view a description of the long multiplication process or algorithm. Students multiply and solve problems with 1 digit, 2 digit, and multidigit numbers.
- 2.4. Solve simple
problems involving multiplication of multidigit numbers by one-digit
numbers.
(Mathematics, Level: 3) - 3.2. Demonstrate an
understanding of, and the ability to use, standard algorithms for
multiplying a multidigit number by a two-digit number and for dividing a
multidigit number by a one-digit number; use relationships between them to
simplify computations and to check results.
(Mathematics, Level: 4) - - 3.3. Solve problems
involving multiplication of multidigit numbers by two-digit
numbers.
(Mathematics, Level: 4)
Students listen to and view a description of the long division process or algorithm. Students divide and solve problems with 1 digit, 2 digit, and multidigit numbers.
- 2.5. Solve division
problems in which a multidigit number is evenly divided by a one-digit
number.
(Mathematics, Level: 3) - 3.2. Demonstrate an
understanding of, and the ability to use, standard algorithms for
multiplying a multidigit number by a two-digit number and for dividing a
multidigit number by a one-digit number; use relationships between them to
simplify computations and to check results.
(Mathematics, Level: 4) - - 3.4. Solve problems
involving division of multidigit numbers by one-digit
numbers.
(Mathematics, Level: 4) - 2.2. Demonstrate
proficiency with division, including division with positive decimals and
long division with multidigit divisors.
(Mathematics, Level: 5)
Students listen to and view a signed addition song video describing how to add and subtract positive and negative integers, and how to convert subtraction of signed numbers into addition. Students solve addition and subtraction problems with signed numbers positive and negative step by step.
- 2.1. Add, subtract,
multiply, and divide with decimals; add with negative integers; subtract
positive integers from negative integers; and verify the reasonableness of
the results.
(Mathematics, Level: 5) - 2.3. Solve addition,
subtraction, multiplication, and division problems, including those
arising in concrete situations, that use positive and negative integers
and combinations of these operations.
(Mathematics, Level: 6)
Students listen to and view a signed multiplication song video describing how to multiply and divide positive and negative integers. Students solve multiplication and division problems with signed numbers positive and negative step by step.
- 2.3. Solve addition,
subtraction, multiplication, and division problems, including those
arising in concrete situations, that use positive and negative integers
and combinations of these operations.
(Mathematics, Level: 6)
Students listen to and view a fractions basics song describing parts of a whole, numerator, denominator, proper fractions, improper fractions, mixed fractions, and conversion between types of fractions. Students solve problems identifying and converting between types of fractions.
- 4. understand that
fractions and decimals may refer to parts of a set and parts of a
whole:
(Mathematics, Level: 2) - 4.2. Recognize
fractions of a whole and parts of a group.
(Mathematics, Level: 2) - 4.3. Know that when
all fractional parts are included, such as four-fourths, the result is
equal to the whole and to one.
(Mathematics, Level: 2) - 1.7. Write the
fraction represented by a drawing of parts of a figure; represent a given
fraction by using drawings; and relate a fraction to a simple decimal on a
number line.
(Mathematics, Level: 4)
Students listen to and view a description of factors, factorization, and multiples. Students create a list of factors of a number, and a list of multiples of a number.
- 4. know how to factor
small whole numbers:
(Mathematics, Level: 4) - 4.1. Understand that
many whole numbers break down in different ways.
(Mathematics, Level: 4)
Students listen to and view a prime number song defining prime numbers and listing the prime numbers up to 47. Students are given whole numbers and create a factor tree of prime factors, or a prime factorization.
- 4.2. Know that
numbers such as 2, 3, 5, 7, and 11 do not have any factors except 1 and
themselves and that such numbers are called prime
numbers.
(Mathematics, Level: 4) - 1.4. Determine the
prime factors of all numbers through 50 and write the numbers as the
product of their prime factors by using exponents to show multiples of a
factor (e.g., 24 'equals' 2 × 2 × 2 × 3 'equals' 23 × 3).
(Mathematics, Level: 5)
Students listen to and view a song video describing the process or algorithm for reducing or simplifying fractions to their lowest terms using the greatest common factor, or GCF. Students reduce or simplify fractions step by step by finding the factors of the numerator and denominator, selecting the greatest common factor (divisor), and dividing by the GCF.
- 2.4. Determine the
least common multiple and the greatest common divisor of whole numbers;
use them to solve problems with fractions (e.g., to find a common
denominator to add two fractions or to find the reduced form for a
fraction).
(Mathematics, Level: 6)
Students listen to and view a description of how to multiply fractions, and how to divide fractions by inverting the divisor and multiplying. Students solve problems by multiplying and dividing fractions step by step.
- 2. perform
calculations and solve problems involving addition, subtraction, and
simple multiplication and division of fractions and
decimals:
(Mathematics, Level: 5) - 2.4. Understand the
concept of multiplication and division of fractions.
(Mathematics, Level: 5) - 2.5. Compute and
perform simple multiplication and division of fractions and apply these
procedures to solving problems.
(Mathematics, Level: 5)
Students listen to and view a description of the process or algorithm for the addition and subtraction of fractions using the least common denominator, or LCD. Students add and subtract fractions step by step by finding the least common multiple, converting fractions to the LCD, and adding the numerators.
- 3.2. Add and subtract
simple fractions.
(Mathematics, Level: 3) - 2. perform
calculations and solve problems involving addition, subtraction, and
simple multiplication and division of fractions and
decimals:
(Mathematics, Level: 5) - 2.1. Solve problems
involving addition, subtraction, multiplication, and division of positive
fractions and explain why a particular operation was used for a given
situation.
(Mathematics, Level: 6) - 2.4. Determine the
least common multiple and the greatest common divisor of whole numbers;
use them to solve problems with fractions (e.g., to find a common
denominator to add two fractions or to find the reduced form for a
fraction).
(Mathematics, Level: 6) - 2.2. Add and subtract
fractions by using factoring to find common denominators.
(Mathematics, Level: 7)
Students listen to and view a decimal place value song describing the tenths, hundredths, and thousandths place in numbers of one, two, and three decimal places. Students identify spoken and written numbers with up to three decimal places and round and compare decimal numbers.
- 1. understand the
place value of whole numbers and decimals to two decimal places and how
whole numbers and decimals relate to simple fractions. use the concepts of
negative numbers:
(Mathematics, Level: 4) - 1.2. Order and
compare whole numbers and decimals to two decimal places.
(Mathematics, Level: 4) - 1.6. Write tenths and
hundredths in decimal and fraction notations and know the fraction and
decimal equivalents for halves and fourths.
(Mathematics, Level: 4) -
Students listen to and view a description of how to add and subtract decimal numbers by lining up the decimal point, adding, and placing the decimal point in the answer. Students solve problems with the addition and subtractions of decimal numbers.
- 3.3. Solve problems
involving addition, subtraction, multiplication, and division of money
amounts in decimal notation and multiply and divide money amounts in
decimal notation by using whole-number multipliers and
divisors.
(Mathematics, Level: 3) - 2. extend their use
and understanding of whole numbers to the addition and subtraction of
simple decimals:
(Mathematics, Level: 4) - 2.1. Estimate and
compute the sum or difference of whole numbers and positive decimals to
two places.
(Mathematics, Level: 4) - 2.1. Add, subtract,
multiply, and divide with decimals; add with negative integers; subtract
positive integers from negative integers; and verify the reasonableness of
the results.
(Mathematics, Level: 5)
Students listen to and view a description of how to multiply and divide decimal numbers and place the decimal point in the answer. Students solve problems with the multiplication and division of decimal numbers.
- 3.3. Solve problems
involving addition, subtraction, multiplication, and division of money
amounts in decimal notation and multiply and divide money amounts in
decimal notation by using whole-number multipliers and
divisors.
(Mathematics, Level: 3) - 2. perform
calculations and solve problems involving addition, subtraction, and
simple multiplication and division of fractions and
decimals:
(Mathematics, Level: 5) - 2.1. Add, subtract,
multiply, and divide with decimals; add with negative integers; subtract
positive integers from negative integers; and verify the reasonableness of
the results.
(Mathematics, Level: 5) - 2.2. Demonstrate
proficiency with division, including division with positive decimals and
long division with multidigit divisors.
(Mathematics, Level: 5)
Students listen to and view a description of percentages and how to convert percentages to and from fractions and decimals. Students calculate the percentage of quantities and solve problems converting percentages, fractions, and decimals.
- 1.2. Interpret
percents as a part of a hundred; find decimal and percent equivalents for
common fractions and explain why they represent the same value; compute a
given percent of a whole number.
(Mathematics, Level: 5) - 1. compare and order
positive and negative fractions, decimals, and mixed numbers. solve
problems involving fractions, ratios, proportions, and
percentages:
(Mathematics, Level: 6) - 1.4. Calculate given
percentages of quantities and solve problems involving discounts at sales,
interest earned, and tips.
(Mathematics, Level: 6) - 1.3. Convert
fractions to decimals and percents and use these representations in
estimations, computations, and applications.
(Mathematics, Level: 7) - - 1.6. Calculate the
percentage of increases and decreases of a quantity.
(Mathematics, Level: 7)
Students listen to and view a description of how to solve common percentage word problems including sales discounts. Students solve real world word problems involving the calculation of percent values.
- 1. compare and order
positive and negative fractions, decimals, and mixed numbers. solve
problems involving fractions, ratios, proportions, and
percentages:
(Mathematics, Level: 6) - 1.4. Calculate given
percentages of quantities and solve problems involving discounts at sales,
interest earned, and tips.
(Mathematics, Level: 6) - 1.7. Solve problems
that involve discounts, markups, commissions, and profit and compute
simple and compound interest.
(Mathematics, Level: 7)
Students listen to and view a description of exponents including squares, cubes, and higher powers as well as exponents of power 0 and power 1. Students solve exponent problems by matching a base and exponent with the equivalent multiplication and the evaluated number. Students work with and understand powers of 10.
- 1.3. Understand and
compute positive integer powers of nonnegative integers; compute examples
as repeated multiplication.
(Mathematics, Level: 5) - 2. use exponents,
powers, and roots and use exponents in working with
fractions:
(Mathematics, Level: 7) - 2.1. Interpret
positive whole-number powers as repeated multiplication and negative
whole-number powers as repeated division or multiplication by the
multiplicative inverse. Simplify and evaluate expressions that include
exponents.
(Mathematics, Level: 7)
Students listen to and view a song video describing exponent rules and properties: multiplying and dividing two exponents with a common base, taking an exponent of an exponent, and evaluating negative exponents. Students solve exponent problems by matching an exponent problem with the applied rule and the answer.
- 2. use exponents,
powers, and roots and use exponents in working with
fractions:
(Mathematics, Level: 7) - 2.1. Understand
negative whole-number exponents. Multiply and divide expressions involving
exponents with a common base.
(Mathematics, Level: 7) - 2.3. Multiply,
divide, and simplify rational numbers by using exponent
rules.
(Mathematics, Level: 7)
Students listen to and view a description of square roots and a song listing square roots of perfect squares from 1 to 100. Students solve square root problems. Students estimate square roots by determining between which integers the square root lies.
- 2.4. Use the inverse
relationship between raising to a power and extracting the root of a
perfect square integer; for an integer that is not square, determine
without a calculator the two integers between which its square root lies
and explain why.
(Mathematics, Level: 7) - 2. interpret and
evaluate expressions involving integer powers and simple
roots:
(Mathematics, Level: 7)
Students listen to and view a description of scientific notation, calculator notation, and standard notation. Students convert numbers between standard and scientific notation by placing the decimal point and determining the exponent required.
Students listen to and view a description of algebra basics including variables, constants, coefficients, evaluating expressions, and substitution. Students identify the terminology for each part of an equation and substitute values to evaluate expressions.
- 1. use variables in
simple expressions, compute the value of the expression for specific
values of the variable, and plot and interpret the
results:
(Mathematics, Level: 5) - 1.2. Use a letter to
represent an unknown number; write and evaluate simple algebraic
expressions in one variable by substitution.
(Mathematics, Level: 5) - - 1.2. Write and
evaluate an algebraic expression for a given situation, using up to three
variables.
(Mathematics, Level: 6) - 1.1. Use variables
and appropriate operations to write an expression, an equation, an
inequality, or a system of equations or inequalities that represents a
verbal description (e.g., three less than a number, half as large as area
A).
(Mathematics, Level: 7) - 1.4. Use algebraic
terminology (e.g., variable, equation, term, coefficient, inequality,
expression, constant) correctly.
(Mathematics, Level: 7)
Students listen to and view a song describing the PEMDAS order of operations: parentheses (brackets) first, exponents next, multiplication and division, addition and subtraction. Students evaluate expressions step-by-step using the PEMDAS order of operations.
- 1.3. Use parentheses
to indicate which operation to perform first when writing expressions
containing more than two terms and different operations.
(Mathematics, Level: 4) - 1.3. Apply algebraic
order of operations and the commutative, associative, and distributive
properties to evaluate expressions; and justify each step in the
process.
(Mathematics, Level: 6) - 1.4. Solve problems
manually by using the correct order of operations or by using a scientific
calculator.
(Mathematics, Level: 6) - 1.2. Use the correct
order of operations to evaluate algebraic expressions.
(Mathematics, Level: 7)
Students listen to and view a description of how to simplify algebra expressions using the distributive property and how to combine like terms. Students distribute and combine like terms to simplify expressions.
- 1.3. Know and use the
distributive property in equations and expressions with
variables.
(Mathematics, Level: 5) - 1.3. Apply algebraic
order of operations and the commutative, associative, and distributive
properties to evaluate expressions; and justify each step in the
process.
(Mathematics, Level: 6) - 1.3. Simplify
numerical expressions by applying properties of rational numbers (e.g.,
identity, inverse, distributive, associative, commutative) and justify the
process used.
(Mathematics, Level: 7)
Students listen to and view a description of how to solve one-step, two-step and multi-step linear equations with one variable. Students identify the operations to perform for each step to solve equations with one variable.
- 1.1. Write and solve
one-step linear equations in one variable.
(Mathematics, Level: 6) - 4.1. Solve two-step
linear equations and inequalities in one variable over the rational
numbers, interpret the solution or solutions in the context from which
they arose, and verify the reasonableness of the results.
(Mathematics, Level: 7) - 5. solve multistep
problems, including word problems, involving linear equations and linear
inequalities in one variable and provide justification for each
step.
(Mathematics, Level: 8 - 12)
Students listen to and view a description of ratio and proportion, and learn to solve proportion problems through cross-multiplication. Students solve ratio and proportion problems step-by-step.
- 1.2. Interpret and
use ratios in different contexts to show the relative sizes of two
quantities, using appropriate notations (a / b, a to b,
a:b).
(Mathematics, Level: 6) - 1.3. Use proportions
to solve problems. Use cross-multiplication as a method for solving such
problems, understanding it as the multiplication of both sides of an
equation by a multiplicative inverse.
(Mathematics, Level: 6)
Students listen to and view a description of a four-step method for solving real world word problems: find what is asked for, list what is given, determine the math needed, and calculate the answer. Students solve word problems using the four step method.
- 3.2. Note the method
of deriving the solution and demonstrate a conceptual understanding of the
derivation by solving similar problems.
(Mathematics, Level: 4) - 2.3. Solve simple
problems, including ones arising in concrete situations, involving the
addition and subtraction of fractions and mixed numbers (like and unlike
denominators of 20 or less), and express answers in the simplest
form.
(Mathematics, Level: 5) - 3.2. Note the method
of deriving the solution and demonstrate a conceptual understanding of the
derivation by solving similar problems.
(Mathematics, Level: 7)
Students view a description of bar graphs, pie charts, and line graphs, including the concepts of largest and smallest value. Students answer word problems by analyzing a variety of charts and graphs.
- 2.3. Use a variety of
methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
(Mathematics, Level: 4) - 1.1. Use information
taken from a graph or equation to answer questions about a problem
situation.
(Mathematics, Level: 5) - 2.3. Use a variety of
methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
(Mathematics, Level: 5) - 2.4. Use a variety of
methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
(Mathematics, Level: 6) - 1.5. Represent
quantitative relationships graphically and interpret the meaning of a
specific part of a graph in the situation represented by the
graph.
(Mathematics, Level: 7) - 2.5. Use a variety of
methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
(Mathematics, Level: 7)
Students view a description and listen to a song video explaining coordinate graphs. Students learn about the x-axis, y-axis, the four quadrants, and plotting an ordered pair (x,y) as a point on a coordinate plane. Students plot the location of an ordered pair on a coordinate graph and identify the correct quadrant for a point.
- 2. use
two-dimensional coordinate grids to represent points and graph lines and
simple figures:
(Mathematics, Level: 4) - 2.2. Understand that
the length of a horizontal line segment equals the difference of the
x-coordinates.
(Mathematics, Level: 4) - 1.4. Identify and
graph ordered pairs in the four quadrants of the coordinate
plane.
(Mathematics, Level: 5) - 1.4. Identify ordered
pairs of data from a graph and interpret the meaning of the data in terms
of the situation depicted by the graph.
(Mathematics, Level: 5) - 1.5. Know how to
write ordered pairs correctly; for example, (x, y).
(Mathematics, Level: 5)
Students view a description and listen to a song video explaining line graphs. Students learn about linear equations of the form y=mx+b, the slope rise over run of a line, and the y-intercept. Students solve problems graphing linear functions from an equation through the slope and y-intercept.
- 3.3. Graph linear
functions, noting that the vertical change (change in y-value) per unit of
horizontal change (change in x-value) is always the same and know that the
ratio ('rise over run') is called the slope of a graph.
(Mathematics, Level: 7) - 6. graph a linear
equation and compute the x- and y-intercepts.
(Mathematics, Level: 8 - 12)
Students listen to and view description of scatterplots. Students learn how to determine the relationship between two variables from the best fit curve through the data points: direct correlation linear, inverse or negative correlation, non-linear curved, or random with no correlation.
- 1.2. Represent two
numerical variables on a scatterplot and informally describe how the data
points are distributed and any apparent relationship that exists between
the two variables.
(Mathematics, Level: 7)
Students listen to and view a description of non-linear graphs including parabolas y = nx2, cubic functions y = nx3, and absolute value functions y = |x|. Students view non-linear graphs and identify the type of function.
- 3. graph and
interpret linear and some nonlinear functions:
(Mathematics, Level: 7) - 3.1. Graph functions
of the form y = nx2 and y = nx3 and use in solving
problems.
(Mathematics, Level: 7)
Students listen to and view a song video describing the measurement of length, volume, and weight/mass in the metric system and the customary or U.S. system. Students use measurement tools such as a ruler, tape measure, weigh scale, and measuring jug to measure and estimate measurement in a variety of items in different systems and units in real world problem solving situations.
- 1. choose and use
appropriate units and measurement tools to quantify the properties of
objects:
(Mathematics, Level: 3) - 1.1. Choose the
appropriate tools and units (metric and U.S.) and estimate and measure the
length, liquid volume, and weight / mass of given
objects.
(Mathematics, Level: 3) - 1.3. Understand the
concept of volume and use the appropriate units in common measuring
systems (i.e., cubic centimeter [cm 3], cubic meter [m3], cubic inch [in
3], cubic yard [yd3]) to compute the volume of rectangular
solids.
(Mathematics, Level: 5) - 1.1. Compare weights,
capacities, geometric measures, times, and temperatures within and between
measurement systems (e.g., miles per hour and feet per second, cubic
inches to cubic centimeters).
(Mathematics, Level: 7)
Students listen to and view a method to convert measures from one unit to another within one measurement system and between the metric and customary or U.S. systems. Students use a conversion table to create a conversion ratio and solve real world conversion problems.
- 1.4. Express simple
unit conversions in symbolic form.
(Mathematics, Level: 3) - 1.1. Choose the
appropriate tools and units (metric and U.S.) and estimate and measure the
length, liquid volume, and weight / mass of given
objects.
(Mathematics, Level: 3) - 1.4. Carry out simple
unit conversions within a system of measurement (e.g., centimeters and
meters, hours and minutes).
(Mathematics, Level: 3) - 1.3. Understand the
concept of volume and use the appropriate units in common measuring
systems (i.e., cubic centimeter [cm 3], cubic meter [m3], cubic inch [in
3], cubic yard [yd3]) to compute the volume of rectangular
solids.
(Mathematics, Level: 5) - 2.1. Convert one unit
of measurement to another (e.g., from feet to miles, from centimeters to
inches).
(Mathematics, Level: 6) - 1. choose appropriate
units of measure and use ratios to convert within and between measurement
systems to solve problems:
(Mathematics, Level: 7) - 1.1. Compare weights,
capacities, geometric measures, times, and temperatures within and between
measurement systems (e.g., miles per hour and feet per second, cubic
inches to cubic centimeters).
(Mathematics, Level: 7)
Students listen to and view a song video describing how to solve real world time problems, including how to convert from one unit of time to another. Students solve time conversion problems involving seconds, minutes, hours, days, weeks, and years.
- 1.4. Carry out simple
unit conversions within a system of measurement (e.g., centimeters and
meters, hours and minutes).
(Mathematics, Level: 3) - 2.3. Solve problems
involving rates, average speed, distance, and time.
(Mathematics, Level: 6) - 1.1. Compare weights,
capacities, geometric measures, times, and temperatures within and between
measurement systems (e.g., miles per hour and feet per second, cubic
inches to cubic centimeters).
(Mathematics, Level: 7)
Students listen to and view a description of rate as a ratio of measures and learn a method for solving rate word problems. Students learn how to solve common problems of distance, speed, and time using the formula d=rt. Students solve a variety of real world word problems involving rate and speed.
- 2. analyze and use
tables, graphs, and rules to solve problems involving rates and
proportions:
(Mathematics, Level: 6) - 2.2. Demonstrate an
understanding that rate is a measure of one quantity per unit value of
another quantity.
(Mathematics, Level: 6) - 2.3. Solve problems
involving rates, average speed, distance, and time.
(Mathematics, Level: 6) - 4.2. Solve multistep
problems involving rate, average speed, distance, and time or a direct
variation.
(Mathematics, Level: 7) - 1.3. Use measures
expressed as rates (e.g., speed, density) and measures expressed as
products (e.g., person-days) to solve problems; check the units of the
solutions; and use dimensional analysis to check the reasonableness of the
answer.
(Mathematics, Level: 7)
Students listen to and view a song video describing angles, rays, and lines. Students learn about acute, obtuse, complementary, and supplementary angles, and parallel and perpendicular lines. Students solve word problems with figures of angles and lines.
- 2.4. Identify right
angles in geometric figures or in appropriate objects and determine
whether other angles are greater or less than a right
angle.
(Mathematics, Level: 3) - 3.5. Know the
definitions of a right angle, an acute angle, and an obtuse angle.
Understand that 90 degrees, 180 degrees, 270 degrees, and 360 degrees are
associated, respectively, with one-fourth, one-half, three-fourths, and
full turns.
(Mathematics, Level: 4) - 2.1. Measure,
identify, and draw angles, perpendicular and parallel lines, rectangles,
and triangles by using appropriate tools (e.g., straightedge, ruler,
compass, protractor, drawing software).
(Mathematics, Level: 5) - 2.1. Identify angles
as vertical, adjacent, complementary, or supplementary and provide
descriptions of these terms.
(Mathematics, Level: 6) - 2.2. Use the
properties of complementary and supplementary angles and the sum of the
angles of a triangle to solve problems involving an unknown
angle.
(Mathematics, Level: 6)
Students listen to and view a song video describing triangles including right, acute, obtuse, isosceles, equilateral, and scalene triangles. Students solve problems to identify a type of triangle, find unknown angles, and compute the area of a triangle from the base and height.
- 2.2. Identify
attributes of triangles (e.g., two equal sides for the isosceles triangle,
three equal sides for the equilateral triangle, right angle for the right
triangle).
(Mathematics, Level: 3) - 3.5. Know the
definitions of a right angle, an acute angle, and an obtuse angle.
Understand that 90 degrees, 180 degrees, 270 degrees, and 360 degrees are
associated, respectively, with one-fourth, one-half, three-fourths, and
full turns.
(Mathematics, Level: 4) - 3.7. Know the
definitions of different triangles (e.g., equilateral, isosceles, scalene)
and identify their attributes.
(Mathematics, Level: 4) - 2.1. Measure,
identify, and draw angles, perpendicular and parallel lines, rectangles,
and triangles by using appropriate tools (e.g., straightedge, ruler,
compass, protractor, drawing software).
(Mathematics, Level: 5) - 2.2. Know that the
sum of the angles of any triangle is 180 degrees and the sum of the angles
of any quadrilateral is 360 degrees and use this information to solve
problems.
(Mathematics, Level: 5) - 2.2. Use the
properties of complementary and supplementary angles and the sum of the
angles of a triangle to solve problems involving an unknown
angle.
(Mathematics, Level: 6) - 2.1. Use formulas
routinely for finding the perimeter and area of basic two-dimensional
figures and the surface area and volume of basic three-dimensional
figures, including rectangles, parallelograms, trapezoids, squares,
triangles, circles, prisms, and cylinders.
(Mathematics, Level: 7)
Students listen to and view a song video describing the Pythagorean theorem and the formula a2 + b2 = c2 for the sides and hypotenuse of a right triangle. Students learn common Pythagorean triples like 3-4-5. Students solve word problems with figures using the Pythagorean theorem and common triples to find the length of the missing side.
- 3. know the
Pythagorean theorem and deepen their understanding of plane and solid
geometric shapes by constructing figures that meet given conditions and by
identifying attributes of figures:
(Mathematics, Level: 7) - 3.3. Know and
understand the Pythagorean theorem and its converse and use it to find the
length of the missing side of a right triangle and the lengths of other
line segments and, in some situations, empirically verify the Pythagorean
theorem by direct measurement.
(Mathematics, Level: 7) - 15. use the
Pythagorean theorem to determine distance and find missing lengths of
sides of right triangles.
(Mathematics, Level: 8 - 12)
Students listen to and view a description of common polygons including a triangle, quadrilateral, pentagon, hexagon, heptagon, and octagon. Students listen to and view a song video describing quadrilaterals including the square, rectangle, rhombus, trapezoid, and parallelogram. Students solve problems to find the perimeter and area of various polygons.
- 1.3. Find the
perimeter of a polygon with integer sides.
(Mathematics, Level: 3) - 2.1. Identify,
describe, and classify polygons (including pentagons, hexagons, and
octagons).
(Mathematics, Level: 3) - 2.3. Identify
attributes of quadrilaterals (e.g., parallel sides for the parallelogram,
right angles for the rectangle, equal sides and right angles for the
square).
(Mathematics, Level: 3) - 1.1. Measure the area
of rectangular shapes by using appropriate units, such as square
centimeter (cm2), square meter (m 2), square kilometer (km 2), square inch
(in 2), square yard (yd2), or square mile (mi 2).
(Mathematics, Level: 4) - 1.4. Understand and
use formulas to solve problems involving perimeters and areas of
rectangles and squares. Use those formulas to find the areas of more
complex figures by dividing the figures into basic
shapes.
(Mathematics, Level: 4) - 3.8. Know the
definition of different quadrilaterals (e.g., rhombus, square, rectangle,
parallelogram, trapezoid).
(Mathematics, Level: 4) - 1.1. Derive and use
the formula for the area of a triangle and of a parallelogram by comparing
it with the formula for the area of a rectangle (i.e., two of the same
triangles make a parallelogram with twice the area; a parallelogram is
compared with a rectangle of the same area by cutting and pasting a right
triangle on the parallelogram).
(Mathematics, Level: 5) - 2.1. Use formulas
routinely for finding the perimeter and area of basic two-dimensional
figures and the surface area and volume of basic three-dimensional
figures, including rectangles, parallelograms, trapezoids, squares,
triangles, circles, prisms, and cylinders.
(Mathematics, Level: 7) - 10. compute areas of
polygons, including rectangles, scalene triangles, equilateral triangles,
rhombi, parallelograms, and trapezoids.
(Mathematics, Level: 8 - 12) -
Students listen to and view a song video describing circles including pi , center, radius, diameter, circumference, and area. Students learn the formulas for the area and circumference of a circle. Students solve circle real world word problems with figures using a four-step structured method.
- 1.4. Understand and
use formulas to solve problems involving perimeters and areas of
rectangles and squares. Use those formulas to find the areas of more
complex figures by dividing the figures into basic
shapes.
(Mathematics, Level: 4) - 3.2. Identify the
radius and diameter of a circle.
(Mathematics, Level: 4) - 1.1. Understand the
concept of a constant such as pi (?); know the formulas for the
circumference and area of a circle.
(Mathematics, Level: 6) - 1.2. Know common
estimates of pi (? )(3.14; 22/7) and use these values to estimate and
calculate the circumference and the area of circles; compare with actual
measurements.
(Mathematics, Level: 6) - 2.1. Use formulas
routinely for finding the perimeter and area of basic two-dimensional
figures and the surface area and volume of basic three-dimensional
figures, including rectangles, parallelograms, trapezoids, squares,
triangles, circles, prisms, and cylinders.
(Mathematics, Level: 7) - 3.1. Identify and
construct basic elements of geometric figures (e.g., altitudes,
mid-points, diagonals, angle bisectors, and perpendicular bisectors;
central angles, radii, diameters, and chords of circles) by using a
compass and straightedge.
(Mathematics, Level: 7) - 8. know, derive, and
solve problems involving the perimeter, circumference, area, volume,
lateral area, and surface area of common geometric
figures.
(Mathematics, Level: 8 - 12)
Students listen to and view a song video describing solid figures including the rectangular solid, cube, cylinder, sphere, and cone. Students learn about the edges and faces of three-dimensional objects, and learn the formulas for surface area and volume of key solid figures. Students solve problems to identify solid figures and calculate number of faces, surface area, and volume.
- 2.5. Identify,
describe, and classify common three-dimensional geometric objects (e.g.,
cube, rectangular solid, sphere, prism, pyramid, cone,
cylinder).
(Mathematics, Level: 3) - 2.6. Identify common
solid objects that are the components needed to make a more complex solid
object.
(Mathematics, Level: 3) - 3.6. Visualize,
describe, and make models of geometric solids (e.g., prisms, pyramids) in
terms of the number and shape of faces, edges, and vertices; interpret
two-dimensional representations of three-dimensional objects; and draw
patterns (of faces) for a solid that, when cut and folded, will make a
model of the solid.
(Mathematics, Level: 4) - 1.3. Understand the
concept of volume and use the appropriate units in common measuring
systems (i.e., cubic centimeter [cm 3], cubic meter [m3], cubic inch [in
3], cubic yard [yd3]) to compute the volume of rectangular
solids.
(Mathematics, Level: 5) - 1.3. Know and use the
formulas for the volume of triangular prisms and cylinders (area of base ×
height); compare these formulas and explain the similarity between them
and the formula for the volume of a rectangular solid.
(Mathematics, Level: 6) - 2.1. Use formulas
routinely for finding the perimeter and area of basic two-dimensional
figures and the surface area and volume of basic three-dimensional
figures, including rectangles, parallelograms, trapezoids, squares,
triangles, circles, prisms, and cylinders.
(Mathematics, Level: 7) - 2.3. Compute the
length of the perimeter, the surface area of the faces, and the volume of
a three-dimensional object built from rectangular solids. Understand that
when the lengths of all dimensions are multiplied by a scale factor, the
surface area is multiplied by the square of the scale factor and the
volume is multiplied by the cube of the scale factor.
(Mathematics, Level: 7) - 9. compute the
volumes and surface areas of prisms, pyramids, cylinders, cones, and
spheres; and commit to memory the formulas for prisms, pyramids, and
cylinders.
(Mathematics, Level: 8 - 12)
Students listen to and view a description of symmetry and transform, including reflection across a mirror line, rotation, and translation. Students solve problems with figures to identify the type of symmetry.
- 3.4. Identify figures
that have bilateral and rotational symmetry.
(Mathematics, Level: 4) -
Students listen to and view a song video describing how to calculate the mean, median, and mode of a data set. Students compute the mean, median, and mode from given data sets.
- 1.1. Know the
concepts of mean, median, and mode; compute and compare simple examples to
show that they may differ.
(Mathematics, Level: 5) - 1.1. Compute the
range, mean, median, and mode of data sets.
(Mathematics, Level: 6) - - 6. know the
definitions of the mean, median, and mode of a distribution of data and
can compute each in particular situations.
(Mathematics, Level: 8 - 12)
Student listen to and view a description of percentiles, quartiles, the min or minimum, and the max or maximum. Student learn how to create a box-and-whisker plot from a data set using the min, lower quartile Q1, median, upper quartile Q3, and max. Students solve problems computing the min, Q1, median, Q3, and max from a data set and making a box and whisker plot.
- 1. compute and
analyze statistical measurements for data sets:
(Mathematics, Level: 6) - 1.1. Know various
forms of display for data sets, including a stem-and-leaf plot or
box-and-whisker plot; use the forms to display a single set of data or to
compare two sets of data.
(Mathematics, Level: 7) - 1.3. Understand the
meaning of, and be able to compute, the minimum, the lower quartile, the
median, the upper quartile, and the maximum of a data
set.
(Mathematics, Level: 7)
Students listen to and view a description of histograms to plot the frequency of items occurring in a data set. Students learn how to interpret stem-and-leaf plots of a data set. Students solve problems using histograms and stem and leaf diagrams.
- 1.2. Organize and
display single-variable data in appropriate graphs and representations
(e.g., histogram, circle graphs) and explain which types of graphs are
appropriate for various data sets.
(Mathematics, Level: 5) - 1.1. Know various
forms of display for data sets, including a stem-and-leaf plot or
box-and-whisker plot; use the forms to display a single set of data or to
compare two sets of data.
(Mathematics, Level: 7) - 8. organize and
describe distributions of data by using a number of different methods,
including frequency tables, histograms, standard line and bar graphs,
stem-and-leaf displays, scatterplots, and box-and-whisker
plots.
(Mathematics, Level: 8 - 12)
Students listen to and view a description of probability basics including events, outcomes, success, and how to calculate probability. Students solve basic probability problems using a three-step method to find total outcomes, successful outcomes, and the ratio for the probability as a fraction, decimal, or percent.
- 1.2. Record the
possible outcomes for a simple event (e.g., tossing a coin) and
systematically keep track of the outcomes when the event is repeated many
times.
(Mathematics, Level: 3) - 2. make predictions
for simple probability situations:
(Mathematics, Level: 4) - 2.2. Express outcomes
of experimental probability situations verbally and numerically (e.g., 3
out of 4; 3/4).
(Mathematics, Level: 4) - 3.3. Represent
probabilities as ratios, proportions, decimals between 0 and 1, and
percentages between 0 and 100 and verify that the probabilities computed
are reasonable; know that if P is the probability of an event, 1-P is the
probability of an event not occurring.
(Mathematics, Level: 6)
Students listen to and view a description of independent events and learn that the probability of independent events occurring is the product of the individual probabilities. Students solve problems involving two or three independent trials using a three-step method: number of independent events, probability of each event, and combined probability in real world problem solving situations.
- 3.4. Understand that
the probability of either of two disjoint events occurring is the sum of
the two individual probabilities and that the probability of one event
following another, in independent trials, is the product of the two
probabilities.
(Mathematics, Level: 6) - 3.5. Understand the
difference between independent and dependent events.
(Mathematics, Level: 6)
Students listen to and view a description of tables grids, tree diagrams, and lists of all possible outcomes to help solve probability problems. Students solve problems asking for the probability of different events occurring using table grids and tree diagrams.
- 1.2. Record the
possible outcomes for a simple event (e.g., tossing a coin) and
systematically keep track of the outcomes when the event is repeated many
times.
(Mathematics, Level: 3) - 2.1. Represent all
possible outcomes for a simple probability situation in an organized way
(e.g., tables, grids, tree diagrams).
(Mathematics, Level: 4) - 3.1. Represent all
possible outcomes for compound events in an organized way (e.g., tables,
grids, tree diagrams) and express the theoretical probability of each
outcome.
(Mathematics, Level: 6)
Students listen to and view a description of missing information and relevant versus irrelevant information in word problems. Students identify the missing information and the irrelevant information from sample word problems.
- 1.1. Analyze problems
by identifying relationships, distinguishing relevant from irrelevant
information, sequencing and prioritizing information, and observing
patterns.
(Mathematics, Level: 3) - 1.1. Analyze problems
by identifying relationships, distinguishing relevant from irrelevant
information, sequencing and prioritizing information, and observing
patterns.
(Mathematics, Level: 4) - 1.1. Analyze problems
by identifying relationships, distinguishing relevant from irrelevant
information, sequencing and prioritizing information, and observing
patterns.
(Mathematics, Level: 5) - 1.1. Analyze problems
by identifying relationships, distinguishing relevant from irrelevant
information, identifying missing information, sequencing and prioritizing
information, and observing patterns.
(Mathematics, Level: 6) - 1.1. Analyze problems
by identifying relationships, distinguishing relevant from irrelevant
information, identifying missing information, sequencing and prioritizing
information, and observing patterns.
(Mathematics, Level: 7)
Students listen to and view a description of mathematical conjectures and patterns. Students make conjectures to solve word problems involving patterns and sequences.
- 1.1. Analyze problems
by identifying relationships, distinguishing relevant from irrelevant
information, sequencing and prioritizing information, and observing
patterns.
(Mathematics, Level: 3) - 1.1. Analyze problems
by identifying relationships, distinguishing relevant from irrelevant
information, sequencing and prioritizing information, and observing
patterns.
(Mathematics, Level: 4) - 1.1. Analyze problems
by identifying relationships, distinguishing relevant from irrelevant
information, sequencing and prioritizing information, and observing
patterns.
(Mathematics, Level: 5) - 1.1. Analyze problems
by identifying relationships, distinguishing relevant from irrelevant
information, identifying missing information, sequencing and prioritizing
information, and observing patterns.
(Mathematics, Level: 6) - 1.2. Formulate and
justify mathematical conjectures based on a general description of the
mathematical question or problem posed.
(Mathematics, Level: 6) - 1.1. Analyze problems
by identifying relationships, distinguishing relevant from irrelevant
information, identifying missing information, sequencing and prioritizing
information, and observing patterns.
(Mathematics, Level: 7) - 1.2. Formulate and
justify mathematical conjectures based on a general description of the
mathematical question or problem posed.
(Mathematics, Level: 7) - 2.4. Make and test
conjectures by using both inductive and deductive
reasoning.
(Mathematics, Level: 7)
Students listen to and view a description of estimation through rounding, and learn how to estimate sums and products of large numbers through rounding. Students solve estimation problems by finding the best estimate for problems with multiple sums or products.
- 1.4. Round off
numbers to 10,000 to the nearest ten, hundred, and
thousand.
(Mathematics, Level: 3) - 2.1. Use estimation
to verify the reasonableness of calculated results.
(Mathematics, Level: 3) - 2.1. Use estimation
to verify the reasonableness of calculated results.
(Mathematics, Level: 4) - 1.1. Estimate, round,
and manipulate very large (e.g., millions) and very small (e.g.,
thousandths) numbers.
(Mathematics, Level: 5) - 2.1. Use estimation
to verify the reasonableness of calculated results.
(Mathematics, Level: 5) - 2.1. Use estimation
to verify the reasonableness of calculated results.
(Mathematics, Level: 6) - 2.1. Use estimation
to verify the reasonableness of calculated results.
(Mathematics, Level: 7)
Students listen to and view three songs that present the phonics letter sounds A to I with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.
- 1.5. Distinguish
letters from words.
(Language Arts, Level: K) - 1.6. Recognize and
name all uppercase and lowercase letters of the alphabet.
(Language Arts, Level: K) - 1.7. Track (move
sequentially from sound to sound) and represent the number, sameness /
difference, and order of two and three isolated phonemes (e.g., / f, s, th
/ , / j, d, j / ).
(Language Arts, Level: K) - 1.14. Match all
consonant and short-vowel sounds to appropriate letters.
(Language Arts, Level: K) - 1.16. Understand that
as letters of words change, so do the sounds (i.e., the alphabetic
principle).
(Language Arts, Level: K) - 1.3. Identify
letters, words, and sentences.
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1. Word Analysis,
Fluency, and Systematic Vocabulary Development. Understand the basic
features of reading; select letter patterns and know how to translate them
into spoken language by using phonics, syllabication, and word parts;
apply this knowledge to achieve fluent oral and silent
reading.
(Language Arts, Level: 2)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-I in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
- 1.5. Distinguish
letters from words.
(Language Arts, Level: K) - 1.9. Blend
vowel-consonant sounds orally to make words or syllables.
(Language Arts, Level: K) - 1.15. Read simple
one-syllable and high-frequency words (i.e., sight words).
(Language Arts, Level: K) - 1.3. Identify
letters, words, and sentences.
(Language Arts, Level: 1) - 1.4. Distinguish
initial, medial, and final sounds in single-syllable words.
(Language Arts, Level: 1) - 1.8. Blend two to
four phonemes into recognizable words (e.g., / c / a / t / = cat; / f / l
/ a / t / = flat).
(Language Arts, Level: 1) - 1.9. Segment single
syllable words into their components (e.g., / c / a / t / = cat; / s / p /
l / a / t / =splat; / r / i / ch / = rich).
(Language Arts, Level: 1) - - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1)
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-I. They match sentences with pictures and fill in missing words in sentences.
- 1.2. Follow words
from left to right and from top to bottom on the printed
page.
(Language Arts, Level: K) - 1.4. Recognize that
sentences in print are made up of separate words.
(Language Arts, Level: K) - 1.12. Track
auditorily each word in a sentence and each syllable in a
word.
(Language Arts, Level: K) - 1.15. Read simple
one-syllable and high-frequency words (i.e., sight words).
(Language Arts, Level: K) - 1.3. Identify
letters, words, and sentences.
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.11. Read common,
irregular sight words (e.g., the, have, said, come, give,
of).
(Language Arts, Level: 1)
Students listen to and view three songs that present the phonics letter sounds J to R with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.
- 1.6. Recognize and
name all uppercase and lowercase letters of the alphabet.
(Language Arts, Level: K) - 1.7. Track (move
sequentially from sound to sound) and represent the number, sameness /
difference, and order of two and three isolated phonemes (e.g., / f, s, th
/ , / j, d, j / ).
(Language Arts, Level: K) - 1.14. Match all
consonant and short-vowel sounds to appropriate letters.
(Language Arts, Level: K) - 1.3. Identify
letters, words, and sentences.
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-R in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
- 1.5. Distinguish
letters from words.
(Language Arts, Level: K) - 1.9. Blend
vowel-consonant sounds orally to make words or syllables.
(Language Arts, Level: K) - 1.15. Read simple
one-syllable and high-frequency words (i.e., sight words).
(Language Arts, Level: K) - 1.3. Identify
letters, words, and sentences.
(Language Arts, Level: 1) - 1.4. Distinguish
initial, medial, and final sounds in single-syllable words.
(Language Arts, Level: 1) - 1.8. Blend two to
four phonemes into recognizable words (e.g., / c / a / t / = cat; / f / l
/ a / t / = flat).
(Language Arts, Level: 1) - 1.9. Segment single
syllable words into their components (e.g., / c / a / t / = cat; / s / p /
l / a / t / =splat; / r / i / ch / = rich).
(Language Arts, Level: 1) - - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1)
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-R. They match sentences with pictures and fill in missing words in sentences.
- 1.2. Follow words
from left to right and from top to bottom on the printed
page.
(Language Arts, Level: K) - 1.4. Recognize that
sentences in print are made up of separate words.
(Language Arts, Level: K) - 1.12. Track
auditorily each word in a sentence and each syllable in a
word.
(Language Arts, Level: K) - 1.15. Read simple
one-syllable and high-frequency words (i.e., sight words).
(Language Arts, Level: K) - 1.3. Identify
letters, words, and sentences.
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.11. Read common,
irregular sight words (e.g., the, have, said, come, give,
of).
(Language Arts, Level: 1)
Students view three songs that present the phonics letter sounds S to Z with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students demonstrate letter-sound recognition by selecting pictures to match letters until mastery is achieved.
- 1.6. Recognize and
name all uppercase and lowercase letters of the alphabet.
(Language Arts, Level: K) - 1.7. Track (move
sequentially from sound to sound) and represent the number, sameness /
difference, and order of two and three isolated phonemes (e.g., / f, s, th
/ , / j, d, j / ).
(Language Arts, Level: K) - 1.14. Match all
consonant and short-vowel sounds to appropriate letters.
(Language Arts, Level: K) - 1.3. Identify
letters, words, and sentences.
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-Z in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
- 1.5. Distinguish
letters from words.
(Language Arts, Level: K) - 1.9. Blend
vowel-consonant sounds orally to make words or syllables.
(Language Arts, Level: K) - 1.15. Read simple
one-syllable and high-frequency words (i.e., sight words).
(Language Arts, Level: K) - 1.3. Identify
letters, words, and sentences.
(Language Arts, Level: 1) - 1.4. Distinguish
initial, medial, and final sounds in single-syllable words.
(Language Arts, Level: 1) - 1.8. Blend two to
four phonemes into recognizable words (e.g., / c / a / t / = cat; / f / l
/ a / t / = flat).
(Language Arts, Level: 1) - 1.9. Segment single
syllable words into their components (e.g., / c / a / t / = cat; / s / p /
l / a / t / =splat; / r / i / ch / = rich).
(Language Arts, Level: 1) - - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1)
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-Z. They match sentences with pictures and fill in missing words in sentences.
- 1.2. Follow words
from left to right and from top to bottom on the printed
page.
(Language Arts, Level: K) - 1.4. Recognize that
sentences in print are made up of separate words.
(Language Arts, Level: K) - 1.12. Track
auditorily each word in a sentence and each syllable in a
word.
(Language Arts, Level: K) - 1.15. Read simple
one-syllable and high-frequency words (i.e., sight words).
(Language Arts, Level: K) - 1.3. Identify
letters, words, and sentences.
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.11. Read common,
irregular sight words (e.g., the, have, said, come, give,
of).
(Language Arts, Level: 1)
Students listen to and view a short vowel song presenting each vowel sound with a matching word and picture. They select missing short vowels in three-letter C-V-C words to match a picture until mastery is achieved.
- 1.7. Track (move
sequentially from sound to sound) and represent the number, sameness /
difference, and order of two and three isolated phonemes (e.g., / f, s, th
/ , / j, d, j / ).
(Language Arts, Level: K) - 1.8. Track (move
sequentially from sound to sound) and represent changes in simple
syllables and words with two and three sounds as one sound is added,
substituted, omitted, shifted, or repeated (e.g., vowel-consonant,
consonant-vowel, or consonant-vowel- consonant).
(Language Arts, Level: K) - 1.9. Blend
vowel-consonant sounds orally to make words or syllables.
(Language Arts, Level: K) - 1.14. Match all
consonant and short-vowel sounds to appropriate letters.
(Language Arts, Level: K) - 1.16. Understand that
as letters of words change, so do the sounds (i.e., the alphabetic
principle).
(Language Arts, Level: K) - 1.7. Add, delete, or
change target sounds to change words (e.g., change cow to how; pan to
an).
(Language Arts, Level: 1) - 1.8. Blend two to
four phonemes into recognizable words (e.g., / c / a / t / = cat; / f / l
/ a / t / = flat).
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1)
Students listen to and view two songs presenting common ending or final consonant blends and diagraphs with example words. They decode words and select matching pictures until mastery is achieved.
- 1.7. Track (move
sequentially from sound to sound) and represent the number, sameness /
difference, and order of two and three isolated phonemes (e.g., / f, s, th
/ , / j, d, j / ).
(Language Arts, Level: K) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1)
Students listen to and view a sight word song with three new words. They read sentences containing words with ending or final consonant blends and diagraphs and select the correct final word to complete the sentence.
- 1.15. Read simple
one-syllable and high-frequency words (i.e., sight words).
(Language Arts, Level: K) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.11. Read common,
irregular sight words (e.g., the, have, said, come, give,
of).
(Language Arts, Level: 1)
Students listen to and view a song which present the silent E or magic E rule and long vowel sounds. They must listen to words and select either the short vowel C-V-C word or the corresponding long vowel word with a final silent E added at the end.
- 1.7. Track (move
sequentially from sound to sound) and represent the number, sameness /
difference, and order of two and three isolated phonemes (e.g., / f, s, th
/ , / j, d, j / ).
(Language Arts, Level: K) - 1.16. Understand that
as letters of words change, so do the sounds (i.e., the alphabetic
principle).
(Language Arts, Level: K) - 1.5. Distinguish
long- and short-vowel sounds in orally stated single-syllable words (e.g.,
bit / bite).
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.1. Recognize and
use knowledge of spelling patterns (e.g., diphthongs, special vowel
spellings) when reading.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences containing words with long vowels and the silent E or magic E, and select the correct final word to complete the sentence.
- 1.15. Read simple
one-syllable and high-frequency words (i.e., sight words).
(Language Arts, Level: K) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.11. Read common,
irregular sight words (e.g., the, have, said, come, give,
of).
(Language Arts, Level: 1)
Students listen to and view a song presenting the first of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.
- 1.7. Track (move
sequentially from sound to sound) and represent the number, sameness /
difference, and order of two and three isolated phonemes (e.g., / f, s, th
/ , / j, d, j / ).
(Language Arts, Level: K) - 1.8. Track (move
sequentially from sound to sound) and represent changes in simple
syllables and words with two and three sounds as one sound is added,
substituted, omitted, shifted, or repeated (e.g., vowel-consonant,
consonant-vowel, or consonant-vowel- consonant).
(Language Arts, Level: K) - 1.9. Blend
vowel-consonant sounds orally to make words or syllables.
(Language Arts, Level: K) - 1.11. Distinguish
orally stated one-syllable words and separate into beginning or ending
sounds.
(Language Arts, Level: K) - 1.16. Understand that
as letters of words change, so do the sounds (i.e., the alphabetic
principle).
(Language Arts, Level: K) - 1.4. Distinguish
initial, medial, and final sounds in single-syllable words.
(Language Arts, Level: 1) - 1.7. Add, delete, or
change target sounds to change words (e.g., change cow to how; pan to
an).
(Language Arts, Level: 1) - 1.9. Segment single
syllable words into their components (e.g., / c / a / t / = cat; / s / p /
l / a / t / =splat; / r / i / ch / = rich).
(Language Arts, Level: 1) - - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.12. Use knowledge
of vowel digraphs and r-controlled letter-sound associations to read
words.
(Language Arts, Level: 1)
Students listen to and view a sight word song with three new words. They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.
- 1.15. Read simple
one-syllable and high-frequency words (i.e., sight words).
(Language Arts, Level: K) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.11. Read common,
irregular sight words (e.g., the, have, said, come, give,
of).
(Language Arts, Level: 1)
Students listen to and view a song presenting the first of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
- 1.7. Track (move
sequentially from sound to sound) and represent the number, sameness /
difference, and order of two and three isolated phonemes (e.g., / f, s, th
/ , / j, d, j / ).
(Language Arts, Level: K) - 1.9. Blend
vowel-consonant sounds orally to make words or syllables.
(Language Arts, Level: K) - 1.16. Understand that
as letters of words change, so do the sounds (i.e., the alphabetic
principle).
(Language Arts, Level: K) - 1.1. Match oral words
to printed words.
(Language Arts, Level: 1) - 1.4. Distinguish
initial, medial, and final sounds in single-syllable words.
(Language Arts, Level: 1) - 1.8. Blend two to
four phonemes into recognizable words (e.g., / c / a / t / = cat; / f / l
/ a / t / = flat).
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.12. Use knowledge
of vowel digraphs and r-controlled letter-sound associations to read
words.
(Language Arts, Level: 1) - 1.1. Recognize and
use knowledge of spelling patterns (e.g., diphthongs, special vowel
spellings) when reading.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
- 1.15. Read simple
one-syllable and high-frequency words (i.e., sight words).
(Language Arts, Level: K) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.11. Read common,
irregular sight words (e.g., the, have, said, come, give,
of).
(Language Arts, Level: 1)
Students listen to and view a song presenting the second of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
- 1.7. Track (move
sequentially from sound to sound) and represent the number, sameness /
difference, and order of two and three isolated phonemes (e.g., / f, s, th
/ , / j, d, j / ).
(Language Arts, Level: K) - 1.9. Blend
vowel-consonant sounds orally to make words or syllables.
(Language Arts, Level: K) - 1.16. Understand that
as letters of words change, so do the sounds (i.e., the alphabetic
principle).
(Language Arts, Level: K) - 1.1. Match oral words
to printed words.
(Language Arts, Level: 1) - 1.4. Distinguish
initial, medial, and final sounds in single-syllable words.
(Language Arts, Level: 1) - 1.8. Blend two to
four phonemes into recognizable words (e.g., / c / a / t / = cat; / f / l
/ a / t / = flat).
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.12. Use knowledge
of vowel digraphs and r-controlled letter-sound associations to read
words.
(Language Arts, Level: 1) - 1.1. Recognize and
use knowledge of spelling patterns (e.g., diphthongs, special vowel
spellings) when reading.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends.
- 1.15. Read simple
one-syllable and high-frequency words (i.e., sight words).
(Language Arts, Level: K) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.11. Read common,
irregular sight words (e.g., the, have, said, come, give,
of).
(Language Arts, Level: 1)
Students listen to and view a song presenting the second of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.
- 1.7. Track (move
sequentially from sound to sound) and represent the number, sameness /
difference, and order of two and three isolated phonemes (e.g., / f, s, th
/ , / j, d, j / ).
(Language Arts, Level: K) - 1.8. Track (move
sequentially from sound to sound) and represent changes in simple
syllables and words with two and three sounds as one sound is added,
substituted, omitted, shifted, or repeated (e.g., vowel-consonant,
consonant-vowel, or consonant-vowel- consonant).
(Language Arts, Level: K) - 1.9. Blend
vowel-consonant sounds orally to make words or syllables.
(Language Arts, Level: K) - 1.11. Distinguish
orally stated one-syllable words and separate into beginning or ending
sounds.
(Language Arts, Level: K) - 1.16. Understand that
as letters of words change, so do the sounds (i.e., the alphabetic
principle).
(Language Arts, Level: K) - 1.4. Distinguish
initial, medial, and final sounds in single-syllable words.
(Language Arts, Level: 1) - 1.7. Add, delete, or
change target sounds to change words (e.g., change cow to how; pan to
an).
(Language Arts, Level: 1) - 1.9. Segment single
syllable words into their components (e.g., / c / a / t / = cat; / s / p /
l / a / t / =splat; / r / i / ch / = rich).
(Language Arts, Level: 1) - - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.12. Use knowledge
of vowel digraphs and r-controlled letter-sound associations to read
words.
(Language Arts, Level: 1) - 1.1. Recognize and
use knowledge of spelling patterns (e.g., diphthongs, special vowel
spellings) when reading.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.
- 1.15. Read simple
one-syllable and high-frequency words (i.e., sight words).
(Language Arts, Level: K) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.11. Read common,
irregular sight words (e.g., the, have, said, come, give,
of).
(Language Arts, Level: 1)
Students listen to and view a song presenting the third of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
- 1.7. Track (move
sequentially from sound to sound) and represent the number, sameness /
difference, and order of two and three isolated phonemes (e.g., / f, s, th
/ , / j, d, j / ).
(Language Arts, Level: K) - 1.9. Blend
vowel-consonant sounds orally to make words or syllables.
(Language Arts, Level: K) - 1.16. Understand that
as letters of words change, so do the sounds (i.e., the alphabetic
principle).
(Language Arts, Level: K) - 1.1. Match oral words
to printed words.
(Language Arts, Level: 1) - 1.4. Distinguish
initial, medial, and final sounds in single-syllable words.
(Language Arts, Level: 1) - 1.8. Blend two to
four phonemes into recognizable words (e.g., / c / a / t / = cat; / f / l
/ a / t / = flat).
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.12. Use knowledge
of vowel digraphs and r-controlled letter-sound associations to read
words.
(Language Arts, Level: 1) - 1.1. Recognize and
use knowledge of spelling patterns (e.g., diphthongs, special vowel
spellings) when reading.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
- 1.10. Identify and
produce rhyming words in response to an oral prompt.
(Language Arts, Level: K) - 1.15. Read simple
one-syllable and high-frequency words (i.e., sight words).
(Language Arts, Level: K) - 1.6. Create and state
a series of rhyming words, including consonant blends.
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.11. Read common,
irregular sight words (e.g., the, have, said, come, give,
of).
(Language Arts, Level: 1)
Students listen to and view a song presenting the fourth of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
- 1.7. Track (move
sequentially from sound to sound) and represent the number, sameness /
difference, and order of two and three isolated phonemes (e.g., / f, s, th
/ , / j, d, j / ).
(Language Arts, Level: K) - 1.9. Blend
vowel-consonant sounds orally to make words or syllables.
(Language Arts, Level: K) - 1.1. Match oral words
to printed words.
(Language Arts, Level: 1) - 1.4. Distinguish
initial, medial, and final sounds in single-syllable words.
(Language Arts, Level: 1) - 1.8. Blend two to
four phonemes into recognizable words (e.g., / c / a / t / = cat; / f / l
/ a / t / = flat).
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.12. Use knowledge
of vowel digraphs and r-controlled letter-sound associations to read
words.
(Language Arts, Level: 1) - 1.1. Recognize and
use knowledge of spelling patterns (e.g., diphthongs, special vowel
spellings) when reading.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
- 1.10. Identify and
produce rhyming words in response to an oral prompt.
(Language Arts, Level: K) - 1.6. Create and state
a series of rhyming words, including consonant blends.
(Language Arts, Level: 1) - 1.10. Generate the
sounds from all the letters and letter patterns, including consonant
blends and long- and short-vowel patterns (i.e., phonograms), and blend
those sounds into recognizable words.
(Language Arts, Level: 1) - 1.1. Recognize and
use knowledge of spelling patterns (e.g., diphthongs, special vowel
spellings) when reading.
(Language Arts, Level: 2)
Students listen to and view a song presenting words with silent letters such as GH. They read words and select the silent letter or letters in the word.
Students listen to and view a song presenting the first of two sets of word families with common endings, rimes, and chunks. They read a word and identify all rhyming words from a list.
- 1.14. Read
inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look,
looked, looking).
(Language Arts, Level: 1) - 1.15. Read common
word families (e.g., -ite, -ate).
(Language Arts, Level: 1) - 1.1. Know and use
complex word families when reading (e.g., -ight) to decode unfamiliar
words.
(Language Arts, Level: 3)
Students read sentences containing words from common word families and then identify whether they are true or false.
- 2.6. Relate prior
knowledge to textual information.
(Language Arts, Level: 1)
Students listen to and view a song presenting the second of two sets of word families with common endings, rimes, and chunks. They read a word and identify all rhyming words from a list.
- 1.14. Read
inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look,
looked, looking).
(Language Arts, Level: 1) - 1.15. Read common
word families (e.g., -ite, -ate).
(Language Arts, Level: 1) - 1.1. Know and use
complex word families when reading (e.g., -ight) to decode unfamiliar
words.
(Language Arts, Level: 3)
Students read sentences containing words from common word families and then identify whether they are true or false.
- 2.6. Relate prior
knowledge to textual information.
(Language Arts, Level: 1)
Students view a description of prefixes. They listen to a word and attach the correct prefix from a list of prefixes to the base or root word.
- 1.14. Read
inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look,
looked, looking).
(Language Arts, Level: 1) - 1.9. Know the meaning
of simple prefixes and suffixes (e.g., over-, un-, - ing,
-ly).
(Language Arts, Level: 2) - 1.8. Use knowledge of
prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er,
-est, -ful) to determine the meaning of words.
(Language Arts, Level: 3)
Students view a description of suffixes. They listen to a word and attach the correct suffix from a list of suffixes to the base or root word.
- 1.14. Read
inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look,
looked, looking).
(Language Arts, Level: 1) - 1.9. Know the meaning
of simple prefixes and suffixes (e.g., over-, un-, - ing,
-ly).
(Language Arts, Level: 2) - 1.8. Use knowledge of
prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er,
-est, -ful) to determine the meaning of words.
(Language Arts, Level: 3)
Students view a description of compound words. They listen to a compound word and attach the correct initial word from a list to the ending word.
- 1.13. Read compound
words and contractions.
(Language Arts, Level: 1) - 1.8. Use knowledge of
individual words in unknown compound words to predict their
meaning.
(Language Arts, Level: 2)
Students read sentences and choose the correct word to complete them from among words with prefixes, words with suffixes, and compound words.
- 1.16. Understand that
as letters of words change, so do the sounds (i.e., the alphabetic
principle).
(Language Arts, Level: K)
Students listen to and view a song presenting a method for decoding long words or multi-syllable words by separating the syllables, sounding out each syllable, and blending together the sounds. They must listen to long words and select them from a list of words.
- 1.1. Match oral words
to printed words.
(Language Arts, Level: 1) - 1.2. Apply knowledge
of basic syllabication rules when reading (e.g., vowel-consonant-vowel =
su / per; vowel-consonant / consonant-vowel = sup / per).
(Language Arts, Level: 2) - 1.3. Decode
two-syllable nonsense words and regular multisyllable words.
(Language Arts, Level: 2) - 1.2. Decode regular
multisyllabic words.
(Language Arts, Level: 3)
Students view a description of contractions. They read two words and then select the matching contraction with the correct apostrophe and eliminated letters.
- 1.13. Read compound
words and contractions.
(Language Arts, Level: 1)
Students listen to and view a song presenting the word categories of numbers 1 to 100. They fill in a bank check by selecting the written out number that matches the numeral amount on the check.
- 1.17. Identify and
sort common words in basic categories (e.g., colors, shapes,
foods).
(Language Arts, Level: K) - 1.17. Classify
grade-appropriate categories of words (e.g., concrete collections of
animals, foods, toys).
(Language Arts, Level: 1)
Students listen to and view a song presenting the word categories of days of the week and months of the year. They read invitations and identify the time and details of the invite.
- 1.3. Understand that
printed materials provide information.
(Language Arts, Level: K) - 1.17. Identify and
sort common words in basic categories (e.g., colors, shapes,
foods).
(Language Arts, Level: K) - 1.17. Classify
grade-appropriate categories of words (e.g., concrete collections of
animals, foods, toys).
(Language Arts, Level: 1)
Students read and follow multiple-step written instructions and select the correct directions on maps, signs, diagrams and illustrations to navigate to a house.
- 2.3. Follow one-step
written instructions.
(Language Arts, Level: 1) - 2.7. Interpret
information from diagrams, charts, and graphs.
(Language Arts, Level: 2) - 2.8. Follow two-step
written instructions.
(Language Arts, Level: 2) - 2.7. Follow simple
multiple-step written instructions.
(Language Arts, Level: 3) - 2.3. Make and confirm
predictions about text by using prior knowledge and ideas presented in the
text itself, including illustrations, titles, topic sentences, important
words, and foreshadowing clues.
(Language Arts, Level: 4)
Students read and follow multiple-step written instructions and select the correct actions on signs, diagrams and illustrations to operate a gasoline pump and a television remote control.
- 1.3. Understand that
printed materials provide information.
(Language Arts, Level: K) - 2.3. Follow one-step
written instructions.
(Language Arts, Level: 1) - 2.8. Follow two-step
written instructions.
(Language Arts, Level: 2) - 2.7. Follow simple
multiple-step written instructions.
(Language Arts, Level: 3) - 2.3. Make and confirm
predictions about text by using prior knowledge and ideas presented in the
text itself, including illustrations, titles, topic sentences, important
words, and foreshadowing clues.
(Language Arts, Level: 4)
Students listen to and view a song presenting the facts and details who what when where and why. They read one-paragraph passages and answer comprehension multiple-choice questions including detail questions. Students follow the paragraph structure of left to right and top to bottom reading.
- 1.2. Follow words
from left to right and from top to bottom on the printed
page.
(Language Arts, Level: K) - 1.3. Understand that
printed materials provide information.
(Language Arts, Level: K) - 2.5. Ask and answer
questions about essential elements of a text.
(Language Arts, Level: K) - 2.2. Respond to who,
what, when, where, and how questions.
(Language Arts, Level: 1) - 2.4. Use context to
resolve ambiguities about word and sentence meanings.
(Language Arts, Level: 1) - 2.5. Restate facts
and details in the text to clarify and organize ideas.
(Language Arts, Level: 2) - 2.2. Ask questions
and support answers by connecting prior knowledge with literal information
found in, and inferred from, the text.
(Language Arts, Level: 3) - 2.3. Demonstrate
comprehension by identifying answers in the text.
(Language Arts, Level: 3) - 2.5. Distinguish the
main idea and supporting details in expository text.
(Language Arts, Level: 3) - 2.3. Make and confirm
predictions about text by using prior knowledge and ideas presented in the
text itself, including illustrations, titles, topic sentences, important
words, and foreshadowing clues.
(Language Arts, Level: 4)
Students read five sentences and move each sentence into the logical order and sequence. They place the topic sentence or problem at the top, the detail sentences in sequential or chronological order, and the conclusion sentence or solution at the end.
- 2.1. Identify text
that uses sequence or other logical order.
(Language Arts, Level: 1) - - 2.4. Use context to
resolve ambiguities about word and sentence meanings.
(Language Arts, Level: 1) - 2.6. Extract
appropriate and significant information from the text, including problems
and solutions.
(Language Arts, Level: 3) - 2.1. Identify
structural patterns found in informational text (e.g., compare and
contrast, cause and effect, sequential or chronological order, proposition
and support) to strengthen comprehension.
(Language Arts, Level: 4) - - 2.3. Make and confirm
predictions about text by using prior knowledge and ideas presented in the
text itself, including illustrations, titles, topic sentences, important
words, and foreshadowing clues.
(Language Arts, Level: 4) - 2.2. Analyze text
that is organized in sequential or chronological order.
(Language Arts, Level: 5)
Students read one paragraph passages and answer multiple-choice questions to compare and contrast the similarities and differences of information on the same topic.
- 2.4. Use context to
resolve ambiguities about word and sentence meanings.
(Language Arts, Level: 1) - 2.3. Demonstrate
comprehension by identifying answers in the text.
(Language Arts, Level: 3) - 2.6. Extract
appropriate and significant information from the text, including problems
and solutions.
(Language Arts, Level: 3) - 2.1. Identify
structural patterns found in informational text (e.g., compare and
contrast, cause and effect, sequential or chronological order, proposition
and support) to strengthen comprehension.
(Language Arts, Level: 4) - - 2.2. Use appropriate
strategies when reading for different purposes (e.g., full comprehension,
location of information, personal enjoyment).
(Language Arts, Level: 4) - 2.3. Make and confirm
predictions about text by using prior knowledge and ideas presented in the
text itself, including illustrations, titles, topic sentences, important
words, and foreshadowing clues.
(Language Arts, Level: 4) - 2.5. Compare and
contrast information on the same topic after reading several passages or
articles.
(Language Arts, Level: 4)
Students view a description of cause and effect explaining the why and because relationships. Students read one paragraph passages and answer multiple-choice questions which ask why, with answers beginning with because.
- 2.4. Use context to
resolve ambiguities about word and sentence meanings.
(Language Arts, Level: 1) - 2.5. Confirm
predictions about what will happen next in a text by identifying key words
(i.e., signpost words).
(Language Arts, Level: 1) - 2.6. Recognize
cause-and-effect relationships in a text.
(Language Arts, Level: 2) - - 2.3. Demonstrate
comprehension by identifying answers in the text.
(Language Arts, Level: 3) - 2.4. Recall major
points in the text and make and modify predictions about forthcoming
information.
(Language Arts, Level: 3) - 2.6. Extract
appropriate and significant information from the text, including problems
and solutions.
(Language Arts, Level: 3) - 2.1. Identify
structural patterns found in informational text (e.g., compare and
contrast, cause and effect, sequential or chronological order, proposition
and support) to strengthen comprehension.
(Language Arts, Level: 4) - - 2.2. Use appropriate
strategies when reading for different purposes (e.g., full comprehension,
location of information, personal enjoyment).
(Language Arts, Level: 4) - 2.3. Make and confirm
predictions about text by using prior knowledge and ideas presented in the
text itself, including illustrations, titles, topic sentences, important
words, and foreshadowing clues.
(Language Arts, Level: 4)
Students view a description of fact and opinion. They read sentences and select whether they represent a fact or the opinion of the author.
- 2.4. Use context to
resolve ambiguities about word and sentence meanings.
(Language Arts, Level: 1) - 2.6. Relate prior
knowledge to textual information.
(Language Arts, Level: 1) - 2.3. Demonstrate
comprehension by identifying answers in the text.
(Language Arts, Level: 3) - 2.6. Extract
appropriate and significant information from the text, including problems
and solutions.
(Language Arts, Level: 3) - 2.1. Identify
structural patterns found in informational text (e.g., compare and
contrast, cause and effect, sequential or chronological order, proposition
and support) to strengthen comprehension.
(Language Arts, Level: 4) - - 2.2. Use appropriate
strategies when reading for different purposes (e.g., full comprehension,
location of information, personal enjoyment).
(Language Arts, Level: 4) - 2.3. Make and confirm
predictions about text by using prior knowledge and ideas presented in the
text itself, including illustrations, titles, topic sentences, important
words, and foreshadowing clues.
(Language Arts, Level: 4) - 2.5. Distinguish
facts, supported inferences, and opinions in text.
(Language Arts, Level: 5)
Students listen to and view a song describing the main idea and details of a paragraph, with an example paragraph and structure diagram. They must read a paragraph and identify the main idea, summary, central idea, theme, or topic.
- 2.4. Use context to
resolve ambiguities about word and sentence meanings.
(Language Arts, Level: 1) - 2.7. Retell the
central ideas of simple expository or narrative passages.
(Language Arts, Level: 1) - 2.3. Demonstrate
comprehension by identifying answers in the text.
(Language Arts, Level: 3) - 2.5. Distinguish the
main idea and supporting details in expository text.
(Language Arts, Level: 3) - 2.6. Extract
appropriate and significant information from the text, including problems
and solutions.
(Language Arts, Level: 3) - 2.1. Identify
structural patterns found in informational text (e.g., compare and
contrast, cause and effect, sequential or chronological order, proposition
and support) to strengthen comprehension.
(Language Arts, Level: 4) - - 2.2. Use appropriate
strategies when reading for different purposes (e.g., full comprehension,
location of information, personal enjoyment).
(Language Arts, Level: 4) - 2.3. Make and confirm
predictions about text by using prior knowledge and ideas presented in the
text itself, including illustrations, titles, topic sentences, important
words, and foreshadowing clues.
(Language Arts, Level: 4) - 2.3. Discern main
ideas and concepts presented in texts, identifying and assessing evidence
that supports those ideas.
(Language Arts, Level: 5)
Students view a description of conclusions and inferences. They read one paragraph passages and answer multiple-choice questions including making inferences and predicting outcomes.
- 1.2. Follow words
from left to right and from top to bottom on the printed
page.
(Language Arts, Level: K) - 2.4. Use context to
resolve ambiguities about word and sentence meanings.
(Language Arts, Level: 1) - 2.2. Ask questions
and support answers by connecting prior knowledge with literal information
found in, and inferred from, the text.
(Language Arts, Level: 3) - 2.3. Demonstrate
comprehension by identifying answers in the text.
(Language Arts, Level: 3) - 2.6. Extract
appropriate and significant information from the text, including problems
and solutions.
(Language Arts, Level: 3) - 2.1. Identify
structural patterns found in informational text (e.g., compare and
contrast, cause and effect, sequential or chronological order, proposition
and support) to strengthen comprehension.
(Language Arts, Level: 4) - - 2.2. Use appropriate
strategies when reading for different purposes (e.g., full comprehension,
location of information, personal enjoyment).
(Language Arts, Level: 4) - 2.3. Make and confirm
predictions about text by using prior knowledge and ideas presented in the
text itself, including illustrations, titles, topic sentences, important
words, and foreshadowing clues.
(Language Arts, Level: 4) - 2.4. Draw inferences,
conclusions, or generalizations about text and support them with textual
evidence and prior knowledge.
(Language Arts, Level: 5)
Students read multiple-step written instructions and perform tasks to clean up a messy room.
- 2.3. Follow one-step
written instructions.
(Language Arts, Level: 1) - 2.8. Follow two-step
written instructions.
(Language Arts, Level: 2) - 2.7. Follow simple
multiple-step written instructions.
(Language Arts, Level: 3)
Students read multiple-step written instructions and perform tasks to create a music video.
- 1.3. Understand that
printed materials provide information.
(Language Arts, Level: K) - 2.3. Follow one-step
written instructions.
(Language Arts, Level: 1) - 2.8. Follow two-step
written instructions.
(Language Arts, Level: 2) - 2.7. Follow simple
multiple-step written instructions.
(Language Arts, Level: 3)