Alignment Report by Resource
Louisiana Academic Standards
Reading Upgrade, Comprehension Upgrade, Math Upgrade On-Line Courses
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.
1.ELA-1-E2.8. Identify the author and the illustrator of a book
(English Language Arts, Level: 1)
1.ELA-1-E3.10. Identify table of contents in a book
(English Language Arts, Level: 1)
1.ELA-1-E2.6. Identify the glossary and index in a book
(English Language Arts, Level: 2)
5.ELA-5-E1.45. printed text such as indices, tables of contents, glossaries, charts, captions, chapter headings and subheadings
(English Language Arts, Level: 3)
5.ELA-5-E1.41. print materials such as indices, glossaries, table of contents, title pages, and map legends
(English Language Arts, Level: 4)
1.ELA-1-E2.7. locating front and back covers, title pages, and inside pages of a book
(English Language Arts, Level: K)
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.
6.ELA-6-E3. Identify and distinguish key differences of various genres
(English Language Arts, Level: 4)
6.ELA-6-M3.11. fiction
(English Language Arts, Level: 5)
6.ELA-6-M3.10. fiction
(English Language Arts, Level: 6)
6.ELA-6-M3.8. fiction
(English Language Arts, Level: 7)
6.ELA-6-M3.8. fiction
(English Language Arts, Level: 8)
6.ELA-6-M3.8. drama
(English Language Arts, Level: 8)
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.
7.ELA-7-E1.14. identifying stated main ideas and supporting details
(English Language Arts, Level: 4)
7.ELA-7-M1.12. identifying stated and implied main ideas and supporting details for each
(English Language Arts, Level: 5)
7.ELA-7-M1.11. identifying stated or implied main ideas and supporting details
(English Language Arts, Level: 6)
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.
7.ELA-7-E3. Recognize an authors purpose (reason for writing), and viewpoint (perspective)
(English Language Arts, Level: 4)
7.ELA-7-E3.16. Distinguish an authors purpose for writing, including entertaining, expressing an opinion, defending an argument, or conveying information
(English Language Arts, Level: 4)
7.ELA-7-M3. Interpret the effects of an authors purpose (reason for writing) and viewpoint (perspective)
(English Language Arts, Level: 5)
7.ELA-7-M3. Interpret the effects of an authors purpose (reason for writing) and viewpoint (perspective)
(English Language Arts, Level: 6)
7.ELA-7-M3. Interpret the effects of an authors purpose (reason for writing) and viewpoint (perspective)
(English Language Arts, Level: 7)
7.ELA-7-M3. Interpret the effects of an authors purpose (reason for writing) and viewpoint (perspective)
(English Language Arts, Level: 8)
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.
1.ELA-1-M2.6. how word choice and images appeal to the senses and suggest mood, tone, and style
(English Language Arts, Level: 5)
1.ELA-1-M2.3. how word choice and images appeal to the senses and suggest mood and tone
(English Language Arts, Level: 8)
1.ELA-1-H2.2. mood and atmosphere
(English Language Arts, Level: 10)
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.
7.ELA-7-M1.12. identifying stated and implied main ideas and supporting details for each
(English Language Arts, Level: 5)
7.ELA-7-M1.11. identifying stated or implied main ideas and supporting details
(English Language Arts, Level: 6)
7.ELA-7-M1.9. identifying stated or implied main ideas and explaining how details support ideas
(English Language Arts, Level: 7)
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.
5.ELA-5-M2.40. Locate and integrate information from a variety of grade-appropriate resources, including:
(English Language Arts, Level: 7)
5.ELA-5-H2.40. Locate, analyze, and synthesize information from grade-appropriate resources, including:
(English Language Arts, Level: 10)
Students view a description of narrative story writing including the problem, characters, setting, and solution. They must read stories and identify the key elements.
1.ELA-1-E4.5. Identify a variety of story elements, including:
(English Language Arts, Level: 4)
1.ELA-1-E4.5. the impact of setting on character
(English Language Arts, Level: 4)
1.ELA-1-M2.5. character development
(English Language Arts, Level: 5)
1.ELA-1-M2.4. Identify and explain story elements, including:
(English Language Arts, Level: 6)
1.ELA-1-M2.4. character development
(English Language Arts, Level: 6)
1.ELA-1-M2.2. Interpret story elements, including:
(English Language Arts, Level: 8)
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.
5.ELA-5-E3. Locate, gather, and select information using graphic organizers, simple outlining, note taking, and summarizing to produce texts and graphics
(English Language Arts, Level: 4)
5.ELA-5-E6. Recognize and using graphic organizers
(English Language Arts, Level: 4)
1.ELA-1-M2.5. character development
(English Language Arts, Level: 5)
1.ELA-1-M2.5. plot sequence
(English Language Arts, Level: 5)
5.ELA-5-M6. Identify and interpret graphic organizers
(English Language Arts, Level: 5)
1.ELA-1-M2.4. character development
(English Language Arts, Level: 6)
1.ELA-1-M2.4. plot sequence
(English Language Arts, Level: 6)
5.ELA-5-M6. Identify and interpret graphic organizers
(English Language Arts, Level: 6)
1.ELA-1-M2.2. plot sequence
(English Language Arts, Level: 7)
5.ELA-5-M6. Identify and interpret graphic organizers
(English Language Arts, Level: 7)
5.ELA-5-M6.:. identifying and interpreting graphic organizers
(English 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.
5.ELA-5-M6.48. Interpret information from a variety of graphic organizers , including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 6)
5.ELA-5-M6.46. Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 7)
5.ELA-5-M6.:.46. Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English 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.ELA-1-M1.1. use of Greek, Latin, and Anglo-Saxon base words, roots, affixes, and word parts
(English Language Arts, Level: 7)
1.ELA-1-M1.1. use of Greek, Latin, and Anglo-Saxon roots and word parts
(English Language Arts, Level: 8)
1.ELA-1-H1.1. use of knowledge of Greek and Latin roots and affixes
(English Language Arts, Level: 9)
1.ELA-1-H1.1. use of knowledge of Greek and Latin roots and affixes
(English Language Arts, Level: 10)
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.
3.ELA-3-M3.27. homophones
(English Language Arts, Level: 6)
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.
1.ELA-1-M1.1. using context clues
(English Language Arts, Level: 5)
1.ELA-1-M1.1. using context clues
(English Language Arts, Level: 6)
1.ELA-1-H1.1. use of context clues
(English Language Arts, Level: 9)
1.ELA-1-H1.1. use of context clues
(English Language Arts, Level: 10)
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.
1.ELA-1-E5.7. Answer literal and inferential questions about ideas and information in grade-appropriate texts in oral and written responses
(English 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.ELA-1-E1.3. Determine word meanings, word choices, and pronunciations using a broad variety of reference aids such as dictionaries, thesauruses, synonym finders, and reference software
(English Language Arts, Level: 4)
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.
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.
6.ELA-6-E2.12. Identify a variety of types of literature, including poetry and short stories, in oral and written responses
(English Language Arts, Level: 4)
6.ELA-6-M3.11. poetry
(English Language Arts, Level: 5)
6.ELA-6-M3.10. poetry
(English Language Arts, Level: 6)
6.ELA-6-M3.8. poetry
(English Language Arts, Level: 7)
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.
5.ELA-5-M6.48. Interpret information from a variety of graphic organizers , including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 6)
5.ELA-5-M6.46. Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 7)
5.ELA-5-M6.:.46. Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 8)
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.
5.ELA-5-E6.50. Read and interpret timelines, charts, graphs, schedules, tables, diagrams, and maps generated from grade-appropriate materials
(English Language Arts, Level: 4)
5.ELA-5-M6.48. Interpret information from a variety of grade-appropriate sources, including timelines, charts, schedules, tables, diagrams, and maps
(English Language Arts, Level: 5)
Students view a description of the subject music. They read textbook style expository passages about music and answer comprehension questions.
7.ELA-7-E1.14. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, such as:
(English Language Arts, Level: 4)
7.ELA-7-M1.12. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 5)
7.ELA-7-M1.11. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 6)
7.ELA-7-M1.9. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 7)
7.ELA-7-M1.9. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 8)
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.
5.ELA-5-E3. Locate, gather, and select information using graphic organizers, simple outlining, note taking, and summarizing to produce texts and graphics
(English Language Arts, Level: 4)
5.ELA-5-E6. Recognize and using graphic organizers
(English Language Arts, Level: 4)
1.ELA-1-M2.5. character development
(English Language Arts, Level: 5)
5.ELA-5-M6. Identify and interpret graphic organizers
(English Language Arts, Level: 5)
1.ELA-1-M2.4. character development
(English Language Arts, Level: 6)
5.ELA-5-M6. Identify and interpret graphic organizers
(English Language Arts, Level: 6)
1.ELA-1-M2.2. plot sequence
(English Language Arts, Level: 7)
5.ELA-5-M6. Identify and interpret graphic organizers
(English Language Arts, Level: 7)
5.ELA-5-M6.:. identifying and interpreting graphic organizers
(English Language Arts, Level: 8)
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.ELA-1-M1.3. Identify the meanings of idioms and analogies
(English Language Arts, Level: 5)
1.ELA-1-M1.1. using knowledge of idioms
(English Language Arts, Level: 6)
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.
7.ELA-7-M1.12. making simple inferences and drawing conclusions
(English Language Arts, Level: 5)
7.ELA-7-M1.11. making simple inferences and drawing conclusions
(English Language Arts, Level: 6)
7.ELA-7-M1.9. making inferences and drawing conclusions
(English Language Arts, Level: 7)
7.ELA-7-M1.9. making inferences and drawing conclusions
(English Language Arts, Level: 8)
7.ELA-7-H1.11. making inferences and drawing conclusions
(English Language Arts, Level: 9)
7.ELA-7-H1.11. making inferences and drawing conclusions
(English Language Arts, Level: 10)
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.
5.ELA-5-M6.48. Interpret information from a variety of graphic organizers , including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 6)
5.ELA-5-M6.46. Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 7)
5.ELA-5-M6.:.46. Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 8)
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.
7.ELA-7-E1.14. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, such as:
(English Language Arts, Level: 4)
7.ELA-7-M1.12. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 5)
7.ELA-7-M1.11. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 6)
7.ELA-7-M1.9. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 7)
7.ELA-7-M1.9. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 8)
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.
1.ELA-1-E5.7. Answer literal and inferential questions about ideas and information in grade-appropriate texts in oral and written responses
(English Language Arts, Level: 4)
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.
7.ELA-7-E1.14. identifying stated main ideas and supporting details
(English Language Arts, Level: 4)
7.ELA-7-M1.12. identifying stated and implied main ideas and supporting details for each
(English Language Arts, Level: 5)
7.ELA-7-M1.11. identifying stated or implied main ideas and supporting details
(English Language Arts, Level: 6)
7.ELA-7-M1.9. identifying stated or implied main ideas and explaining how details support ideas
(English Language Arts, Level: 7)
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.
7.ELA-7-E4. Use basic reasoning skills to distinguish fact from opinion, skim and scan for facts, determine cause and effect, generate inquiry, and make connections with real-life situations
(English Language Arts, Level: 4)
7.ELA-7-M4.17. identifying cause-effect relationships
(English Language Arts, Level: 5)
7.ELA-7-M4.16. identifying cause-effect relationships
(English Language Arts, Level: 6)
7.ELA-7-M4.14. identifying cause-effect relationships
(English Language Arts, Level: 7)
7.ELA-7-M4.14. identifying cause-effect relationships
(English Language Arts, Level: 8)
7.ELA-7-H4.14. identifying cause-effect relationships
(English Language Arts, Level: 9)
7.ELA-7-H4.15. identifying cause-effect relationships
(English Language Arts, Level: 10)
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.
1.ELA-1-E4.6. Identify literary devices, including metaphor and hyperbole
(English Language Arts, Level: 4)
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.
7.ELA-7-E3. Recognize an authors purpose (reason for writing), and viewpoint (perspective)
(English Language Arts, Level: 4)
7.ELA-7-E3.16. Distinguish an authors purpose for writing, including entertaining, expressing an opinion, defending an argument, or conveying information
(English Language Arts, Level: 4)
7.ELA-7-M3. Interpret the effects of an authors purpose (reason for writing) and viewpoint (perspective)
(English Language Arts, Level: 6)
7.ELA-7-M3. Interpret the effects of an authors purpose (reason for writing) and viewpoint (perspective)
(English Language Arts, Level: 7)
7.ELA-7-M3. Interpret the effects of an authors purpose (reason for writing) and viewpoint (perspective)
(English 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.
7.ELA-7-E1. Use comprehension strategies to interpret oral, written, and visual texts
(English Language Arts, Level: 4)
7.ELA-7-M1. Use comprehension strategies to analyze oral, written, and visual texts
(English Language Arts, Level: 5)
7.ELA-7-M1. Use comprehension strategies to analyze oral, written, and visual texts
(English Language Arts, Level: 6)
7.ELA-7-M1. Use comprehension strategies to analyze oral, written, and visual texts
(English Language Arts, Level: 7)
7.ELA-7-M1. Use comprehension strategies to analyze oral, written, and visual texts
(English Language Arts, Level: 8)
7.ELA-7-H1. Use comprehension strategies to evaluate oral, written, and visual texts
(English Language Arts, Level: 9)
2.ELA-2-H6.21. job applications
(English Language Arts, Level: 9)
7.ELA-7-H1. Use comprehension strategies to evaluate oral, written, and visual texts
(English Language Arts, Level: 10)
2.ELA-2-H6.24. job applications
(English Language Arts, Level: 10)
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.
7.ELA-7-E1.14. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, such as:
(English Language Arts, Level: 4)
7.ELA-7-M1.12. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 5)
7.ELA-7-M1.11. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 6)
7.ELA-7-M1.9. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 7)
7.ELA-7-M1.9. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 8)
7.ELA-7-H1.11. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 9)
7.ELA-7-H1.11. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 10)
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.
7.ELA-7-E4. Use basic reasoning skills to distinguish fact from opinion, skim and scan for facts, determine cause and effect, generate inquiry, and make connections with real-life situations
(English Language Arts, Level: 4)
7.ELA-7-E4.19. supporting differences between fact and opinion with information from texts
(English Language Arts, Level: 4)
7.ELA-7-M4.17. distinguishing facts from opinions and probability
(English Language Arts, Level: 5)
7.ELA-7-M4.16. distinguishing facts from opinions and probability
(English Language Arts, Level: 6)
7.ELA-7-M4.14. distinguishing facts from opinions and probability
(English Language Arts, Level: 8)
7.ELA-7-H4.14. distinguishing facts from opinions and probability
(English Language Arts, Level: 9)
7.ELA-7-H4.15. distinguishing facts from opinions and probability
(English Language Arts, Level: 10)
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.
7.ELA-7-E1.14. confirming or denying a prediction about information in a text
(English Language Arts, Level: 4)
7.ELA-7-M1.11. predicting the outcome of a story or situation
(English Language Arts, Level: 6)
7.ELA-7-M1.9. predicting the outcome of a story or situation
(English Language Arts, Level: 7)
7.ELA-7-M1.9. predicting the outcome of a story or situation
(English Language Arts, Level: 8)
7.ELA-7-H1.11. making predictions and generalizations
(English Language Arts, Level: 9)
7.ELA-7-H1.11. making predictions and generalizations
(English Language Arts, Level: 10)
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.
5.ELA-5-M6.48. Interpret information from a variety of graphic organizers , including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 6)
5.ELA-5-M6.46. Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 7)
5.ELA-5-M6.:.46. Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 8)
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.
7.ELA-7-E1.14. sequencing events and steps in a process
(English Language Arts, Level: 4)
7.ELA-7-M1.12. sequencing events and steps in a process
(English Language Arts, Level: 5)
7.ELA-7-M1.11. sequencing events and steps in a process
(English Language Arts, Level: 6)
7.ELA-7-M1.9. sequencing events and steps in a process
(English Language Arts, Level: 7)
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.
1.ELA-1-M2.5. character development
(English Language Arts, Level: 5)
6.ELA-6-M3.11. drama
(English Language Arts, Level: 5)
1.ELA-1-M2.4. character development
(English Language Arts, Level: 6)
6.ELA-6-M3.10. drama
(English Language Arts, Level: 6)
6.ELA-6-M3.8. drama
(English Language Arts, Level: 7)
6.ELA-6-M3.8. drama
(English Language Arts, Level: 8)
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.
7.ELA-7-E1.14. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, such as:
(English Language Arts, Level: 4)
7.ELA-7-M1.12. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 5)
7.ELA-7-M1.11. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 6)
7.ELA-7-M1.9. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 7)
7.ELA-7-M1.9. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 8)
7.ELA-7-H1.11. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 9)
7.ELA-7-H1.11. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:
(English Language Arts, Level: 10)
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.
7.ELA-7-E1.14. identifying stated main ideas and supporting details
(English Language Arts, Level: 4)
7.ELA-7-M1.12. identifying stated and implied main ideas and supporting details for each
(English Language Arts, Level: 5)
7.ELA-7-M1.11. identifying stated or implied main ideas and supporting details
(English Language Arts, Level: 6)
7.ELA-7-M1.9. identifying stated or implied main ideas and explaining how details support ideas
(English Language Arts, Level: 7)
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.
7.ELA-7-E1.14. confirming or denying a prediction about information in a text
(English Language Arts, Level: 4)
7.ELA-7-M1.11. predicting the outcome of a story or situation
(English Language Arts, Level: 6)
7.ELA-7-M1.9. predicting the outcome of a story or situation
(English Language Arts, Level: 7)
7.ELA-7-M1.9. predicting the outcome of a story or situation
(English Language Arts, Level: 8)
7.ELA-7-H1.11. making predictions and generalizations
(English Language Arts, Level: 9)
7.ELA-7-H1.11. making predictions and generalizations
(English Language Arts, Level: 10)
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.ELA-1-M1.3. Identify the meanings of idioms and analogies
(English Language Arts, Level: 5)
1.ELA-1-M1.1. explaining word analogies
(English Language Arts, Level: 6)
1.ELA-1-M2.3. analogies
(English Language Arts, Level: 7)
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.
7.ELA-7-M1.12. comparing and contrasting literary elements and ideas
(English Language Arts, Level: 5)
6.ELA-6-M2.9. Compare and contrast elements in a variety of genres
(English Language Arts, Level: 6)
7.ELA-7-M1.11. comparing and contrasting literary elements and ideas
(English Language Arts, Level: 6)
7.ELA-7-M1.9. comparing and contrasting literary elements and ideas
(English Language Arts, Level: 7)
6.ELA-6-M2.7. Compare and contrast elements in multiple genres
(English Language Arts, Level: 8)
7.ELA-7-H1.11. comparing and contrasting information in various texts
(English Language Arts, Level: 10)
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.
5.ELA-5-M6.48. Interpret information from a variety of graphic organizers , including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 6)
5.ELA-5-M6.46. Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 7)
5.ELA-5-M6.:.46. Interpret information from a variety of graphic organizers including timelines, charts, schedules, tables, diagrams, and maps in grade-appropriate sources
(English Language Arts, Level: 8)
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.
5.ELA-5-E1.41. electronic information such as keyword searches, passwords, and entry menu features
(English Language Arts, Level: 4)
5.ELA-5-E2.43. Internet information
(English Language Arts, Level: 4)
5.ELA-5-H1.39. electronic texts such as database keyword searches, search engines, and e-mail addresses
(English Language Arts, Level: 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.
7.ELA-7-E1.14. identifying stated main ideas and supporting details
(English Language Arts, Level: 4)
7.ELA-7-M1.12. identifying stated and implied main ideas and supporting details for each
(English Language Arts, Level: 5)
7.ELA-7-M1.11. identifying stated or implied main ideas and supporting details
(English Language Arts, Level: 6)
7.ELA-7-M1.9. identifying stated or implied main ideas and explaining how details support ideas
(English 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.
7.ELA-7-E4. Use basic reasoning skills to distinguish fact from opinion, skim and scan for facts, determine cause and effect, generate inquiry, and make connections with real-life situations
(English Language Arts, Level: 4)
7.ELA-7-E4.19. skimming and scanning texts for various purposes
(English Language Arts, Level: 4)
7.ELA-7-M4.17. skimming and scanning
(English Language Arts, Level: 5)
7.ELA-7-M4.16. skimming and scanning
(English Language Arts, Level: 6)
7.ELA-7-M4.14. skimming and scanning
(English Language Arts, Level: 7)
7.ELA-7-M4.14. skimming and scanning
(English Language Arts, Level: 8)
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.
7.ELA-7-E1.14. sequencing events and steps in a process
(English Language Arts, Level: 4)
7.ELA-7-M1.12. sequencing events and steps in a process
(English Language Arts, Level: 5)
7.ELA-7-M1.11. sequencing events and steps in a process
(English Language Arts, Level: 6)
7.ELA-7-M1.9. sequencing events and steps in a process
(English Language Arts, Level: 7)
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.
4.ELA-4-M2.34. Follow procedures from detailed oral instructions
(English Language Arts, Level: 5)
4.ELA-4-M2.30. Follow procedures from detailed oral instructions
(English Language Arts, Level: 7)
4.ELA-4-M2.30. Follow procedures from detailed oral instructions
(English Language Arts, Level: 8)
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.
1.ELA-1-E4.5. first- and third-person points of view
(English Language Arts, Level: 4)
1.ELA-1-E4.6. Identify literary devices, including metaphor and hyperbole
(English Language Arts, Level: 4)
1.ELA-1-E7. Read with fluency (natural sequencing of words) for various purposes
(English Language Arts, Level: 4)
7.ELA-7-E1.14. identifying stated main ideas and supporting details
(English Language Arts, Level: 4)
1.ELA-1-M1.3. Identify the meanings of idioms and analogies
(English Language Arts, Level: 5)
7.ELA-7-M1.12. identifying stated and implied main ideas and supporting details for each
(English Language Arts, Level: 5)
7.ELA-7-M1.12. identifying literary devices
(English Language Arts, Level: 5)
7.ELA-7-M1.11. identifying stated or implied main ideas and supporting details
(English Language Arts, Level: 6)
7.ELA-7-M1.11. identifying literary devices (ELA-7-M1)
(English Language Arts, Level: 6)
1.ELA-1-M2.3. analogies
(English Language Arts, Level: 7)
7.ELA-7-M1.9. identifying stated or implied main ideas and explaining how details support ideas
(English Language Arts, Level: 7)
7.ELA-7-M1.9. identifying literary devices
(English Language Arts, Level: 7)
7.ELA-7-M1.9. interpreting stated or implied main ideas
(English Language Arts, Level: 8)
7.ELA-7-M1.9. identifying literary devices
(English Language Arts, Level: 8)
Students follow multi-step written directions and instructions to find a missing certificate in an old mansion.
7.ELA-7-E1. Use comprehension strategies to interpret oral, written, and visual texts
(English Language Arts, Level: 4)
4.ELA-4-M2.34. Follow procedures from detailed oral instructions
(English Language Arts, Level: 5)
4.ELA-4-M2.30. Follow procedures from detailed oral instructions
(English Language Arts, Level: 7)
4.ELA-4-M2.30. Follow procedures from detailed oral instructions
(English Language Arts, Level: 8)
7.ELA-7-H1. Use comprehension strategies to evaluate oral, written, and visual texts
(English Language Arts, Level: 9)
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.
N-1-E..5. Model and read place value in word, standard, and expanded form for numbers through 99
(Mathematics, Level: 1)
N-1-E.1. Model, read, and write place values for numbers through 999 in word, standard, and expanded form
(Mathematics, Level: 2)
N-1-E.1. Model, read, and write place value in word, standard, and expanded form for numbers through 9999
(Mathematics, Level: 3)
N-1-E.1. Read and write place value in word, standard, and expanded form through 1,000,000
(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.
N-3-E.. read, write, represent, compare, order, and use whole numbers in a variety of forms
(Mathematics, Level: 1)
N-3-E..10. Use a number line or chart, locate, compare, and order whole numbers less than 100 and identify the numbers coming before / after a given number and between 2 given numbers
(Mathematics, Level: 1)
A-1-E..See also GLE 10. Use a number line or chart, locate, compare, and order whole numbers less than 100 and identify the numbers coming before / after a given number and between 2 given numbers
(Mathematics, Level: 1)
N-1-E.See also GLE 5. Read, write, compare, and order whole numbers through 999 using words, number lines, and models
(Mathematics, Level: 2)
N-3-E. read, write, represent, compare, order, and use whole numbers in a variety of forms
(Mathematics, Level: 2)
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.
A-1-E..17. Use the equal sign (=) to express the relationship of equality
(Mathematics, Level: 1)
N-1-E.See also GLE 5. Read, write, compare, and order whole numbers through 999 using words, number lines, and models
(Mathematics, Level: 2)
A-1-E.14. Use the symbols less than, greater than, and not equal to express inequalities
(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.
N-4-E..12. Know the basic facts for addition and subtraction and use them to solve real-life problems
(Mathematics, Level: 1)
N-6-E..See also GLE 12. Know the basic facts for addition and subtraction and use them to solve real-life problems
(Mathematics, Level: 1)
N-8-E..See also GLE 12. Know the basic facts for addition and subtraction and use them to solve real-life problems
(Mathematics, Level: 1)
N-5-E.7. Know all basic facts for addition and subtraction and use them to solve real-life problems
(Mathematics, Level: 2)
N-7-E.See also GLE 7. Know all basic facts for addition and subtraction and use them to solve real-life problems
(Mathematics, Level: 2)
N-8-E.See also GLE 7. Know all basic facts for addition and subtraction and use them to solve real-life problems
(Mathematics, Level: 2)
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.
N-4-E..12. Know the basic facts for addition and subtraction and use them to solve real-life problems
(Mathematics, Level: 1)
N-6-E..See also GLE 12. Know the basic facts for addition and subtraction and use them to solve real-life problems
(Mathematics, Level: 1)
N-8-E..See also GLE 12. Know the basic facts for addition and subtraction and use them to solve real-life problems
(Mathematics, Level: 1)
N-5-E.7. Know all basic facts for addition and subtraction and use them to solve real-life problems
(Mathematics, Level: 2)
N-7-E.See also GLE 7. Know all basic facts for addition and subtraction and use them to solve real-life problems
(Mathematics, Level: 2)
N-8-E.See also GLE 7. Know all basic facts for addition and subtraction and use them to solve real-life problems
(Mathematics, Level: 2)
N-9-E.See also GLE 7. Know all basic facts for addition and subtraction and use them to solve real-life problems
(Mathematics, Level: 2)
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.
N-6-E.9. Add and subtract one - and two - digit numbers
(Mathematics, Level: 2)
N-6-E.See also GLE 9. Add and subtract one - and two - digit numbers
(Mathematics, Level: 2)
N-7-E.See also GLE 9. Add and subtract one - and two - digit numbers
(Mathematics, Level: 2)
N-6-E.11. Add and subtract numbers of three digits or less
(Mathematics, Level: 3)
N-7-E.See also GLE 11. Add and subtract numbers of three digits or less
(Mathematics, Level: 3)
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.
N-6-E.9. Add and subtract one - and two - digit numbers
(Mathematics, Level: 2)
N-6-E.See also GLE 9. Add and subtract one - and two - digit numbers
(Mathematics, Level: 2)
N-7-E.See also GLE 9. Add and subtract one - and two - digit numbers
(Mathematics, Level: 2)
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.
N-4-E.See also GLE 9. Know basic multiplication and division facts [0s, 1s, 2s, 5s, 9s, and turn-arounds (commutative facts), including multiplying by 10s]
(Mathematics, Level: 3)
N-6-E.9. Know basic multiplication and division facts [0s, 1s, 2s, 5s, 9s, and turn-arounds (commutative facts), including multiplying by 10s]
(Mathematics, Level: 3)
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.
N-4-E.See also GLE 9. Know basic multiplication and division facts [0s, 1s, 2s, 5s, 9s, and turn-arounds (commutative facts), including multiplying by 10s]
(Mathematics, Level: 3)
N-6-E.9. Know basic multiplication and division facts [0s, 1s, 2s, 5s, 9s, and turn-arounds (commutative facts), including multiplying by 10s]
(Mathematics, Level: 3)
N-6-E.11. Multiply three - digit by one - digit numbers, two - digit by two - digit numbers, and divide three - digit numbers by one - digit numbers, with and without remainders
(Mathematics, Level: 4)
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.
N-6-E.11. Multiply three - digit by one - digit numbers, two - digit by two - digit numbers, and divide three - digit numbers by one - digit numbers, with and without remainders
(Mathematics, Level: 4)
N-7-E.See GLE 11. Multiply three - digit by one - digit numbers, two - digit by two - digit numbers, and divide three - digit numbers by one - digit numbers, with and without remainders
(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.
N-6-E.11. Multiply three - digit by one - digit numbers, two - digit by two - digit numbers, and divide three - digit numbers by one - digit numbers, with and without remainders
(Mathematics, Level: 4)
N-7-E.See GLE 11. Multiply three - digit by one - digit numbers, two - digit by two - digit numbers, and divide three - digit numbers by one - digit numbers, with and without remainders
(Mathematics, Level: 4)
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.
N-3-M.See GLE 7. Select and discuss appropriate operations and solve single- and multi-step, real-life problems involving positive fractions, percents, mixed numbers, decimals, and positive and negative integers
(Mathematics, Level: 7)
N-5-M.7. Select and discuss appropriate operations and solve single- and multi-step, real-life problems involving positive fractions, percents, mixed numbers, decimals, and positive and negative integers
(Mathematics, Level: 7)
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.
N-3-M.See GLE 7. Select and discuss appropriate operations and solve single- and multi-step, real-life problems involving positive fractions, percents, mixed numbers, decimals, and positive and negative integers
(Mathematics, Level: 7)
N-5-M.7. Select and discuss appropriate operations and solve single- and multi-step, real-life problems involving positive fractions, percents, mixed numbers, decimals, and positive and negative integers
(Mathematics, Level: 7)
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.
N-3-M.5. Read, explain, and write a numerical representation for positive improper fractions, mixed numbers, and decimals from a pictorial representation and vice versa
(Mathematics, Level: 5)
N-5-M.Also see GLE 6. Select and discuss the correct operation for a given problem involving positive fractions using appropriate language such as sum, difference, numerator, and denominator
(Mathematics, Level: 5)
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.
N-1-M.1. Differentiate between the terms factor and multiple, and prime and composite
(Mathematics, Level: 5)
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.
N-1-M.1. Differentiate between the terms factor and multiple, and prime and composite
(Mathematics, Level: 5)
N-1-M.1. Factor whole numbers into primes
(Mathematics, Level: 6)
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.
N-1-M.2. Recognize, explain, and compute equivalent fractions for common fractions
(Mathematics, Level: 5)
N-3-M.Also see GLE 2. Recognize, explain, and compute equivalent fractions for common fractions
(Mathematics, Level: 5)
N-1-M.3. Find the greatest common factor (GCF) and least common multiple (LCM) for whole numbers in the context of problem-solving
(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.
N-5-M.5. Multiply and divide positive fractions and decimals
(Mathematics, Level: 7)
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.
N-2-M.3. Add and subtract fractions with common denominators and use mental math to determine whether the answer is reasonable
(Mathematics, Level: 5)
N-1-M.3. Find the greatest common factor (GCF) and least common multiple (LCM) for whole numbers in the context of problem-solving
(Mathematics, Level: 6)
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.
N-1-E.5. Read, write, and relate decimals through hundredths and connect them with corresponding decimal fractions
(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.
N-5-M.9. Add and subtract fractions and decimals in real-life situations
(Mathematics, Level: 6)
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.
N-5-M.5. Multiply and divide positive fractions and decimals
(Mathematics, Level: 7)
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.
N-2-E.8. Use common equivalent reference points for percents
(Mathematics, Level: 4)
N-1-M.1. Recognize and compute equivalent representations of fractions, decimals, and percents
(Mathematics, Level: 7)
N-2-M.2. Compare positive fractions, decimals, percents, and integers using symbols (i.e., less than, less than or equal to, equal to greater than or equal to, greater than) and position on a number line
(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.
N-3-M.See GLE 7. Select and discuss appropriate operations and solve single- and multi-step, real-life problems involving positive fractions, percents, mixed numbers, decimals, and positive and negative integers
(Mathematics, Level: 7)
N-5-M.6. Set up and solve simple percent problems using various strategies, including mental math
(Mathematics, Level: 7)
N-5-M.7. Select and discuss appropriate operations and solve single- and multi-step, real-life problems involving positive fractions, percents, mixed numbers, decimals, and positive and negative integers
(Mathematics, Level: 7)
N-8-M.Also see GLE 6. Set up and solve simple percent problems using various strategies, including mental math
(Mathematics, Level: 7)
N-5-M.See GLE 8. Solve real-life problems involving percentages, including percentages less than 1 or greater than 100
(Mathematics, Level: 8)
N-8-M.8. Solve real-life problems involving percentages, including percentages less than 1 or greater than 100
(Mathematics, Level: 8)
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.
N-1-M.2. Use whole number exponents (0-3) in problem-solving contexts
(Mathematics, Level: 8)
N-5-M.See GLE 2. Use whole number exponents (0-3) in problem-solving contexts
(Mathematics, Level: 8)
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.
N-1-M.2. Use whole number exponents (0-3) in problem-solving contexts
(Mathematics, Level: 8)
N-5-M.See GLE 2. Use whole number exponents (0-3) in problem-solving contexts
(Mathematics, Level: 8)
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.
A-1-M.14. Model and identify perfect squares up to 144
(Mathematics, Level: 6)
A-1-M.13. Determine the square root of perfect squares and mentally approximate other square roots by identifying the two whole numbers between which they fall
(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.
N-3-M.4. Read and write numbers in scientific notation with positive exponents
(Mathematics, Level: 8)
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.
A-1-E. demonstrate a conceptual understanding of variables, expressions, equations, and inequalities
(Mathematics, Level: 4)
A-1-M. demonstrate a conceptual understanding of variables, expressions, equations, and inequalities
(Mathematics, Level: 5)
A-1-M. demonstrate a conceptual understanding of variables, expressions, equations, and inequalities
(Mathematics, Level: 6)
A-2-M.16. Evaluate simple algebraic expressions using substitution
(Mathematics, Level: 6)
A-1-M. demonstrate a conceptual understanding of variables, expressions, equations, and inequalities
(Mathematics, Level: 7)
A-1-M. demonstrate a conceptual understanding of variables, expressions, equations, and inequalities
(Mathematics, Level: 8)
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.
N-4-M.3. Solve order of operations problems involving grouping symbols and multiple operations
(Mathematics, Level: 7)
N-4-M.5. Simplify expressions involving operations on integers, grouping symbols, and whole number exponents using order of operations
(Mathematics, Level: 8)
A-1-H.8. Use order of operations to simplify or rewrite variable expressions
(Mathematics, Level: 9)
A-2-H.Also see GLE 8. Use order of operations to simplify or rewrite variable expressions
(Mathematics, Level: 9)
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.
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.
A-2-M.17. Find solutions to two - step equations with positive integer solutions
(Mathematics, Level: 6)
A-2-M.16. Solve one- and two-step equations and inequalities (with one variable) in multiple ways
(Mathematics, Level: 7)
A-2-M.12. Solve and graph solutions of multi-step linear equations and inequalities
(Mathematics, Level: 8)
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.
N-5-M.Also see GLE 11. Explain concepts of ratios and equivalent ratios using models and pictures in real-life problems
(Mathematics, Level: 5)
N-8-M.11. Explain concepts of ratios and equivalent ratios using models and pictures in real-life problems
(Mathematics, Level: 5)
N-8-M.10. Determine and apply rates and ratios
(Mathematics, Level: 7)
N-8-M.11. Use proportions involving whole numbers to solve real-life problems
(Mathematics, Level: 7)
N-8-M.7. Use proportional reasoning to model and solve real-life problems
(Mathematics, Level: 8)
N-6-H. apply ratios and proportional thinking in a variety of situations
(Mathematics, Level: 9)
N-6-H.7. Use proportional reasoning to model and solve real-life problems involving direct and inverse variation
(Mathematics, Level: 9)
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.
M.-5-E.See GLE 12. Count money, determine change, and solve simple word problems involving money amounts using decimal notation
(Mathematics, Level: 4)
N-5-M.7. Select, sequence, and use appropriate operations to solve multi-step word problems with whole numbers
(Mathematics, Level: 5)
N-5-M.8. Use the whole number system to solve problems in real-life and other content areas
(Mathematics, Level: 5)
N-5-M.7. Select and discuss appropriate operations and solve single- and multi-step, real-life problems involving positive fractions, percents, mixed numbers, decimals, and positive and negative integers
(Mathematics, Level: 7)
N-5-M.See GLE 8. Solve real-life problems involving percentages, including percentages less than 1 or greater than 100
(Mathematics, Level: 8)
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.
D-2-E. construct, read, and interpret data in charts, graphs, tables, etc;
(Mathematics, Level: 4)
D-2-E.36. Analyze, describe, interpret, and construct various types of charts and graphs using appropriate titles, axis labels, scales, and legends
(Mathematics, Level: 4)
A-4-M.See GLE 28. Use various types of charts and graphs, including double bar graphs, to organize, display, and interpret data and discuss patterns verbally and in writing
(Mathematics, Level: 5)
D-1-M.28. Use various types of charts and graphs, including double bar graphs, to organize, display, and interpret data and discuss patterns verbally and in writing
(Mathematics, Level: 5)
D-2-M.Also see GLE 28. Use various types of charts and graphs, including double bar graphs, to organize, display, and interpret data and discuss patterns verbally and in writing
(Mathematics, Level: 5)
P-3-M.See GLE 28. Use various types of charts and graphs, including double bar graphs, to organize, display, and interpret data and discuss patterns verbally and in writing
(Mathematics, Level: 5)
D-2-M.31. Analyze and interpret circle graphs, and determine when a circle graph is the most appropriate type of graph to use
(Mathematics, Level: 7)
D-1-M.36. Organize and display data using circle graphs
(Mathematics, Level: 8)
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.
G-6-E.33. Specify locations of points in the first quadrant of coordinate systems and describe paths on maps
(Mathematics, Level: 4)
G-6-M.27. Identify and plot points on a coordinate grid in the first quadrant
(Mathematics, Level: 5)
G-6-M.29. Plot points on a coordinate grid in all 4 quadrants and locate the coordinates of a missing vertex in a parallelogram
(Mathematics, Level: 7)
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.
G-3-H.24. Graph a line when the slope and a point or when two points are known
(Mathematics, Level: 9)
G-3-H.Also see GLE 13. Translate between the characteristics defining a line and both its equation and graph
(Mathematics, Level: 9)
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.
A-4-M.Also see GLE 18. Describe linear, multiplicative, or changing growth relationships verbally and algebraically
(Mathematics, Level: 7)
A-4-M.Also see GLE 38. Sketch and interpret a trend line on a scatterplot
(Mathematics, Level: 8)
A-5-M.See GLE 38. Sketch and interpret a trend line on a scatterplot
(Mathematics, Level: 8)
D-2-M.38. Sketch and interpret a trend line on a scatterplot
(Mathematics, Level: 8)
D-1-H.29. Create a scatter plot from a set of data and determine if the relationship is linear or nonlinear
(Mathematics, Level: 9)
D-2-H. recognize data that relate two variables as linear, exponential, or otherwise in nature
(Mathematics, Level: 9)
D-6-H.See GLE 29. Create a scatter plot from a set of data and determine if the relationship is linear or nonlinear
(Mathematics, Level: 9)
D-7-H.See GLE 29. Create a scatter plot from a set of data and determine if the relationship is linear or nonlinear
(Mathematics, Level: 9)
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.
P-1-M.Also see GLE 18. Describe linear, multiplicative, or changing growth relationships verbally and algebraically
(Mathematics, Level: 7)
P-1-H. model the concepts of variables, functions, and relations as they occur in the real world and using the appropriate notation and terminology
(Mathematics, Level: 9)
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.
M.-1-E.See GLE 22. Select and use the appropriate standard units of measure, abbreviations, and tools to measure length and perimeter, area, capacity, weight / mass, and volume
(Mathematics, Level: 4)
M.-2-E. select and use appropriate standard and non-standard units of measure and tools for measuring length, area, capacity, weight / mass, and time for a given situation by considering the purpose and precision required for the task;
(Mathematics, Level: 4)
M.-2-E.22. Select and use the appropriate standard units of measure, abbreviations, and tools to measure length and perimeter, area, capacity, weight / mass, and volume
(Mathematics, Level: 4)
M.-2-E.24. Recognize the attributes to be measured in a real-life situation
(Mathematics, Level: 4)
M.-1-M.15. Model, measure, and use the names of all common units in the U.S. and metric systems
(Mathematics, Level: 5)
M.-3-M.20. Identify appropriate tools and units with which to measure time, mass, weight, temperature, and length
(Mathematics, Level: 5)
M.-3-H.See GLE 21. Determine appropriate units and scales to use when solve measurement problems
(Mathematics, Level: 9)
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.
N-2-E.Also see GLE 27. Use unit conversions within the same system to solve real-life problems
(Mathematics, Level: 4)
M.-4-E. convert from one unit of measurement to another within the same system (customary and metric); comparisons between systems should be based on intuitive reference points, not formal computations
(Mathematics, Level: 4)
M.-4-E.27. Use unit conversions within the same system to solve real-life problems
(Mathematics, Level: 4)
M.-5-E.See GLE 27. Use unit conversions within the same system to solve real-life problems
(Mathematics, Level: 4)
M.-5-M. convert from one unit of measurement to another within the same system (Comparisons between systems, customary and metric, should be based on intuitive reference points, not formal computation.);
(Mathematics, Level: 5)
M.-5-M.23. Convert between units of measurement for length, weight, and time, in U.S. and metric, within the same system
(Mathematics, Level: 5)
M.-5-M. convert from one unit of measurement to another within the same system (Comparisons between systems, customary and metric, should be based on intuitive reference points, not formal computation.);
(Mathematics, Level: 6)
M.-5-M. convert from one unit of measurement to another within the same system (Comparisons between systems, customary and metric, should be based on intuitive reference points, not formal computation.);
(Mathematics, Level: 7)
M.-5-M.22. Convert between units of area in U.S. and metric units within the same system
(Mathematics, Level: 7)
M.-5-M. convert from one unit of measurement to another within the same system (Comparisons between systems, customary and metric, should be based on intuitive reference points, not formal computation.);
(Mathematics, Level: 8)
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.
M.-2-E.23. Set up, solve, and interpret elapsed time problems
(Mathematics, Level: 4)
M.-5-M.23. Convert between units of measurement for length, weight, and time, in U.S. and metric, within the same system
(Mathematics, Level: 5)
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.
M.-1-M.20. Calculate, interpret, and compare rates such as dollar / lb., mpg, and mph
(Mathematics, Level: 6)
M.-1-M.18. Apply rate of change in real-life problems, including density, velocity, and international monetary conversions
(Mathematics, Level: 8)
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.
G-1-E.Also see GLE 32. Draw, identify, and classify angles that are acute, right, and obtuse
(Mathematics, Level: 4)
G-5-E.32. Draw, identify, and classify angles that are acute, right, and obtuse
(Mathematics, Level: 4)
G-1-M.See GLE 26. Apply concepts, properties, and relationships of points, lines, line segments, rays, diagonals, circles, and right, acute, and obtuse angles and triangles in real-life situations, including estimating sizes of angles
(Mathematics, Level: 6)
G-2-M.26. Apply concepts, properties, and relationships of points, lines, line segments, rays, diagonals, circles, and right, acute, and obtuse angles and triangles in real-life situations, including estimating sizes of angles
(Mathematics, Level: 6)
G-5-M.See GLE 26. Apply concepts, properties, and relationships of points, lines, line segments, rays, diagonals, circles, and right, acute, and obtuse angles and triangles in real-life situations, including estimating sizes of angles
(Mathematics, Level: 6)
G-5-M.28. Apply concepts, properties, and relationships of adjacent, corresponding, vertical, alternate interior, complementary, and supplementary angles
(Mathematics, Level: 8)
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.
M.-1-M.19. Calculate perimeter and area of triangles, parallelograms, and trapezoids
(Mathematics, Level: 6)
G-1-M.See GLE 26. Apply concepts, properties, and relationships of points, lines, line segments, rays, diagonals, circles, and right, acute, and obtuse angles and triangles in real-life situations, including estimating sizes of angles
(Mathematics, Level: 6)
G-2-M.26. Apply concepts, properties, and relationships of points, lines, line segments, rays, diagonals, circles, and right, acute, and obtuse angles and triangles in real-life situations, including estimating sizes of angles
(Mathematics, Level: 6)
G-5-M.See GLE 26. Apply concepts, properties, and relationships of points, lines, line segments, rays, diagonals, circles, and right, acute, and obtuse angles and triangles in real-life situations, including estimating sizes of angles
(Mathematics, Level: 6)
G-7-M.30. Apply the knowledge that the measures of the interior angles in a triangle add up to 180 degrees
(Mathematics, Level: 7)
A-5-M.See GLE 29. Solve problems involving lengths of sides of similar triangles
(Mathematics, Level: 8)
G-5-M.29. Solve problems involving lengths of sides of similar triangles
(Mathematics, Level: 8)
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.
G-5-M.31. Use area to justify the Pythagorean theorem and apply the Pythagorean theorem and its converse in real-life problems
(Mathematics, Level: 8)
G-7-M.See GLE 31. Use area to justify the Pythagorean theorem and apply the Pythagorean theorem and its converse in real-life problems
(Mathematics, Level: 8)
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.
G-2-E.29. Identify, describe the properties of, and draw circles and polygons (triangle, quadrilateral, parallelogram, trapezoid, rectangle, square, rhombus, pentagon, hexagon, octagon, and decagon)
(Mathematics, Level: 4)
M.-1-M.19. Calculate perimeter and area of triangles, parallelograms, and trapezoids
(Mathematics, Level: 6)
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.
M.-6-M.See GLE 28. Determine the radius, diameter, circumference, and area of a circle and apply these measures in real-life problems
(Mathematics, Level: 7)
G-5-M.26. Recognize Pi as the ratio between the circumference and diameter of any circle
(Mathematics, Level: 7)
G-5-M.28. Determine the radius, diameter, circumference, and area of a circle and apply these measures in real-life problems
(Mathematics, Level: 7)
G-7-M.Also see GLE 28. Determine the radius, diameter, circumference, and area of a circle and apply these measures in real-life problems
(Mathematics, Level: 7)
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.
M.-3-E.Also see GLE 21. Describe the concept of volume, and measure volume using cubic inch and cubic centimeter and capacity using fl. oz. and ml
(Mathematics, Level: 4)
G-2-M.24. Use mathematical terms to describe the basic properties of three - dimensional objects (edges, vertices, faces, base, etc.)
(Mathematics, Level: 6)
M.-1-M. apply the concepts of length, area, surface area, volume, capacity, weight, mass, money, time, temperature, and rate to real-world experiences;
(Mathematics, Level: 8)
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.
G-3-M.25. Identify and use appropriate terminology for transformations
(Mathematics, Level: 5)
G-3-M.26. Identify shapes that have rotational symmetry
(Mathematics, Level: 5)
G-2-M.24. Demonstrate conceptual and practical understanding of symmetry, similarity, and congruence and identify similar and congruent figures
(Mathematics, Level: 8)
G-3-M.25. Predict, draw, and discuss the resulting changes in lengths, orientation, angle measures, and coordinates when figures are translated, reflected across horizontal or vertical lines, and rotated on a grid
(Mathematics, Level: 8)
G-6-M.Also see GLE 25. Predict, draw, and discuss the resulting changes in lengths, orientation, angle measures, and coordinates when figures are translated, reflected across horizontal or vertical lines, and rotated on a grid
(Mathematics, Level: 8)
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.
D-1-E.35. Find and interpret the meaning of mean, mode, and median of a small set of numbers (using concrete objects) when the answer is a whole number
(Mathematics, Level: 4)
D-2-M.32. Calculate and discuss mean, median, mode, and range of a set of discrete data to solve real-life problems
(Mathematics, Level: 6)
D-2-M.40. Explain factors in a data set that would affect measures of central tendency and discuss which measure is most appropriate for a given situation
(Mathematics, Level: 8)
D-1-H.27. Determine the most appropriate measure of central tendency for a set of data based on its distribution
(Mathematics, Level: 9)
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.
D-1-M.37. Collect and organize data using box-and-whisker plots and use the plots to interpret quartiles and range
(Mathematics, Level: 8)
D-2-M.Also see GLE 37. Collect and organize data using box-and-whisker plots and use the plots to interpret quartiles and range
(Mathematics, Level: 8)
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.
D-1-M.29. Collect, organize, label, display, and interpret data in frequency tables, stem-and-leaf plots, and scatter plots and discuss patterns in the data verbally and in writing
(Mathematics, Level: 6)
D-2-M.Also see GLE 29. Collect, organize, label, display, and interpret data in frequency tables, stem-and-leaf plots, and scatter plots and discuss patterns in the data verbally and in writing
(Mathematics, Level: 6)
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.
D-5-E. predict outcomes based on probability
(Mathematics, Level: 4)
D-5-E.41. Apply appropriate probabilistic reasoning in real-life contexts using games and other activities
(Mathematics, Level: 4)
D-5-E.Also see GLE 40. Determine the total number of possible outcomes for a given experiment using lists, tables, and tree diagrams
(Mathematics, Level: 4)
D-5-M.32. Represent probabilities as common fractions and recognize that probabilities fall between 0 and 1, inclusive
(Mathematics, Level: 5)
D-4-H.31. Define probability in terms of sample spaces, outcomes, and events
(Mathematics, Level: 9)
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.
D-5-M.44. Use experimental data presented in tables and graphs to make outcome predictions of independent events
(Mathematics, Level: 8)
D-5-M.45. Calculate, illustrate, and apply single- and multiple-event probabilities, including mutually exclusive, independent events and non-mutually exclusive, dependent events
(Mathematics, Level: 8)
D-5-H. recognize events as dependent or independent in nature and demonstrate techniques for computing multiple-event probabilities
(Mathematics, Level: 9)
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.
D-3-E.39. Use lists, tables, and tree diagrams to generate and record all possible combinations for 2 sets of 3 or fewer objects
(Mathematics, Level: 4)
D-4-E.40. Determine the total number of possible outcomes for a given experiment using lists, tables, and tree diagrams
(Mathematics, Level: 4)
D-4-E.Also see GLE 39. Use lists, tables, and tree diagrams to generate and record all possible combinations for 2 sets of 3 or fewer objects
(Mathematics, Level: 4)
D-5-E.Also see GLE 40. Determine the total number of possible outcomes for a given experiment using lists, tables, and tree diagrams
(Mathematics, Level: 4)
D-4-M.34. Use lists, tree diagrams, and tables to determine the possible combinations from two disjoint sets when choosing one item from each set
(Mathematics, Level: 6)
D-4-M.42. Use lists, tree diagrams, and tables to apply the concept of permutations to represent an ordering with and without replacement
(Mathematics, Level: 8)
D-4-M.43. Use lists and tables to apply the concept of combinations to represent the number of possible ways a set of objects can be selected from a group
(Mathematics, Level: 8)
D-5-M.44. Use experimental data presented in tables and graphs to make outcome predictions of independent events
(Mathematics, Level: 8)
D-4-H.31. Define probability in terms of sample spaces, outcomes, and events
(Mathematics, Level: 9)
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.
N-9-E.14. Solve real-life problems, including those in which some information is not given
(Mathematics, Level: 4)
N-5-M.6. Identify missing information or suggest a strategy for solving a real-life, rational-number problem
(Mathematics, Level: 8)
Students listen to and view a description of mathematical conjectures and patterns. Students make conjectures to solve word problems involving patterns and sequences.
D-4-E. explore, formulate, and solve sequence-of-pattern problems involving selection and arrangement of objects / numerals;
(Mathematics, Level: 4)
P-1-E.43. Identify missing elements in a number pattern
(Mathematics, Level: 4)
P-1-M.33. Fill in missing elements in sequences of designs, number patterns, positioned figures, and quantities of objects
(Mathematics, Level: 5)
A-3-M.See GLE 29. Describe patterns in sequences of arithmetic and geometric growth and now-next relationships with numbers and figures
(Mathematics, Level: 6)
P-3-M.38. Describe patterns in sequences of arithmetic and geometric growth and now-next relationships with numbers and figures
(Mathematics, Level: 6)
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.
N-7-E. construct, use, and explain procedures to compute and estimate with whole numbers
(Mathematics, Level: 4)
N-2-M.Also see GLE 9. Use mental math and estimation strategies to predict the results of computations and to test the reasonableness of solutions
(Mathematics, Level: 5)
N-6-M.9. Use mental math and estimation strategies to predict the results of computations and to test the reasonableness of solutions
(Mathematics, Level: 5)
N-2-M.3. Estimate the answer to an operation involving rational numbers based on the original numbers
(Mathematics, Level: 8)
N-6-M.See GLE 3. Estimate the answer to an operation involving rational numbers based on the original numbers
(Mathematics, Level: 8)
N-3-H. use number sense to estimate and determine if solutions are reasonable
(Mathematics, Level: 9)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.1. Identify unique letter-sound patterns, including long and short vowels and consonants
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short vowels, long vowels, r-controlled vowels, and consonant-blends
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short- and long-vowel sounds when those sounds are made with a broad variety of letter combinations
(English Language Arts, Level: 2)
1.ELA-1-E1.3. decoding simple one-syllable words
(English Language Arts, Level: K)
1.ELA-1-E1.3. matching each consonant or short vowel sound to the appropriate letter
(English Language Arts, Level: K)
1.ELA-1-E1.2. distinguishing and naming all uppercase and lowercase letters
(English Language Arts, Level: K)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.2. using phonetic decoding strategies accurately and rapidly in unfamiliar words and text
(English Language Arts, Level: 2)
1.ELA-1-E1.3. decoding simple one-syllable words
(English Language Arts, Level: K)
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.ELA-1-E1.2. reading high-frequency, grade-appropriate non-phonetic words with automaticity
(English Language Arts, Level: 1)
3.ELA-3-E5.40. high-frequency, grade-level words including words with irregular spellings, such as was, were, says, said, who, what, and why
(English 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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.1. Identify unique letter-sound patterns, including long and short vowels and consonants
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short vowels, long vowels, r-controlled vowels, and consonant-blends
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short- and long-vowel sounds when those sounds are made with a broad variety of letter combinations
(English Language Arts, Level: 2)
1.ELA-1-E1.3. decoding simple one-syllable words
(English Language Arts, Level: K)
1.ELA-1-E1.3. matching each consonant or short vowel sound to the appropriate letter
(English Language Arts, Level: K)
1.ELA-1-E1.2. distinguishing and naming all uppercase and lowercase letters
(English Language Arts, Level: K)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.2. using phonetic decoding strategies accurately and rapidly in unfamiliar words and text
(English Language Arts, Level: 2)
1.ELA-1-E1.3. decoding simple one-syllable words
(English Language Arts, Level: K)
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.ELA-1-E1.2. reading high-frequency, grade-appropriate non-phonetic words with automaticity
(English Language Arts, Level: 1)
3.ELA-3-E5.40. high-frequency, grade-level words including words with irregular spellings, such as was, were, says, said, who, what, and why
(English 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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.1. Identify unique letter-sound patterns, including long and short vowels and consonants
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short vowels, long vowels, r-controlled vowels, and consonant-blends
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short- and long-vowel sounds when those sounds are made with a broad variety of letter combinations
(English Language Arts, Level: 2)
1.ELA-1-E1.3. decoding simple one-syllable words
(English Language Arts, Level: K)
1.ELA-1-E1.3. matching each consonant or short vowel sound to the appropriate letter
(English Language Arts, Level: K)
1.ELA-1-E1.2. distinguishing and naming all uppercase and lowercase letters
(English Language Arts, Level: K)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.2. using phonetic decoding strategies accurately and rapidly in unfamiliar words and text
(English Language Arts, Level: 2)
1.ELA-1-E1.3. decoding simple one-syllable words
(English Language Arts, Level: K)
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.ELA-1-E1.2. reading high-frequency, grade-appropriate non-phonetic words with automaticity
(English Language Arts, Level: 1)
3.ELA-3-E5.40. high-frequency, grade-level words including words with irregular spellings, such as was, were, says, said, who, what, and why
(English 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.ELA-1-E1.1. distinguishing long- and short-vowel sounds related to the same letter in one-syllable spoken words
(English Language Arts, Level: 1)
1.ELA-1-E1.2. reading one- and two-syllable words with short- and long-vowel sounds spelled with common spelling patterns
(English Language Arts, Level: 1)
3.ELA-3-E5.40. one-syllable words and selected grade-appropriate two-syllable words with regular spellings for long- and short-vowel sounds
(English Language Arts, Level: 1)
3.ELA-3-E5.33. words with short vowels, long vowels, r-controlled vowels, and consonant-blends
(English Language Arts, Level: 2)
1.ELA-1-E1.3. matching each consonant or short vowel sound to the appropriate letter
(English Language Arts, Level: K)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.2. using phonetic decoding strategies accurately and rapidly in unfamiliar words and text
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short vowels, long vowels, r-controlled vowels, and consonant-blends
(English Language Arts, Level: 2)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.2. using phonetic decoding strategies accurately and rapidly in unfamiliar words and text
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short vowels, long vowels, r-controlled vowels, and consonant-blends
(English Language Arts, Level: 2)
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.ELA-1-E1.1. distinguishing long- and short-vowel sounds related to the same letter in one-syllable spoken words
(English Language Arts, Level: 1)
3.ELA-3-E5.40. one-syllable words and selected grade-appropriate two-syllable words with regular spellings for long- and short-vowel sounds
(English Language Arts, Level: 1)
1.ELA-1-E1.1. Identify unique letter-sound patterns, including long and short vowels and consonants
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short vowels, long vowels, r-controlled vowels, and consonant-blends
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short- and long-vowel sounds when those sounds are made with a broad variety of letter combinations
(English 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.ELA-1-E1.1. distinguishing long- and short-vowel sounds related to the same letter in one-syllable spoken words
(English Language Arts, Level: 1)
3.ELA-3-E5.40. one-syllable words and selected grade-appropriate two-syllable words with regular spellings for long- and short-vowel sounds
(English Language Arts, Level: 1)
1.ELA-1-E1.1. Identify unique letter-sound patterns, including long and short vowels and consonants
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short vowels, long vowels, r-controlled vowels, and consonant-blends
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short- and long-vowel sounds when those sounds are made with a broad variety of letter combinations
(English Language Arts, Level: 2)
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.ELA-1-E1.2. Demonstrate understanding of phonics by:
(English Language Arts, Level: 1)
1.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.2. Demonstrate understanding of phonics by doing the following:
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short vowels, long vowels, r-controlled vowels, and consonant-blends
(English Language Arts, Level: 2)
1.ELA-1-E1.3. Demonstrate understanding of phonics by doing the following:
(English Language Arts, Level: K)
1.ELA-1-E1.1. Demonstrate understanding of phonemic awareness by doing the following:
(English Language Arts, Level: K)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
3.ELA-3-E5.33. words with short vowels, long vowels, r-controlled vowels, and consonant-blends
(English Language Arts, Level: 2)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.2. using phonetic decoding strategies accurately and rapidly in unfamiliar words and text
(English Language Arts, Level: 2)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.2. using phonetic decoding strategies accurately and rapidly in unfamiliar words and text
(English Language Arts, Level: 2)
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.ELA-1-E1.2. Demonstrate understanding of phonics by:
(English Language Arts, Level: 1)
1.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.2. Demonstrate understanding of phonics by doing the following:
(English Language Arts, Level: 2)
3.ELA-3-E5.33. words with short vowels, long vowels, r-controlled vowels, and consonant-blends
(English Language Arts, Level: 2)
1.ELA-1-E1.3. Demonstrate understanding of phonics by doing the following:
(English Language Arts, Level: K)
1.ELA-1-E1.1. Demonstrate understanding of phonemic awareness by doing the following:
(English Language Arts, Level: K)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
3.ELA-3-E5.33. words with short vowels, long vowels, r-controlled vowels, and consonant-blends
(English Language Arts, Level: 2)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.2. using phonetic decoding strategies accurately and rapidly in unfamiliar words and text
(English Language Arts, Level: 2)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
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.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
1.ELA-1-E1.2. using phonetic decoding strategies accurately and rapidly in unfamiliar words and text
(English 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.
1.ELA-1-E1.2. decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long v
(English Language Arts, Level: 1)
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.ELA-1-E1.2. identifying and reading words from common word families
(English Language Arts, Level: 1)
1.ELA-1-E1.1. creating rhyming words
(English Language Arts, Level: K)
Students read sentences containing words from common word families and then identify whether they are true or false.
1.ELA-1-E1.2. identifying and reading words from common word families
(English Language Arts, Level: 1)
1.ELA-1-E1.2. differentiating short- and long-vowel sounds in printed words when those sounds are made with a broad variety of letter combinations and a variety of word families
(English Language Arts, Level: 2)
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.ELA-1-E1.2. identifying and reading words from common word families
(English Language Arts, Level: 1)
1.ELA-1-E1.1. creating rhyming words
(English Language Arts, Level: K)
Students read sentences containing words from common word families and then identify whether they are true or false.
1.ELA-1-E1.2. identifying and reading words from common word families
(English Language Arts, Level: 1)
1.ELA-1-E1.2. differentiating short- and long-vowel sounds in printed words when those sounds are made with a broad variety of letter combinations and a variety of word families
(English Language Arts, Level: 2)
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.ELA-1-E1.4. Use knowledge of base words to interpret meaning of unfamiliar words
(English Language Arts, Level: 2)
1.ELA-1-E1.1. Decode words using knowledge of base words, root words, and common prefixes and suffixes
(English Language Arts, Level: 3)
1.ELA-1-E1.4. Demonstrate knowledge of the meanings of common prefixes and suffixes
(English Language Arts, Level: 3)
1.ELA-1-E1.6. identification of base words and root words (ELA-1-E1)
(English 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.ELA-1-E1.4. Use knowledge of base words to interpret meaning of unfamiliar words
(English Language Arts, Level: 2)
1.ELA-1-E1.1. Decode words using knowledge of base words, root words, and common prefixes and suffixes
(English Language Arts, Level: 3)
1.ELA-1-E1.4. Demonstrate knowledge of the meanings of common prefixes and suffixes
(English Language Arts, Level: 3)
1.ELA-1-E1.6. identification of base words and root words (ELA-1-E1)
(English 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.
3.ELA-3-E5.33. compound words
(English Language Arts, Level: 3)
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.ELA-1-E1.2. Decode similar words using knowledge of basic syllabication rules
(English Language Arts, Level: 3)
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.ELA-1-E1.2. Decode similar words using knowledge of basic syllabication rules
(English 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.
3.ELA-3-E2.28. apostrophes in contractions
(English Language Arts, Level: 2)
3.ELA-3-E2.28. Use standard English punctuation, including apostrophes in contractions and in the possessive case of singular and plural nouns
(English Language Arts, Level: 4)
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.
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.
Students read and follow multiple-step written instructions and select the correct directions on maps, signs, diagrams and illustrations to navigate to a house.
1.ELA-1-E3.11. Demonstrate ability to read and follow two-step written directions
(English Language Arts, Level: 1)
5.ELA-5-E6.54. Locate and read information on a chart, graph, diagram, map, and simple timeline
(English Language Arts, Level: 2)
4.ELA-4-E2.35. Interpret, follow, and give multi-step directions
(English Language Arts, Level: 4)
5.ELA-5-E6.50. Read and interpret timelines, charts, graphs, schedules, tables, diagrams, and maps generated from grade-appropriate materials
(English Language Arts, Level: 4)
4.ELA-4-M2.34. Follow procedures from detailed oral instructions
(English Language Arts, Level: 5)
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.ELA-1-E3.11. Demonstrate ability to read and follow two-step written directions
(English Language Arts, Level: 1)
5.ELA-5-E6.54. Locate and read information on a chart, graph, diagram, map, and simple timeline
(English Language Arts, Level: 2)
4.ELA-4-E2.35. Interpret, follow, and give multi-step directions
(English Language Arts, Level: 4)
5.ELA-5-E6.50. Read and interpret timelines, charts, graphs, schedules, tables, diagrams, and maps generated from grade-appropriate materials
(English Language Arts, Level: 4)
4.ELA-4-M2.34. Follow procedures from detailed oral instructions
(English Language Arts, Level: 5)
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.
7.ELA-7-E4.25. formulating questions beginning with who, what, when, where, and why about texts read independently
(English Language Arts, Level: 1)
7.ELA-7-E4.20. asking questions about texts read independently including why and how
(English Language Arts, Level: 2)
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.ELA-2-E1.21. Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences
(English Language Arts, Level: 4)
2.ELA-2-M1.19. Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences
(English Language Arts, Level: 5)
2.ELA-2-M1.18. Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences
(English Language Arts, Level: 6)
Students read one paragraph passages and answer multiple-choice questions to compare and contrast the similarities and differences of information on the same topic.
7.ELA-7-E1.17. comparing and contrasting story elements
(English Language Arts, Level: 2)
7.ELA-7-E1.17. comparing and contrasting, including story elements and main points or ideas in informational texts
(English Language Arts, Level: 3)
6.ELA-6-M2.9. Compare and contrast elements in a variety of genres
(English Language Arts, Level: 6)
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.
7.ELA-7-E4.25. identifying simple causes and effects in stories
(English Language Arts, Level: 1)
7.ELA-7-E4.20. discussing the relationship between cause-effect
(English Language Arts, Level: 2)
Students view a description of fact and opinion. They read sentences and select whether they represent a fact or the opinion of the author.
7.ELA-7-E4.21. identifying differences between fact and opinion
(English Language Arts, Level: 3)
7.ELA-7-E3.16. Distinguish an authors purpose for writing, including entertaining, expressing an opinion, defending an argument, or conveying information
(English Language Arts, Level: 4)
7.ELA-7-E4.19. supporting differences between fact and opinion with information from texts
(English Language Arts, Level: 4)
7.ELA-7-M4.17. distinguishing facts from opinions and probability
(English Language Arts, Level: 5)
7.ELA-7-M4.16. distinguishing facts from opinions and probability
(English Language Arts, Level: 6)
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.
7.ELA-7-E1.22. identifying the main idea and some details in a text
(English Language Arts, Level: 1)
7.ELA-7-E1.17. distinguishing between a main idea and a summary
(English Language Arts, Level: 3)
7.ELA-7-E1.14. identifying stated main ideas and supporting details
(English Language Arts, Level: 4)
7.ELA-7-M1.11. identifying stated or implied main ideas and supporting details
(English Language Arts, Level: 6)
Students view a description of conclusions and inferences. They read one paragraph passages and answer multiple-choice questions including making inferences and predicting outcomes.
7.ELA-7-E1.22. making simple inferences about characters and events
(English Language Arts, Level: 1)
7.ELA-7-E1.17. making simple inferences and drawing conclusions about information in texts
(English Language Arts, Level: 3)
7.ELA-7-E1.14. making simple inferences
(English Language Arts, Level: 4)
7.ELA-7-M1.12. making simple inferences and drawing conclusions
(English Language Arts, Level: 5)
7.ELA-7-M1.11. making simple inferences and drawing conclusions
(English Language Arts, Level: 6)
7.ELA-7-M1.11. predicting the outcome of a story or situation
(English Language Arts, Level: 6)
Students read multiple-step written instructions and perform tasks to clean up a messy room.
4.ELA-4-M2.34. Follow procedures from detailed oral instructions
(English Language Arts, Level: 5)
Students listen to a word and then find the matching word in a dictionary to fill in a sentence with a missing word. The game requires comprehension, fluency, and phonemic awareness.
1.ELA-1-E7. Read with fluency (natural sequencing of words) for various purposes
(English Language Arts, Level: 1)
1.ELA-1-E1.2. using phonetic decoding strategies accurately and rapidly in unfamiliar words and text
(English Language Arts, Level: 2)
1.ELA-1-E7. Read with fluency (natural sequencing of words) for various purposes
(English Language Arts, Level: 2)
1.ELA-1-E7. Read with fluency (natural sequencing of words) for various purposes
(English Language Arts, Level: 3)
1.ELA-1-E7. Read with fluency (natural sequencing of words) for various purposes
(English Language Arts, Level: 4)
1.ELA-1-E7. Read with fluency (natural sequencing of words) for various purposes
(English Language Arts, Level: K)