Alignment Report by Resource
Michigan 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.
R.MT.01.04. Make credible predictions based on preview of book cover and pictures.
(Language Arts, Level: 1)
R.IT.03.03. Explain how authors use titles, headings and subheadings, time lines, prefaces, indices, and table of contents to enhance understanding of supporting and key ideas.
(Language Arts, Level: 3)
Students view a description of formats including fiction and non-fiction, narrative and expository, and books, drama / plays, or novels. They distinguish between common forms of literature.
R.NT.00.02. Identify a variety of narrative genre including
(Language Arts, Level: K)
R.NT.00.02. poetry
(Language Arts, Level: K)
R.NT.01.02. fantasy
(Language Arts, Level: 1)
R.NT.01.02. folktales.
(Language Arts, Level: 1)
R.NT.02.02. poetry
(Language Arts, Level: 2)
R.NT.02.02. legends
(Language Arts, Level: 2)
R.NT.03.02. Identify and describe a variety of narrative genre.
(Language Arts, Level: 3)
R.NT.04.02. Identify and describe a variety of narrative genre.
(Language Arts, Level: 4)
R.NT.05.02. Analyze elements and style of narrative genres.
(Language Arts, Level: 5)
R.NT.06.02. Analyze elements and style of narrative genres.
(Language Arts, Level: 6)
R.NT.07.02. Analyze elements and style of narrative genres.
(Language Arts, Level: 7)
R.NT.08.02. Analyze elements and style of narrative genres.
(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.
R.MT.01.08. Discuss most important ideas and themes in a text.
(Language Arts, Level: 1)
R.CM.02.03. Retell the main idea(s) and relevant details of grade level appropriate narrative and informational text.
(Language Arts, Level: 2)
R.NT.03.03. Identify and describe characters thoughts and motivations, story level themes, main idea, and lesson / moral in narrative text.
(Language Arts, Level: 3)
R.CM.04.03. Explain oral and written relationships among themes, ideas, and characters within and across texts to create a deeper understanding.
(Language Arts, Level: 4)
L.RP.08.03. Paraphrase a speakers main ideas, purpose, and point of view, and they will ask relevant questions about the content, delivery, and purpose of the presentation.
(Language Arts, Level: 8)
Students listen to and view a song describing the author s purpose, including writing to inform, narrate, persuade, describe, and entertain. They must read passages and identify the author s purpose.
R.MT.01.09. Identify authors perspective.
(Language Arts, Level: 1)
L.RP.06.07. Identify persuasive and propaganda techniques used in television, and identify false and misleading information.
(Language Arts, Level: 6)
L.RP.08.03. Paraphrase a speakers main ideas, purpose, and point of view, and they will ask relevant questions about the content, delivery, and purpose of the presentation.
(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.
L.RP.06.03. Identify a speakers affective communications expressed through tone, mood, and emotional cues.
(Language Arts, Level: 6)
L.RP.07.03. Identify a speakers attitude toward a subject.
(Language Arts, Level: 7)
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.
R.CM.01.07. Graphically represent key ideas and details across texts.
(Language Arts, Level: 1)
R.MT.01.07. Use a graphic organizer to sequence events in a story.
(Language Arts, Level: 1)
W.GN. that may include headings, titles, labels, photographs, or illustrations to enhance the understanding of central ideas.
(Language Arts, Level: 1)
R.CM.02.07. Graphically represent key ideas and details across texts.
(Language Arts, Level: 2)
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.
W.GN.00.04. gathering information from teacher-supplied texts
(Language Arts, Level: K)
Students view a description of narrative story writing including the problem, characters, setting, and solution. They must read stories and identify the key elements.
R.NT.00.03. setting
(Language Arts, Level: K)
R.NT.00.03. characters
(Language Arts, Level: K)
R.NT.01.03. problem / solution
(Language Arts, Level: 1)
S.DS.01.02. a problem solution pattern
(Language Arts, Level: 1)
R.NT.02.03. problem / solution
(Language Arts, Level: 2)
W.GN.02.01. contains setting, problem / solution, and sequenced events.
(Language Arts, Level: 2)
R.NT.03.03. Identify and describe characters thoughts and motivations, story level themes, main idea, and lesson / moral in narrative text.
(Language Arts, Level: 3)
R.NT.03.04. Explain how authors use literary devices to develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character traits across a variety of text.
(Language Arts, Level: 3)
S.DS.04.02. Discuss narratives, conveying the story grammar (i.e., various character roles, plot, story level theme) and emphasizing facial expressions, hand gestures, and body language.
(Language Arts, Level: 4)
R.NT.05.03. Analyze character traits and setting and how it defines characters / plot, the role of dialogue, how problems are resolved, and the climax of a plot.
(Language Arts, Level: 5)
Students view a description of graphic story maps including sections for the problem, characters, setting, events, and solution. They read stories or narrative passages and fill in all the sections of the story map.
R.NT.00.03. setting
(Language Arts, Level: K)
R.NT.00.03. characters
(Language Arts, Level: K)
R.NT.00.03. events.
(Language Arts, Level: K)
R.CM.01.06. Map story elements across texts.
(Language Arts, Level: 1)
R.CM.02.06. Map story elements across texts.
(Language Arts, Level: 2)
R.NT.03.03. Identify and describe characters thoughts and motivations, story level themes, main idea, and lesson / moral in narrative text.
(Language Arts, Level: 3)
R.NT.03.04. Explain how authors use literary devices to develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character traits across a variety of text.
(Language Arts, Level: 3)
S.DS.04.02. Discuss narratives, conveying the story grammar (i.e., various character roles, plot, story level theme) and emphasizing facial expressions, hand gestures, and body language.
(Language Arts, Level: 4)
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.
R.MT.01.05. Ask questions before, during, after reading.
(Language Arts, Level: 1)
L.RP.01.02. Select, listen to, view, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
(Language Arts, Level: 1)
R.IT.02.03. charts.
(Language Arts, Level: 2)
R.MT.02.06. Ask questions before, during, after reading.
(Language Arts, Level: 2)
L.RP.02.02. Select, listen to, view, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
(Language Arts, Level: 2)
L.RP.03.02. Select, listen to, view, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
(Language Arts, Level: 3)
L.RP.04.02. Select, listen to, view, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
(Language Arts, Level: 4)
R.IT.05.03. Explain how authors use time lines, graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance understanding of supporting and key ideas.
(Language Arts, Level: 5)
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.
R.WS.00.10. Know the meanings of words encountered frequently in kindergarten in oral language contexts (grade level vocabulary lists to be developed).
(Language Arts, Level: K)
R.WS.01.07. Use strategies to identify unknown words and construct meaning
(Language Arts, Level: 1)
R.WS.02.08. Use strategies to identify unknown words and construct meaning
(Language Arts, Level: 2)
R.WS.03.01. Utilize letter and word level clues, semantic, and syntactic cues to recognize words and will be able to recognize frequently encountered words in text even when those words are encountered out of context.
(Language Arts, Level: 3)
R.WS.03.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words.
(Language Arts, Level: 3)
R.WS.03.06. Acquire and apply strategies to construct meaning, self-monitor, and identify unknown words or word parts
(Language Arts, Level: 3)
R.WS.03.06. knowledge of language
(Language Arts, Level: 3)
R.WS.04.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning, including multiple meaning words.
(Language Arts, Level: 4)
R.WS.04.05. Acquire and apply strategies to construct meaning, self-monitor, and identify unknown words or word parts.
(Language Arts, Level: 4)
R.WS.05.05. Acquire and apply strategies to construct meaning and identify unknown words or word parts.
(Language Arts, Level: 5)
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.
R.WS.00.10. Know the meanings of words encountered frequently in kindergarten in oral language contexts (grade level vocabulary lists to be developed).
(Language Arts, Level: K)
R.WS.00.11. In context, determine the meaning of a few words and familiar and repeated phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.
(Language Arts, Level: K)
R.WS.01.06. Be making progress in recognizing the 220 Dolch basic sight vocabulary and 95 common nouns.
(Language Arts, Level: 1)
R.WS.01.10. Grade level vocabulary lists to be developed.
(Language Arts, Level: 1)
R.WS.01.11. In context, determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.
(Language Arts, Level: 1)
R.WS.02.06. Make progress in recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in grade 3.
(Language Arts, Level: 2)
R.WS.02. to determine the meaning of words in grade level appropriate texts.
(Language Arts, Level: 2)
R.WS.02.11. Know the meaning of words encountered frequently in grade 2 reading and oral language contexts (grade level vocabulary lists to be developed).
(Language Arts, Level: 2)
R.WS.02.12. Determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) in context using strategies and resources.
(Language Arts, Level: 2)
R.WS.06.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 6)
R.WS.07.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 7)
R.WS.08.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 8)
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.
R.WS.00.10. Know the meanings of words encountered frequently in kindergarten in oral language contexts (grade level vocabulary lists to be developed).
(Language Arts, Level: K)
R.WS.00.11. In context, determine the meaning of a few words and familiar and repeated phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.
(Language Arts, Level: K)
R.WS.01.11. In context, determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.
(Language Arts, Level: 1)
R.WS.02.11. Know the meaning of words encountered frequently in grade 2 reading and oral language contexts (grade level vocabulary lists to be developed).
(Language Arts, Level: 2)
R.WS.02.12. Determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) in context using strategies and resources.
(Language Arts, Level: 2)
R.WS.04.01. Explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings of words encountered in text.
(Language Arts, Level: 4)
R.WS.05.01. Explain when to use and apply word structure, sentence structure, and prediction (semantics) to aid in decoding words and understanding meaning of words encountered in context.
(Language Arts, Level: 5)
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.
S.CN.02.04. questions and answers
(Language Arts, Level: 2)
L.CN.03.01. Respond to questions asked of them, providing an appropriate level of detail.
(Language Arts, Level: 3)
L.CN.04.01. Respond to questions asked of them, providing appropriate elaboration and details.
(Language Arts, Level: 4)
S.DS.07.02. Discuss multiple text types in order to anticipate and answer questions, offer opinions and solutions, and to identify personally with a universal theme.
(Language Arts, Level: 7)
L.RP.07.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(Language Arts, Level: 7)
L.RP.08.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(Language Arts, Level: 8)
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.
R.WS.00.11. In context, determine the meaning of a few words and familiar and repeated phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.
(Language Arts, Level: K)
R.WS.01.07. use semantic context cues (including pictures) and syntactic cues to check word recognition and construct the specific meaning intended (use context cues to select between alternative meanings).
(Language Arts, Level: 1)
R.WS.01.11. In context, determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.
(Language Arts, Level: 1)
R.WS.01.12. Use context clues, mental pictures, and questioning.
(Language Arts, Level: 1)
R.WS.02.08. use context as a basis for predicting meaning of unfamiliar words
(Language Arts, Level: 2)
R.WS.02.12. Determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) in context using strategies and resources.
(Language Arts, Level: 2)
R.WS.02.13. Use context clues, mental pictures, questioning.
(Language Arts, Level: 2)
R.WS.03.01. Utilize letter and word level clues, semantic, and syntactic cues to recognize words and will be able to recognize frequently encountered words in text even when those words are encountered out of context.
(Language Arts, Level: 3)
R.WS.03.08. Determine the meaning of words and phrases in context, using strategies and resources.
(Language Arts, Level: 3)
R.WS.04.01. Explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings of words encountered in text.
(Language Arts, Level: 4)
R.WS.04.07. Determine the meaning of words and phrases in context, using strategies and resources.
(Language Arts, Level: 4)
R.WS.05.01. Explain when to use and apply word structure, sentence structure, and prediction (semantics) to aid in decoding words and understanding meaning of words encountered in context.
(Language Arts, Level: 5)
R.WS.06.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 6)
R.WS.07.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 7)
R.WS.08.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 8)
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.
R.WS.00.11. In context, determine the meaning of a few words and familiar and repeated phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.
(Language Arts, Level: K)
R.WS.01.07. use semantic context cues (including pictures) and syntactic cues to check word recognition and construct the specific meaning intended (use context cues to select between alternative meanings).
(Language Arts, Level: 1)
R.WS.01.11. In context, determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.
(Language Arts, Level: 1)
R.WS.01.12. Use context clues, mental pictures, and questioning.
(Language Arts, Level: 1)
R.WS.02.10. reading context, picture clues
(Language Arts, Level: 2)
R.WS.02.12. Determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) in context using strategies and resources.
(Language Arts, Level: 2)
R.WS.02.13. Use context clues, mental pictures, questioning.
(Language Arts, Level: 2)
R.WS.03.01. Utilize letter and word level clues, semantic, and syntactic cues to recognize words and will be able to recognize frequently encountered words in text even when those words are encountered out of context.
(Language Arts, Level: 3)
R.WS.03.08. Determine the meaning of words and phrases in context, using strategies and resources.
(Language Arts, Level: 3)
R.WS.04.01. Explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings of words encountered in text.
(Language Arts, Level: 4)
R.WS.04.07. Determine the meaning of words and phrases in context, using strategies and resources.
(Language Arts, Level: 4)
R.WS.05.01. Explain when to use and apply word structure, sentence structure, and prediction (semantics) to aid in decoding words and understanding meaning of words encountered in context.
(Language Arts, Level: 5)
R.WS.06.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 6)
R.WS.07.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 7)
R.WS.08.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 8)
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.
R.NT.00.02. poetry
(Language Arts, Level: K)
R.NT.01.05. Respond to multiple texts read by discussing, illustrating, and / or writing to reflect, make connections, take a position, and share understanding.
(Language Arts, Level: 1)
R.NT.02.02. poetry
(Language Arts, Level: 2)
R.NT.02.05. Respond to multiple texts read by discussing, illustrating, and / or writing to reflect, make connections, take a position, and share understanding.
(Language Arts, Level: 2)
L.CN.03.01. Respond to questions asked of them, providing an appropriate level of detail.
(Language Arts, Level: 3)
L.CN.04.01. Respond to questions asked of them, providing appropriate elaboration and details.
(Language Arts, Level: 4)
L.RP.06.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to compare / contrast similarities and differences in idea, form, and style to evaluate quality and to identify personal and universal themes.
(Language Arts, Level: 6)
L.RP.07.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(Language Arts, Level: 7)
L.RP.08.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(Language Arts, Level: 8)
Students view a description of the subject history and learn vocabulary words for this subject. They read textbook style history passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
R.WS.00.11. In context, determine the meaning of a few words and familiar and repeated phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.
(Language Arts, Level: K)
R.WS.01.08. Use syntactic and semantic cues to determine the meaning of words in grade level appropriate texts.
(Language Arts, Level: 1)
R.WS.01.11. In context, determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.
(Language Arts, Level: 1)
R.WS.02.12. Determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) in context using strategies and resources.
(Language Arts, Level: 2)
R.WS.06.06. Read fluently sixth grade level texts (increasingly demanding texts read with fluency as the year proceeds).
(Language Arts, Level: 6)
R.WS.07.06. Read fluently seventh grade level texts (increasingly demanding texts read with fluency as the year proceeds).
(Language Arts, Level: 7)
R.WS.08.06. Read fluently eighth grade level texts (increasingly demanding texts read with fluency as the year proceeds).
(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.
R.IT.02.03. graphs
(Language Arts, Level: 2)
R.IT.02.03. charts.
(Language Arts, Level: 2)
W.GN. that may include graphs, diagrams, or charts to enhance the understanding of central and key ideas.
(Language Arts, Level: 2)
S.CN.02.04. questions and answers
(Language Arts, Level: 2)
L.CN.03.01. Respond to questions asked of them, providing an appropriate level of detail.
(Language Arts, Level: 3)
L.CN.04.01. Respond to questions asked of them, providing appropriate elaboration and details.
(Language Arts, Level: 4)
R.IT.05.03. Explain how authors use time lines, graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance understanding of supporting and key ideas.
(Language Arts, Level: 5)
S.DS.07.02. Discuss multiple text types in order to anticipate and answer questions, offer opinions and solutions, and to identify personally with a universal theme.
(Language Arts, Level: 7)
Students view a description of the subject music. They read textbook style expository passages about music and answer comprehension questions.
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.
R.CM.01.06. Map story elements across texts.
(Language Arts, Level: 1)
R.MT.01.07. Use a graphic organizer to sequence events in a story.
(Language Arts, Level: 1)
R.CM.02.06. Map story elements across texts.
(Language Arts, Level: 2)
R.NT.03.04. Explain how authors use literary devices to develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character traits across a variety of text.
(Language Arts, Level: 3)
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.
R.WS.05.04. Know the meanings of words encountered frequently in grade level reading and oral language contexts.
(Language Arts, Level: 5)
R.WS.06.04. Know the meaning of frequently encountered words in written and oral contexts (research to support specific words).
(Language Arts, Level: 6)
L.RP.06.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to compare / contrast similarities and differences in idea, form, and style to evaluate quality and to identify personal and universal themes.
(Language Arts, Level: 6)
R.WS.07.04. Know the meaning of frequently encountered words in written and oral contexts (research to support specific words).
(Language Arts, Level: 7)
R.WS.08.04. Know the meaning of frequently encountered words in written and oral contexts (research to support specific words).
(Language Arts, Level: 8)
Students view a description of conclusions and inferences with an example. They read short passages and then make inferences and draw conclusions to answer the questions.
11.3. Synthesize and evaluate information to draw conclusions and implications based on their investigation of an issue or problem.
(Language Arts, Level: 9 - 12)
11.4. Research and select the medium and format to be used to present conclusions based on the investigation of an issue or problem. Examples include satire, parody, multimedia presentations, plays, ]and mock trials.
(Language Arts, Level: 9 - 12)
W.GN.04.04. organizing relevant information to draw conclusions.
(Language Arts, Level: 4)
L.RP.05.05. Go beyond the information given by a speaker, making inferences and drawing appropriate conclusions.
(Language Arts, Level: 5)
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.
3.6. Determine the meaning of specialized vocabulary and concepts in oral, visual, and written texts by using a variety of resources, such as context, research, reference materials, and electronic sources.
(Language Arts, Level: 9 - 12)
R.WS.03.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words.
(Language Arts, Level: 3)
R.WS.03.05. Progress to automatically read by sight the 1000 Dolch first words and other vocabulary commonly encountered in primary grade reading for mastery in grade 5.
(Language Arts, Level: 3)
R.WS.04.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning, including multiple meaning words.
(Language Arts, Level: 4)
R.WS.05.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words.
(Language Arts, Level: 5)
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.
R.WS.03.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words.
(Language Arts, Level: 3)
R.WS.04.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning, including multiple meaning words.
(Language Arts, Level: 4)
R.WS.05.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words.
(Language Arts, Level: 5)
L.RP.07.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(Language Arts, Level: 7)
L.RP.08.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(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.
3.5. Employ the most effective strategies to construct meaning while reading, listening to, viewing, or creating texts. Examples include generating focus questions; deciding how to represent content through analyzing, clustering, and mapping; and withholding personal bias while listening.
(Language Arts, Level: 9 - 12)
7.1. Use a combination of strategies when encountering unfamiliar texts while constructing meaning. Examples include generating questions; scanning for specific information related to research questions; analyzing tone and voice; and representing content through summarizing, clustering, and mapping.
(Language Arts, Level: 9 - 12)
L.CN.03.01. Respond to questions asked of them, providing an appropriate level of detail.
(Language Arts, Level: 3)
L.CN.04.01. Respond to questions asked of them, providing appropriate elaboration and details.
(Language Arts, Level: 4)
S.DS.07.02. Discuss multiple text types in order to anticipate and answer questions, offer opinions and solutions, and to identify personally with a universal theme.
(Language Arts, Level: 7)
L.RP.07.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(Language Arts, Level: 7)
L.RP.08.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(Language Arts, Level: 8)
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.
3.1. Integrate listening, viewing, speaking, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to complete and present a multi-media project on a national or international issue.
(Language Arts, Level: 9 - 12)
L.CN.03.01. Respond to questions asked of them, providing an appropriate level of detail.
(Language Arts, Level: 3)
L.CN.04.01. Respond to questions asked of them, providing appropriate elaboration and details.
(Language Arts, Level: 4)
L.RP.08.03. Paraphrase a speakers main ideas, purpose, and point of view, and they will ask relevant questions about the content, delivery, and purpose of the presentation.
(Language Arts, Level: 8)
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.
S.DS.03.03. Respond to multiple text types by reflecting, making connections, taking a position, and sharing understandings.
(Language Arts, Level: 3)
L.CN.03.01. Respond to questions asked of them, providing an appropriate level of detail.
(Language Arts, Level: 3)
L.RP.03.03. Respond to multiple text types listened to or viewed by speaking, illustrating, and / or writing in order to reflect, make connections, take a position, and share understandings.
(Language Arts, Level: 3)
S.DS.04.03. Respond to multiple text types by reflecting, making connections, taking a position and sharing understandings.
(Language Arts, Level: 4)
L.CN.04.01. Respond to questions asked of them, providing appropriate elaboration and details.
(Language Arts, Level: 4)
L.RP.04.03. Respond to multiple text types listened to or viewed by speaking, illustrating, and / or writing in order to clarify meaning, make connections, take a position, and / or show deep understanding.
(Language Arts, Level: 4)
S.DS.05.03. Respond to multiple text types by analyzing content, interpreting the message, and evaluating the purpose.
(Language Arts, Level: 5)
L.RP.05.03. Respond to multiple text types listened to or viewed by speaking, illustrating, and / or writing in order to clarify meaning, make connections, take a position, and show deep understanding without major misconceptions
(Language Arts, Level: 5)
L.RP.06.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to compare / contrast similarities and differences in idea, form, and style to evaluate quality and to identify personal and universal themes.
(Language Arts, Level: 6)
L.RP.07.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(Language Arts, Level: 7)
L.RP.08.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(Language Arts, Level: 8)
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.
8.2. Describe and use characteristics of various narrative genre and complex elements of narrative technique to convey ideas and perspectives. Examples include use of symbol, motifs, and function of minor characters in epics, satire, and drama.
(Language Arts, Level: 9 - 12)
3.7. Recognize and use varied innovative techniques to construct text, convey meaning, and express feelings to influence an audience. Examples include experimentation with time, order, stream of consciousness, and multiple points of view.
(Language Arts, Level: 9 - 12)
R.NT.04.04. Explain how authors use literary devices (i.e., flash forward, flashback, simile) to depict time, setting, conflicts, and resolutions that enhance the plot and create suspense across a variety of texts.
(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.
3.7. Recognize and use varied innovative techniques to construct text, convey meaning, and express feelings to influence an audience. Examples include experimentation with time, order, stream of consciousness, and multiple points of view.
(Language Arts, Level: 9 - 12)
8.4. Identify and use aspects of the craft of the speaker, writer, and illustrator to formulate and express their ideas artistically. Examples include imagery, irony, multiple points of view, complex dialogue, aesthetics, and persuasive techniques.
(Language Arts, Level: 9 - 12)
R.NT.04.04. Explain how authors use literary devices (i.e., flash forward, flashback, simile) to depict time, setting, conflicts, and resolutions that enhance the plot and create suspense across a variety of texts.
(Language Arts, Level: 4)
L.RP.07.01. Identify, state, and react to a speakers point of view and bias.
(Language Arts, Level: 7)
L.RP.08.03. Paraphrase a speakers main ideas, purpose, and point of view, and they will ask relevant questions about the content, delivery, and purpose of the presentation.
(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.
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.
L.RP.03.03. Respond to multiple text types listened to or viewed by speaking, illustrating, and / or writing in order to reflect, make connections, take a position, and share understandings.
(Language Arts, Level: 3)
L.RP.04.03. Respond to multiple text types listened to or viewed by speaking, illustrating, and / or writing in order to clarify meaning, make connections, take a position, and / or show deep understanding.
(Language Arts, Level: 4)
L.RP.05.03. Respond to multiple text types listened to or viewed by speaking, illustrating, and / or writing in order to clarify meaning, make connections, take a position, and show deep understanding without major misconceptions
(Language Arts, Level: 5)
L.RP.06.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to compare / contrast similarities and differences in idea, form, and style to evaluate quality and to identify personal and universal themes.
(Language Arts, Level: 6)
L.RP.07.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(Language Arts, Level: 7)
L.RP.08.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(Language Arts, Level: 8)
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.
L.CN.03.04. Be aware that the media has a role in focusing attention on events and in shaping opinions, and recognize the variables in the media.
(Language Arts, Level: 3)
L.CN.07.01. Distinguish facts from opinions and question their validity during speeches and presentations delivered by peers.
(Language Arts, Level: 7)
L.CN.08.01. Listen to and view a variety of peer speeches and presentations to analyze for key factors, fact and opinion, bias, propaganda, argumentation, or support.
(Language Arts, Level: 8)
Students learn how to predict what will happen next based on items in a passage. They read passages and make predictions, and then confirm their predictions after further reading.
R.WS.04.01. Explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings of words encountered in text.
(Language Arts, Level: 4)
R.WS.05.01. Explain when to use and apply word structure, sentence structure, and prediction (semantics) to aid in decoding words and understanding meaning of words encountered in context.
(Language Arts, Level: 5)
R.WS.06.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 6)
R.WS.07.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 7)
R.WS.08.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 8)
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.
S.DS.03.03. Respond to multiple text types by reflecting, making connections, taking a position, and sharing understandings.
(Language Arts, Level: 3)
L.CN.03.01. Respond to questions asked of them, providing an appropriate level of detail.
(Language Arts, Level: 3)
S.DS.04.03. Respond to multiple text types by reflecting, making connections, taking a position and sharing understandings.
(Language Arts, Level: 4)
L.CN.04.01. Respond to questions asked of them, providing appropriate elaboration and details.
(Language Arts, Level: 4)
S.DS.05.03. Respond to multiple text types by analyzing content, interpreting the message, and evaluating the purpose.
(Language Arts, Level: 5)
S.CN.06.01. Ask and respond to questions and remarks to engage the audience when presenting texts.
(Language Arts, Level: 6)
L.RP.06.02. Respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
(Language Arts, Level: 6)
L.RP.07.02. Respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
(Language Arts, Level: 7)
L.RP.08.02. Respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
(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.
W.GN.03.04. using a variety of resources to gather and organize information.
(Language Arts, Level: 3)
R.IT.05.03. Explain how authors use time lines, graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance understanding of supporting and key ideas.
(Language Arts, Level: 5)
W.GN.05.04. using a variety of resources to gather and organize information, and organizing the relevant information according to central ideas and supporting details.
(Language Arts, Level: 5)
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.
8.2. Describe and use characteristics of various narrative genre and complex elements of narrative technique to convey ideas and perspectives. Examples include use of symbol, motifs, and function of minor characters in epics, satire, and drama.
(Language Arts, Level: 9 - 12)
11.4. Research and select the medium and format to be used to present conclusions based on the investigation of an issue or problem. Examples include satire, parody, multimedia presentations, plays, ]and mock trials.
(Language Arts, Level: 9 - 12)
R.NT.03.04. Explain how authors use literary devices to develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character traits across a variety of text.
(Language Arts, Level: 3)
R.CM.03.03. Compare and contrast (oral and written) relationships among characters, events, and key ideas within and across texts to create a deeper understanding
(Language Arts, Level: 3)
R.NT.04.03. Analyze characters thoughts and motivation through dialogue; various character roles and functions; know first person point of view and conflict / resolution.
(Language Arts, Level: 4)
R.NT.05.03. Analyze character traits and setting and how it defines characters / plot, the role of dialogue, how problems are resolved, and the climax of a plot.
(Language Arts, Level: 5)
R.NT.06.03. Analyze the role of dialogue, plot, characters, themes, major and minor characters, and climax.
(Language Arts, Level: 6)
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.
R.CM.03.04. Apply significant knowledge from what is read in grade level appropriate science and social studies texts.
(Language Arts, Level: 3)
R.WS.04.06. Fluently read beginning grade level text and increasingly demanding text as the year proceeds.
(Language Arts, Level: 4)
R.CM.04.04. Apply significant knowledge from what is read in grade level science and social studies texts.
(Language Arts, Level: 4)
R.WS.05.06. Fluently read beginning grade level text and increasingly demanding text as the year proceeds.
(Language Arts, Level: 5)
R.CM.05.04. Apply significant knowledge from what is read in grade level science and social studies text.
(Language Arts, Level: 5)
R.WS.06.06. Read fluently sixth grade level texts (increasingly demanding texts read with fluency as the year proceeds).
(Language Arts, Level: 6)
R.CM.06.04. Apply significant knowledge from what has been read in grade level appropriate science and social studies texts.
(Language Arts, Level: 6)
R.WS.07.06. Read fluently seventh grade level texts (increasingly demanding texts read with fluency as the year proceeds).
(Language Arts, Level: 7)
R.CM.07.04. Apply significant knowledge from what has been read in grade level appropriate science and social studies texts.
(Language Arts, Level: 7)
R.WS.08.06. Read fluently eighth grade level texts (increasingly demanding texts read with fluency as the year proceeds).
(Language Arts, Level: 8)
R.CM.08.04. Apply significant knowledge from what has been read in grade level appropriate science and social studies texts.
(Language Arts, Level: 8)
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.
R.CM.03.04. Apply significant knowledge from what is read in grade level appropriate science and social studies texts.
(Language Arts, Level: 3)
R.WS.04.06. Fluently read beginning grade level text and increasingly demanding text as the year proceeds.
(Language Arts, Level: 4)
R.CM.04.04. Apply significant knowledge from what is read in grade level science and social studies texts.
(Language Arts, Level: 4)
R.WS.05.06. Fluently read beginning grade level text and increasingly demanding text as the year proceeds.
(Language Arts, Level: 5)
R.CM.05.04. Apply significant knowledge from what is read in grade level science and social studies text.
(Language Arts, Level: 5)
R.WS.06.06. Read fluently sixth grade level texts (increasingly demanding texts read with fluency as the year proceeds).
(Language Arts, Level: 6)
R.CM.06.04. Apply significant knowledge from what has been read in grade level appropriate science and social studies texts.
(Language Arts, Level: 6)
R.WS.07.06. Read fluently seventh grade level texts (increasingly demanding texts read with fluency as the year proceeds).
(Language Arts, Level: 7)
R.CM.07.02. Read, retell, and summarize grade level appropriate narrative and informational texts.
(Language Arts, Level: 7)
R.CM.07.04. Apply significant knowledge from what has been read in grade level appropriate science and social studies texts.
(Language Arts, Level: 7)
R.WS.08.06. Read fluently eighth grade level texts (increasingly demanding texts read with fluency as the year proceeds).
(Language Arts, Level: 8)
R.CM.08.02. Read, retell, and summarize grade level appropriate narrative and informational texts.
(Language Arts, Level: 8)
R.CM.08.04. Apply significant knowledge from what has been read in grade level appropriate science and social studies texts.
(Language Arts, Level: 8)
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.
R.WS.04.01. Explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings of words encountered in text.
(Language Arts, Level: 4)
R.NT.04.04. Explain how authors use literary devices (i.e., flash forward, flashback, simile) to depict time, setting, conflicts, and resolutions that enhance the plot and create suspense across a variety of texts.
(Language Arts, Level: 4)
R.WS.05.01. Explain when to use and apply word structure, sentence structure, and prediction (semantics) to aid in decoding words and understanding meaning of words encountered in context.
(Language Arts, Level: 5)
R.NT.05.04. Explain how authors use literary devices to develop characters, themes, plot, and functions of heroes, villains, and narrator across a variety of texts.
(Language Arts, Level: 5)
R.WS.06.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 6)
R.WS.07.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 7)
R.WS.08.01. Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
(Language Arts, Level: 8)
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.
8.4. Identify and use aspects of the craft of the speaker, writer, and illustrator to formulate and express their ideas artistically. Examples include imagery, irony, multiple points of view, complex dialogue, aesthetics, and persuasive techniques.
(Language Arts, Level: 9 - 12)
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.
R.CM.03.03. Compare and contrast (oral and written) relationships among characters, events, and key ideas within and across texts to create a deeper understanding
(Language Arts, Level: 3)
R.IT.05.03. Explain how authors use time lines, graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance understanding of supporting and key ideas.
(Language Arts, Level: 5)
L.RP.06.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to compare / contrast similarities and differences in idea, form, and style to evaluate quality and to identify personal and universal themes.
(Language Arts, Level: 6)
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.
R.CM.03.04. Apply significant knowledge from what is read in grade level appropriate science and social studies texts.
(Language Arts, Level: 3)
S.DS.03.03. Respond to multiple text types by reflecting, making connections, taking a position, and sharing understandings.
(Language Arts, Level: 3)
R.CM.04.04. Apply significant knowledge from what is read in grade level science and social studies texts.
(Language Arts, Level: 4)
S.DS.04.03. Respond to multiple text types by reflecting, making connections, taking a position and sharing understandings.
(Language Arts, Level: 4)
R.CM.05.04. Apply significant knowledge from what is read in grade level science and social studies text.
(Language Arts, Level: 5)
S.DS.05.03. Respond to multiple text types by analyzing content, interpreting the message, and evaluating the purpose.
(Language Arts, Level: 5)
R.CM.06.04. Apply significant knowledge from what has been read in grade level appropriate science and social studies texts.
(Language Arts, Level: 6)
L.RP.06.02. Respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
(Language Arts, Level: 6)
R.CM.07.04. Apply significant knowledge from what has been read in grade level appropriate science and social studies texts.
(Language Arts, Level: 7)
L.RP.07.02. Respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
(Language Arts, Level: 7)
R.CM.08.04. Apply significant knowledge from what has been read in grade level appropriate science and social studies texts.
(Language Arts, Level: 8)
L.RP.08.02. Respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
(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.
11.2. Determine, evaluate, and use resources that are most appropriate and readily available for investigating a particular question or topic. Examples include knowledgeable people, field trips, prefaces, appendices, icons/headings, hypertext, menus and addresses, Internet and electronic mail, CD-ROM/laser disks, microfiche, and library and interlibrary catalogue databases.
(Language Arts, Level: 9 - 12)
W.GN.03.04. initiating research questions from content area text
(Language Arts, Level: 3)
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.
R.CM.03.04. Apply significant knowledge from what is read in grade level appropriate science and social studies texts.
(Language Arts, Level: 3)
R.CM.04.04. Apply significant knowledge from what is read in grade level science and social studies texts.
(Language Arts, Level: 4)
S.DS.04.03. Respond to multiple text types by reflecting, making connections, taking a position and sharing understandings.
(Language Arts, Level: 4)
R.CM.05.04. Apply significant knowledge from what is read in grade level science and social studies text.
(Language Arts, Level: 5)
R.CM.06.04. Apply significant knowledge from what has been read in grade level appropriate science and social studies texts.
(Language Arts, Level: 6)
L.RP.06.02. Respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
(Language Arts, Level: 6)
R.CM.07.04. Apply significant knowledge from what has been read in grade level appropriate science and social studies texts.
(Language Arts, Level: 7)
L.RP.07.02. Respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
(Language Arts, Level: 7)
R.CM.08.04. Apply significant knowledge from what has been read in grade level appropriate science and social studies texts.
(Language Arts, Level: 8)
L.RP.08.02. Respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
(Language Arts, Level: 8)
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.
1.3. Selectively employ the most effective strategies to construct meaning, such as generating questions, scanning, analyzing, and evaluating for specific information related to a research question, and deciding how to represent content through summarizing, clustering, and mapping.
(Language Arts, Level: 9 - 12)
7.1. Use a combination of strategies when encountering unfamiliar texts while constructing meaning. Examples include generating questions; scanning for specific information related to research questions; analyzing tone and voice; and representing content through summarizing, clustering, and mapping.
(Language Arts, Level: 9 - 12)
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.
3.6. Determine the meaning of specialized vocabulary and concepts in oral, visual, and written texts by using a variety of resources, such as context, research, reference materials, and electronic sources.
(Language Arts, Level: 9 - 12)
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.
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.
1.2. Read with developing fluency a variety of texts, such as novels, poetry, drama, essays, research texts, technical manuals, and documents.
(Language Arts, Level: 9 - 12)
R.NT.03.03. Identify and describe characters thoughts and motivations, story level themes, main idea, and lesson / moral in narrative text.
(Language Arts, Level: 3)
R.NT.04.04. Explain how authors use literary devices (i.e., flash forward, flashback, simile) to depict time, setting, conflicts, and resolutions that enhance the plot and create suspense across a variety of texts.
(Language Arts, Level: 4)
R.WS.06.06. Read fluently sixth grade level texts (increasingly demanding texts read with fluency as the year proceeds).
(Language Arts, Level: 6)
R.WS.07.06. Read fluently seventh grade level texts (increasingly demanding texts read with fluency as the year proceeds).
(Language Arts, Level: 7)
L.RP.07.01. Identify, state, and react to a speakers point of view and bias.
(Language Arts, Level: 7)
L.RP.07.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(Language Arts, Level: 7)
R.WS.08.06. Read fluently eighth grade level texts (increasingly demanding texts read with fluency as the year proceeds).
(Language Arts, Level: 8)
L.RP.08.03. Paraphrase a speakers main ideas, purpose, and point of view, and they will ask relevant questions about the content, delivery, and purpose of the presentation.
(Language Arts, Level: 8)
L.RP.08.05. Respond to multiple texts when listened to or viewed by speaking, illustrating, and / or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions.
(Language Arts, Level: 8)
Students follow multi-step written directions and instructions to find a missing certificate in an old mansion.
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.ME.00.06. Understand the numbers 1 to 30 as having one, or two, or three groups of ten and some ones. Also count by tens with objects in ten-groups to 100.
(Mathematics, Level: K)
N. Explore place value
(Mathematics, Level: 1)
N. Understand place value
(Mathematics, Level: 2)
N.ME.02.05. Express numbers up to 1000 using place value.
(Mathematics, Level: 2)
N. Understand and use number notation and place value
(Mathematics, Level: 3)
N.ME.03.02. Recognize and use expanded notation for numbers using place value to 10,000s place. Identify the place value of a digit in a number.
(Mathematics, Level: 3)
N.ME.03.03. Compare and order numbers up to 10,000.
(Mathematics, Level: 3)
N. Understand and use number notation and place value
(Mathematics, Level: 4)
N.ME.04.02. Compose and decompose numbers using place value to 1,000,000.
(Mathematics, Level: 4)
N.ME.04.03. Understand the magnitude of numbers up to 1,000,000; recognize the place values of numbers, and the relationship of each place value to the place to its right,
(Mathematics, Level: 4)
N.ME.05.08. Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its right.
(Mathematics, Level: 5)
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.ME.01.05. Understand that a number to the right of another number on the number line is bigger and that a number to the left is smaller.
(Mathematics, Level: 1)
N.MR.02.07. Find the distance between numbers on the number line.
(Mathematics, Level: 2)
N.ME.06.05. Order rational numbers and place them on the number line.
(Mathematics, Level: 6)
N. Understand rational numbers and their location on the number line
(Mathematics, Level: 6)
N.ME.06.17. Locate negative rational numbers (including integers) on the number line; know that numbers and their negatives add to 0, and are on opposite sides and at equal distance from 0 on a number line.
(Mathematics, Level: 6)
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.
N.ME.00.02. Use one-to-one correspondence to compare and order sets of objects to 30 using such phrases as 'same number', 'more than', or 'less than'; use counting and matching.
(Mathematics, Level: K)
N.ME.00.03. Compare and order numbers to 30 using phrases such as 'more than' or 'less than.'
(Mathematics, Level: K)
N.ME.01.03. Order numbers to 110; compare using the phrases: same as, more than, greater than, fewer than; use = symbol. Arrange small sets of numbers in increasing or decreasing order.
(Mathematics, Level: 1)
N.ME.02.03. Compare and order numbers to 1000; use the symbols > and <.
(Mathematics, Level: 2)
N.ME.03.03. Compare and order numbers up to 10,000.
(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.FL.01.12. Know all the addition facts up to 10 + 10, and solve the related subtraction problems fluently.
(Mathematics, Level: 1)
N.MR.01.13. Apply knowledge of fact families to solve simple open sentences for addition and subtraction, such as: ? + 2 = 7 and 10 - ? = 6.
(Mathematics, Level: 1)
Students listen to and view five songs listing the addition facts or sums for the numbers 6 to 10 plus 1 to 10. Students memorize to automaticity 100 addition facts or sums to 20 presented in a random order with repetition to mastery. Students solve 1-digit addition problems.
N.FL.01.12. Know all the addition facts up to 10 + 10, and solve the related subtraction problems fluently.
(Mathematics, Level: 1)
N.MR.01.13. Apply knowledge of fact families to solve simple open sentences for addition and subtraction, such as: ? + 2 = 7 and 10 - ? = 6.
(Mathematics, Level: 1)
Students listen to and view a song video describing addition or sum of two-digit or multidigit numbers and learn to carry over. Students calculate the sum of 2-digit numbers step-by-step.
N.FL.01.15. Calculate mentally sums and differences involving: a two-digit number and a one-digit number without regrouping; a two-digit number and a multiple of 10.
(Mathematics, Level: 1)
N.FL.01.16. Compute sums and differences up to two-digit numbers using number facts and strategies, but no formal algorithm.
(Mathematics, Level: 1)
N.FL.02.10. Add fluently two numbers up to two digits each, using strategies including formal algorithms; subtract fluently two numbers up to two digits each.
(Mathematics, Level: 2)
N.FL.02.11. Estimate and calculate the sum of two numbers with three digits that do not require regrouping.
(Mathematics, Level: 2)
N.FL.03.06. Add and subtract fluently two numbers: up to and including two-digit numbers with regrouping and up to four-digit numbers without regrouping.
(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.MR.01.10. Model addition and subtraction for numbers less than 20 for a given contextual situation using objects or pictures; explain in words; record using numbers and symbols; solve.
(Mathematics, Level: 1)
N.FL.01.15. Calculate mentally sums and differences involving: a two-digit number and a one-digit number without regrouping; a two-digit number and a multiple of 10.
(Mathematics, Level: 1)
N.FL.01.16. Compute sums and differences up to two-digit numbers using number facts and strategies, but no formal algorithm.
(Mathematics, Level: 1)
N.MR.02.09. Given a contextual situation that involves addition and subtraction for numbers up to two digits,: model using objects or pictures, explain in words, record using numbers and symbols; solve.
(Mathematics, Level: 2)
N.FL.02.10. Add fluently two numbers up to two digits each, using strategies including formal algorithms; subtract fluently two numbers up to two digits each.
(Mathematics, Level: 2)
N.FL.03.06. Add and subtract fluently two numbers: up to and including two-digit numbers with regrouping and up to four-digit numbers without regrouping.
(Mathematics, Level: 3)
N.FL.03.08. Use mental strategies to fluently add and subtract two-digit numbers.
(Mathematics, Level: 3)
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. Multiply and divide whole numbers
(Mathematics, Level: 3)
N. Multiply and divide whole numbers
(Mathematics, Level: 4)
N.FL.04.10. Multiply fluently any whole number by a one-digit number, and a three-digit number by a two-digit number; for a two-digit by one-digit multiplication, use distributive property to develop meaning for the algorithm.
(Mathematics, Level: 4)
N. Multiply and divide whole numbers
(Mathematics, Level: 5)
N.FL.05.04. Multiply a multi-digit number by a two-digit number; recognize and be able to explain common computational errors such as not accounting for place value.
(Mathematics, Level: 5)
N.FL.06.10. Add, subtract, multiply and divide positive rational numbers fluently.
(Mathematics, Level: 6)
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. Multiply and divide whole numbers
(Mathematics, Level: 3)
N. Multiply and divide whole numbers
(Mathematics, Level: 4)
N.FL.04.10. Multiply fluently any whole number by a one-digit number, and a three-digit number by a two-digit number; for a two-digit by one-digit multiplication, use distributive property to develop meaning for the algorithm.
(Mathematics, Level: 4)
N. Multiply and divide whole numbers
(Mathematics, Level: 5)
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.ME.04.09. Multiply two-digit numbers by 2, 3, 4, and 5, using the distributive property,
(Mathematics, Level: 4)
N.FL.04.10. Multiply fluently any whole number by a one-digit number, and a three-digit number by a two-digit number; for a two-digit by one-digit multiplication, use distributive property to develop meaning for the algorithm.
(Mathematics, Level: 4)
N.FL.05.04. Multiply a multi-digit number by a two-digit number; recognize and be able to explain common computational errors such as not accounting for place value.
(Mathematics, Level: 5)
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.MR.03.14. Solve simple division problems involving remainders, viewing remainder as the 'number left over' (less than the divisor); interpret based on problem context.
(Mathematics, Level: 3)
N.FL.04.11. Divide numbers up to four digits by one-digit numbers and by 10.
(Mathematics, Level: 4)
N.FL.04.14. Solve applied problems involving whole number multiplication and division.
(Mathematics, Level: 4)
N.MR.05.05. Solve applied problems involving multiplication and division of whole numbers.
(Mathematics, Level: 5)
N.FL.05.06. Divide fluently up to a four-digit number by a two-digit number.
(Mathematics, Level: 5)
Students listen to and view a signed addition song video describing how to add and subtract positive and negative integers, and how to convert subtraction of signed numbers into addition. Students solve addition and subtraction problems with signed numbers positive and negative step by step.
N.MR.06.08. Understand integer subtraction as the inverse of integer addition; add and subtract integers using integers from 10 to -10.
(Mathematics, Level: 6)
N.FL.06.09. Add, subtract, multiply, and divide integers between -10 and 10; use number line and strip models for addition and subtraction.
(Mathematics, Level: 6)
Students listen to and view a signed multiplication song video describing how to multiply and divide positive and negative integers. Students solve multiplication and division problems with signed numbers positive and negative step by step.
N.FL.06.09. Add, subtract, multiply, and divide integers between -10 and 10; use number line and strip models for addition and subtraction.
(Mathematics, Level: 6)
Students listen to and view a fractions basics song describing parts of a whole, numerator, denominator, proper fractions, improper fractions, mixed fractions, and conversion between types of fractions. Students solve problems identifying and converting between types of fractions.
N.ME.02.21. For unit fractions from 1 / 12 to 1 / 2, understand the inverse relationship between the size of a unit fraction and the size of the denominator; compare unit fractions from 1 / 12 to 1 / 2.
(Mathematics, Level: 2)
N.ME.03.16. Understand that fractions may represent a portion of a whole unit that has been partitioned into parts of equal area or length; use the terms 'numerator' and 'denominator.'
(Mathematics, Level: 3)
N.ME.03.17. Recognize, name and use equivalent fractions with denominators 2, 4, and 8, using strips as area models.
(Mathematics, Level: 3)
N.ME.03.19. Understand that any fraction can be written as a sum of unit fractions.
(Mathematics, Level: 3)
N.MR.04.22. Locate and compare fractions on the number line, including improper fractions and mixed numbers with denominators of 12 or less.
(Mathematics, Level: 4)
N.MR.04.25. Write improper fractions as mixed numbers, and understand that a mixed number represents the number of 'wholes' and the part of a whole remaining,
(Mathematics, Level: 4)
N.MR.04.26. Compare and order up to three fractions with denominators 2, 4, and 8, and 3, 6, and 12, including improper fractions and mixed numbers.
(Mathematics, Level: 4)
N.ME.05.10. Understand a fraction as a statement of division using simple fractions and pictures to represent.
(Mathematics, Level: 5)
N.ME.05.11. Given two fractions, express them as equivalent fractions with a common denominator, but not necessarily a least common denominator; use denominators less than 12 or factors of 100.
(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. Use factors and multiples
(Mathematics, Level: 4)
N.ME.04.04. Find all factors of a whole number up to 50, and list factor pairs.
(Mathematics, Level: 4)
N.ME.04.05. List the first ten multiples of a given one-digit whole number; determine if a whole number is a multiple of a given one-digit whole number and if a one-digit number is a factor of a given whole number.
(Mathematics, Level: 4)
N.MR.04.07. Solve problems about factors and multiples.
(Mathematics, Level: 4)
Students listen to and view a prime number song defining prime numbers and listing the prime numbers up to 47. Students are given whole numbers and create a factor tree of prime factors, or a prime factorization.
N.MR.04.06. Know that some numbers including 2, 3, 5, 7, and 11 have exactly two factors (1 and the number itself) and are called prime numbers.
(Mathematics, Level: 4)
N. Find prime factorizations of whole numbers
(Mathematics, Level: 5)
N.MR.05.07. Find the prime factorization of numbers between 1 and 50, express in exponential notation, and understand that every whole number can be expressed as a product of primes.
(Mathematics, Level: 5)
Students listen to and view a song video describing the process or algorithm for reducing or simplifying fractions to their lowest terms using the greatest common factor, or GCF. Students reduce or simplify fractions step by step by finding the factors of the numerator and denominator, selecting the greatest common factor (divisor), and dividing by the GCF.
N. Use factors and multiples
(Mathematics, Level: 4)
N.ME.05.11. Given two fractions, express them as equivalent fractions with a common denominator, but not necessarily a least common denominator; use denominators less than 12 or factors of 100.
(Mathematics, Level: 5)
N. Add and subtract fractions using common denominators
(Mathematics, Level: 5)
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. Multiply and divide fractions
(Mathematics, Level: 5)
N.FL.05.12. Find the product of two unit fractions with small denominators using area model.
(Mathematics, Level: 5)
N.FL.05.13. Divide a fraction by a whole number and a whole number by a fraction using simple unit fractions.
(Mathematics, Level: 5)
N. Multiply and divide fractions
(Mathematics, Level: 6)
N.MR.06.01. Understand division of fractions as the inverse of multiplication,
(Mathematics, Level: 6)
N.FL.06.02. Given an applied situation involving dividing fractions, write a mathematical statement to represent the situation.
(Mathematics, Level: 6)
N.FL.06.04. Multiply and divide any two fractions, including mixed numbers, fluently.
(Mathematics, Level: 6)
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.MR.04.27. Add and subtract fractions less than 1 with denominators 12 or less and including 100, in cases where the denominators are equal or when one denominator is a multiple of the other.
(Mathematics, Level: 4)
N.FL.04.28. Solve fraction problems involving sums and differences for fractions where one denominator is a multiple of the other (denominators 2 through 12, and 100).
(Mathematics, Level: 4)
N.ME.05.11. Given two fractions, express them as equivalent fractions with a common denominator, but not necessarily a least common denominator; use denominators less than 12 or factors of 100.
(Mathematics, Level: 5)
N. Add and subtract fractions using common denominators
(Mathematics, Level: 5)
N.FL.05.14. Add and subtract fractions with unlike denominators of 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, and 100, using the common denominator that is the product of the denominators of the 2 fractions.
(Mathematics, Level: 5)
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.ME.04.15. Read and interpret decimals up to two decimal places; relate to money and place value decomposition.
(Mathematics, Level: 4)
N.ME.04.17. Locate tenths and hundredths on a number line.
(Mathematics, Level: 4)
N.ME.04.18. Read, write, interpret, and compare decimals up to two decimal places.
(Mathematics, Level: 4)
N.ME.05.08. Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its right.
(Mathematics, Level: 5)
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.MR.04.31. Use mathematical statements to represent problems that use addition and subtraction of decimals with up to two-digits; solve.
(Mathematics, Level: 4)
N.FL.04.32. Add and subtract decimals up to two decimal places.
(Mathematics, Level: 4)
N.FL.06.15. Solve applied problems that use the four operations with appropriate decimal numbers.
(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.FL.04.33. Multiply and divide decimals up to two decimal places by a one-digit whole number where the result is a terminating decimal.
(Mathematics, Level: 4)
N.MR.05.17. Multiply one-digit whole numbers by decimals up to two decimal places.
(Mathematics, Level: 5)
N.FL.06.15. Solve applied problems that use the four operations with appropriate decimal numbers.
(Mathematics, Level: 6)
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. Understand meaning of decimal fractions and percentages
(Mathematics, Level: 5)
N.ME.05.09. Understand percentages as parts out of 100, use % notation, and express a part of a whole as a percentage.
(Mathematics, Level: 5)
N.MR.05.22. Express fractions and decimals as percentages and vice versa.
(Mathematics, Level: 5)
N.FL.06.12. Calculate part of a number given the percentage and the number.
(Mathematics, Level: 6)
N.FL.06.13. Solve word problems involving percentages in such contexts as sales taxes and tips, and involving positive rational numbers.
(Mathematics, Level: 6)
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.
M.PS.03.12. Solve applied problems involving money, length and time.
(Mathematics, Level: 3)
N.FL.06.12. Calculate part of a number given the percentage and the number.
(Mathematics, Level: 6)
N.FL.06.13. Solve word problems involving percentages in such contexts as sales taxes and tips, and involving positive rational numbers.
(Mathematics, Level: 6)
N.FL.06.14. For applied situations, estimate the answers to calculations involving operations with rational numbers.
(Mathematics, Level: 6)
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.MR.05.15. Multiply a whole number by powers of 10: 0.01, 0.1, 1, 10, 100, 1,000; and identify patterns.
(Mathematics, Level: 5)
N. Use exponents
(Mathematics, Level: 6)
N.ME.06.16. Understand and use integer exponents, excluding powers of negative numbers; express numbers in scientific notation.
(Mathematics, Level: 6)
N.ME.08.01. Understand the meaning of a square root of a number and its connection to the square whose area is the number; understand the meaning of a cube root and its connection to the volume of a cube.
(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. Use exponents
(Mathematics, Level: 6)
N.ME.06.16. Understand and use integer exponents, excluding powers of negative numbers; express numbers in scientific notation.
(Mathematics, Level: 6)
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.
N.MR.07.06. Understand the concept of square root and cube root, and estimate using calculators.
(Mathematics, Level: 7)
N.ME.08.01. Understand the meaning of a square root of a number and its connection to the square whose area is the number; understand the meaning of a cube root and its connection to the volume of a cube.
(Mathematics, Level: 8)
N.FL.08.05. Estimate and solve problems with square roots and cube roots using calculators.
(Mathematics, Level: 8)
N.FL.08.06. Find square roots of perfect squares and approximate the square roots of nonperfect squares by locating between consecutive integers,
(Mathematics, Level: 8)
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.ME.03.02. Recognize and use expanded notation for numbers using place value to 10,000s place. Identify the place value of a digit in a number.
(Mathematics, Level: 3)
N.ME.06.16. Understand and use integer exponents, excluding powers of negative numbers; express numbers in scientific notation.
(Mathematics, Level: 6)
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. Use variables, write expressions and equations, and combine like terms
(Mathematics, Level: 6)
A.FO.06.03. Use letters, with units, to represent quantities in a variety of contexts.
(Mathematics, Level: 6)
A.FO.06.04. Distinguish between an algebraic expression and an equation.
(Mathematics, Level: 6)
A.FO.06.05. Use standard conventions for writing algebraic expressions.
(Mathematics, Level: 6)
A.FO.06.06. Represent information given in words using algebraic expressions and equations.
(Mathematics, Level: 6)
A.FO.06.07. Simplify expressions of the first degree by combining like terms, and evaluate using specific values.
(Mathematics, Level: 6)
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.MR.04.37. Solve applied problems using the four basic arithmetic operations for appropriate fractions, decimals, and whole numbers.
(Mathematics, Level: 4)
N.FL.06.10. Add, subtract, multiply and divide positive rational numbers fluently.
(Mathematics, Level: 6)
A.FO.06.07. Simplify expressions of the first degree by combining like terms, and evaluate using specific values.
(Mathematics, Level: 6)
N.FL.07.08. Add, subtract, multiply and divide negative rational numbers.
(Mathematics, Level: 7)
Students listen to and view a description of how to simplify algebra expressions using the distributive property and how to combine like terms. Students distribute and combine like terms to simplify expressions.
A. Use variables, write expressions and equations, and combine like terms
(Mathematics, Level: 6)
A.FO.06.03. Use letters, with units, to represent quantities in a variety of contexts.
(Mathematics, Level: 6)
A.FO.06.05. Use standard conventions for writing algebraic expressions.
(Mathematics, Level: 6)
A.FO.06.06. Represent information given in words using algebraic expressions and equations.
(Mathematics, Level: 6)
A.FO.06.07. Simplify expressions of the first degree by combining like terms, and evaluate using specific values.
(Mathematics, Level: 6)
A.PA.07.11. Understand and use basic properties of real numbers: additive and multiplicative identities, additive and multiplicative inverses, commutativity, associativity, and the distributive property of multiplication over addition.
(Mathematics, Level: 7)
A. Combine algebraic expressions and solve equations
(Mathematics, Level: 7)
A.FO.07.12. Add, subtract, and multiply simple algebraic expressions of the first degree, and justify using properties of real numbers.
(Mathematics, Level: 7)
A.FO.07.13. From applied situations, generate and solve linear equations of the form ax + b = c and ax + b = cx + d, and interpret solutions.
(Mathematics, Level: 7)
Students listen to and view a description of how to solve one-step, two-step and multi-step linear equations with one variable. Students identify the operations to perform for each step to solve equations with one variable.
N.ME.04.09. Multiply two-digit numbers by 2, 3, 4, and 5, using the distributive property,
(Mathematics, Level: 4)
N.MR.04.13. Use the relationship between multiplication and division to simplify computations and check results.
(Mathematics, Level: 4)
A.FO.06.07. Simplify expressions of the first degree by combining like terms, and evaluate using specific values.
(Mathematics, Level: 6)
A. Combine algebraic expressions and solve equations
(Mathematics, Level: 7)
A.FO.07.12. Add, subtract, and multiply simple algebraic expressions of the first degree, and justify using properties of real numbers.
(Mathematics, Level: 7)
A.FO.07.13. From applied situations, generate and solve linear equations of the form ax + b = c and ax + b = cx + d, and interpret solutions.
(Mathematics, Level: 7)
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. Understand and solve problems involving rates, ratios, and proportions
(Mathematics, Level: 7)
N.FL.07.03. Calculate rates of change including speed.
(Mathematics, Level: 7)
N.MR.07.04. Convert ratio quantities between different systems of units such as feet per second to miles per hour.
(Mathematics, Level: 7)
N.FL.07.05. Solve simple proportion problems using such methods as unit rate, scaling, finding equivalent fractions, and solving the proportion equation a / b = c / d; know how to see patterns about proportional situations in tables.
(Mathematics, Level: 7)
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.PS.03.12. Solve applied problems involving money, length and time.
(Mathematics, Level: 3)
N.MR.04.37. Solve applied problems using the four basic arithmetic operations for appropriate fractions, decimals, and whole numbers.
(Mathematics, Level: 4)
N.MR.05.19. Solve word problems that involve finding sums and differences of fractions with unlike denominators using knowledge of equivalent fractions.
(Mathematics, Level: 5)
N.FL.06.13. Solve word problems involving percentages in such contexts as sales taxes and tips, and involving positive rational numbers.
(Mathematics, Level: 6)
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. Use bar graphs
(Mathematics, Level: 3)
D.RE.03.01. Read and interpret bar graphs in both horizontal and vertical forms.
(Mathematics, Level: 3)
D.RE.03.03. Solve problems using information in bar graphs including comparison of bar graphs.
(Mathematics, Level: 3)
D.RE.04.01. Construct tables and bar graphs from given data.
(Mathematics, Level: 4)
D.RE.04.03. Solve problems using data presented in tables and bar graphs.
(Mathematics, Level: 4)
D. Construct and interpret line graphs
(Mathematics, Level: 5)
D.RE.05.01. Read and interpret line graphs, and solve problems based on line graphs and problems with two or three line graphs on same axes, comparing different data.
(Mathematics, Level: 5)
D.RE.05.02. Construct line graphs from tables of data; include axis labels and scale.
(Mathematics, Level: 5)
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.
A.RP.06.02. Plot ordered pairs of integers and use ordered pairs of integers to identify points in all four quadrants of the coordinate plane.
(Mathematics, Level: 6)
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.
D.RE.05.01. Read and interpret line graphs, and solve problems based on line graphs and problems with two or three line graphs on same axes, comparing different data.
(Mathematics, Level: 5)
A.PA.06.09. Graph and write equations for linear functions of the form y = mx, and solve related problems.
(Mathematics, Level: 6)
A.PA.07.06. Calculate the slope from the graph of a linear function as the ratio of 'rise / run' for a pair of points on the graph, and express the answer as a fraction and a decimal; understand that linear functions have slope that is a constant rate of change.
(Mathematics, Level: 7)
A.PA.07.07. Represent linear functions in the form y = x + b, y = mx, and y = mx + b, and graph, interpreting slope and y-intercept.
(Mathematics, Level: 7)
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.RP.07.02. Represent directly proportional and linear relationships using verbal descriptions, tables, graphs, and formulas, and translate among these representations.
(Mathematics, Level: 7)
D.AN.07.02. Create and interpret scatter plots and find line of best fit and use an estimated line of best fit to answer questions about the data.
(Mathematics, Level: 7)
A.FO.08.11. Solve simultaneous linear equations in two variables by graphing, by substitution, and by linear combination; estimate solutions using graphs; include examples with no solutions and infinitely many solutions.
(Mathematics, Level: 8)
A.FO.08.12. Solve linear inequalities in one and two variables, and graph the solution sets.
(Mathematics, Level: 8)
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.
A.RP.08.01. Identify and represent linear functions, quadratic functions, and other simple functions including inverse functions (y = k / x), cubics (y = ax3) roots, (y =square root of x ), and exponentials (y = ax , a > 0), using tables, graphs, and equations.
(Mathematics, Level: 8)
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.UN.02.01. Measure lengths in meters, centimeters, inches, feet, and yards approximating to the nearest whole unit using abbreviations: cm, m, in, ft, yd.
(Mathematics, Level: 2)
M.PS.02.10. Solve simple word problems involving length and money.
(Mathematics, Level: 2)
M. Measure and use units for length, weight, temperature and time
(Mathematics, Level: 3)
M.UN.03.01. Know and use common units of measurements in length, weight and time.
(Mathematics, Level: 3)
M.UN.03.02. Measure in mixed units within the same measurement system for length, weight and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minutes, minutes and seconds, years and months.
(Mathematics, Level: 3)
M.PS.03.10. Add and subtract lengths, weights and times using mixed units within the same measurement system.
(Mathematics, Level: 3)
M.UN.04.01. Measure using common tools and select appropriate units of measure.
(Mathematics, Level: 4)
M. Know, and convert among measurement units within a given system
(Mathematics, Level: 5)
M.UN.05.02. Know the units of measure of volume: cubic centimeter, cubic meter, cubic inches, cubic feet, cubic yards, and use their abbreviations (cm3, m3, in3, ft3, yd3).
(Mathematics, Level: 5)
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.
M. Convert measurement units
(Mathematics, Level: 4)
M.TE.04.05. Carry out the following conversions from one unit of measure to a larger or smaller unit of measure: meters to centimeters, kilograms to grams, liters to milliliters, hours to minutes, minutes to seconds, years to months, weeks to days, feet to inches,ounces to pounds (using numbers that involve only simple calculations).
(Mathematics, Level: 4)
M. Know, and convert among measurement units within a given system
(Mathematics, Level: 5)
M.UN.05.01. Recognize the equivalence of 1 liter, 1.000 ml and 1000 cm3 and include conversions among liters, milliliters, and cubic centimeters.
(Mathematics, Level: 5)
M.UN.05.04. Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers.
(Mathematics, Level: 5)
M. Convert within measurement systems
(Mathematics, Level: 6)
M.UN.06.01. Convert between basic units of measurement within a single measurement system,
(Mathematics, Level: 6)
N.MR.07.04. Convert ratio quantities between different systems of units such as feet per second to miles per hour.
(Mathematics, Level: 7)
Students listen to and view a song video describing how to solve real world time problems, including how to convert from one unit of time to another. Students solve time conversion problems involving seconds, minutes, hours, days, weeks, and years.
M. Tell time and solve time problems
(Mathematics, Level: 2)
M.UN.03.02. Measure in mixed units within the same measurement system for length, weight and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minutes, minutes and seconds, years and months.
(Mathematics, Level: 3)
M.PS.03.10. Add and subtract lengths, weights and times using mixed units within the same measurement system.
(Mathematics, Level: 3)
M.PS.03.12. Solve applied problems involving money, length and time.
(Mathematics, Level: 3)
M.TE.04.05. Carry out the following conversions from one unit of measure to a larger or smaller unit of measure: meters to centimeters, kilograms to grams, liters to milliliters, hours to minutes, minutes to seconds, years to months, weeks to days, feet to inches,ounces to pounds (using numbers that involve only simple calculations).
(Mathematics, Level: 4)
M.UN.05.04. Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers.
(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.
A.PA.06.01. Solve applied problems involving rates including speed.
(Mathematics, Level: 6)
N. Understand and solve problems involving rates, ratios, and proportions
(Mathematics, Level: 7)
N.FL.07.03. Calculate rates of change including speed.
(Mathematics, Level: 7)
N.FL.07.05. Solve simple proportion problems using such methods as unit rate, scaling, finding equivalent fractions, and solving the proportion equation a / b = c / d; know how to see patterns about proportional situations in tables.
(Mathematics, Level: 7)
N.MR.08.11. Solve problems involving ratio units such as miles per hour, dollars per pound, or persons per square mile.
(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.GS.03.01. Identify points, line segments, lines and distance.
(Mathematics, Level: 3)
G.GS.03.02. Identify perpendicular lines and parallel lines in familiar shapes and in the classroom.
(Mathematics, Level: 3)
M. Understand right angles
(Mathematics, Level: 4)
M.TE.04.10. Identify right angles and compare angles to right angles.
(Mathematics, Level: 4)
G. Understand perpendicular, parallel, and intersecting lines
(Mathematics, Level: 4)
G.GS.04.01. Identify and draw perpendicular, parallel, and intersecting lines using a ruler and a tool or object with a square (90º) corner.
(Mathematics, Level: 4)
G. Know the meaning of angles, and solve problems
(Mathematics, Level: 5)
G.TR.05.01. Associate an angle with a certain amount of turning; know that angles are measured in degrees; understand that 90°, 180°, 270°, and 360° are associated, respectively, with 1 / 4, 1 / 2, and 3 / 4 and full turns.
(Mathematics, Level: 5)
G.GS.05.02. Measure angles with a protractor, and classify them as acute, right, obtuse, or straight.
(Mathematics, Level: 5)
G.GS.05.03. Identify and name angles on a straight line and vertical angles.
(Mathematics, Level: 5)
G.GS.05.04. Find unknown angles in problems involving angles on a straight line, angles surrounding a point and vertical angles.
(Mathematics, Level: 5)
G.GS.05.05. Know that angles on a straight line add up to 180° and angles surrounding a point add up to 360°; justify informally by 'surrounding' a point with angles.
(Mathematics, Level: 5)
G.GS.06.01. Understand and apply basic properties of lines, angles, and triangles, including:
(Mathematics, Level: 6)
G.GS.06.01. relationships of vertical angles, complementary angles, supplementary angles
(Mathematics, Level: 6)
G.GS.06.01. congruence of corresponding and alternate interior angles when parallel lines are cut by a transversal, and that such congruencies imply parallel lines
(Mathematics, Level: 6)
Students listen to and view a song video describing triangles including right, acute, obtuse, isosceles, equilateral, and scalene triangles. Students solve problems to identify a type of triangle, find unknown angles, and compute the area of a triangle from the base and height.
G.GS.04.02. Identify basic geometric shapes including isosceles, equilateral and right triangles, and use their properties to solve problems.
(Mathematics, Level: 4)
M.PS.05.05. Represent relationships between areas of rectangles, triangles, and parallelograms using models.
(Mathematics, Level: 5)
M.TE.05.06. Understand and know how to use the area formula of a triangle: A = bh (where b is length of the base and h is the height), and represent using models and manipulatives.
(Mathematics, Level: 5)
G.GS.05.06. Understand why the sum of the interior angles of a triangle is 180° and the sum of the interior angles of a quadrilateral is 360°, and use these properties to solve problems.
(Mathematics, Level: 5)
G.GS.06.01. triangle inequality
(Mathematics, Level: 6)
G.GS.06.01. locate interior and exterior angles of any triangle, and use the property that an exterior angle of a triangle is equal to the sum of the remote (opposite) interior angles
(Mathematics, Level: 6)
G.SR.08.04. Find area and perimeter of complex figures by sub-dividing them into basic shapes (quadrilaterals, triangles, circles).
(Mathematics, Level: 8)
G.SR.08.05. Solve applied problems involving areas of triangles, quadrilaterals, and circles.
(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. Understand and use the Pythagorean Theorem
(Mathematics, Level: 8)
G.GS.08.01. Understand at least one proof of the Pythagorean Theorem; use the Pythagorean Theorem and its converse to solve applied problems including perimeter, area, and volume problems.
(Mathematics, Level: 8)
G.LO.08.02. Find the distance between two points on the coordinate plane using the distance formula; recognize that the distance formula is an application of the Pythagorean Theorem.
(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.
M.TE.02.04. Find the area of a rectangle with whole number side lengths by covering with unit squares and counting, or by using a grid of unit squares; write the area as a product.
(Mathematics, Level: 2)
M.UN.03.05. Know the definition of area and perimeter and calculate the perimeter of a square and rectangle given whole number side lengths.
(Mathematics, Level: 3)
M.TE.03.09. Estimate the perimeter of a square and rectangle in inches and centimeters; estimate the area of a square and rectangle and square inches and square centimeters.
(Mathematics, Level: 3)
M.TE.04.06. Know and understand the formulas for perimeter and area of a square and a rectangle; calculate the perimeters and areas of these shapes and combinations of these shapes using the formulas.
(Mathematics, Level: 4)
M.TE.04.08. Find the side of a square given its perimeter or area.
(Mathematics, Level: 4)
M.PS.04.09. Solve contextual problems about perimeter and area of squares and rectangles in compound shapes.
(Mathematics, Level: 4)
M.TE.05.06. Understand and know how to use the area formula of a triangle: A = bh (where b is length of the base and h is the height), and represent using models and manipulatives.
(Mathematics, Level: 5)
G.GS.08.01. Understand at least one proof of the Pythagorean Theorem; use the Pythagorean Theorem and its converse to solve applied problems including perimeter, area, and volume problems.
(Mathematics, Level: 8)
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.
G.SR.08.03. Understand the definition of a circle; know and use the formulas for circumference and area of a circle to solve problems.
(Mathematics, Level: 8)
G.SR.08.04. Find area and perimeter of complex figures by sub-dividing them into basic shapes (quadrilaterals, triangles, circles).
(Mathematics, Level: 8)
G.SR.08.05. Solve applied problems involving areas of triangles, quadrilaterals, and circles.
(Mathematics, Level: 8)
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.TE.04.04. Measure surface area of cubes and rectangular prisms by covering and counting area of the faces.
(Mathematics, Level: 4)
G.SR.04.03. Identify and count the faces, edges, and vertices of basic three-dimensional geometric solids including cubes, rectangular prisms, and pyramids; describe the shape of their faces.
(Mathematics, Level: 4)
M. Find volume and surface area
(Mathematics, Level: 6)
M.PS.06.02. Draw patterns (of faces) for a cube and rectangular prism that, when cut, will cover the solid exactly (nets).
(Mathematics, Level: 6)
M.TE.06.03. Compute the volume and surface area of cubes and rectangular prisms given the lengths of their sides using formulas.
(Mathematics, Level: 6)
G. Understand concepts of volume and surface area, and apply formulas
(Mathematics, Level: 8)
G.SR.08.06. Know the volume formulas for generalized cylinders ((area of base) x height), generalized cones and pyramids ((area of base) x height) and spheres, and apply them to solve problems.
(Mathematics, Level: 8)
G.SR.08.07. Understand the concept of surface area, and find the surface area of prisms, cones, spheres, pyramids, and cylinders.
(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. Recognize symmetry and transformations
(Mathematics, Level: 4)
G.TR.04.04. Recognize plane figures that have line symmetry.
(Mathematics, Level: 4)
G.TR.06.03. Understand the basic rigid motions in the plane (reflections, rotations, translations), relate these to congruence, and apply them to solve problems.
(Mathematics, Level: 6)
G. Understand and apply concepts of transformation and symmetry
(Mathematics, Level: 8)
G.TR.08.10. Understand and use reflective and rotational symmetries of two-dimensional shapes, and relate them to transformations to solve problems.
(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.RE.04.02. Order a given set of data, find the median, and specify the range of values.
(Mathematics, Level: 4)
D. Find and interpret mean and mode for a given set of data
(Mathematics, Level: 5)
D.AN.05.03. Given a set of data, find and interpret the mean (using the concept of fair share) and mode.
(Mathematics, Level: 5)
D.AN.05.04. Solve multi-step problems involving means.
(Mathematics, Level: 5)
D.AN.07.04. Find and interpret the median, quartiles, and interquartile range of a given set of data.
(Mathematics, Level: 7)
D.AN.08.01. Determine which measure of central tendency (mean, median, mode) best represents a data set; justify the choice made.
(Mathematics, Level: 8)
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.RE.07.01. Represent and interpret data using circle graphs, stem and leaf plots, histograms, and box-and-whisker plots, and select appropriate representation to address specific questions.
(Mathematics, Level: 7)
D.AN.07.04. Find and interpret the median, quartiles, and interquartile range of a given set of data.
(Mathematics, Level: 7)
Students listen to and view a description of histograms to plot the frequency of items occurring in a data set. Students learn how to interpret stem-and-leaf plots of a data set. Students solve problems using histograms and stem and leaf diagrams.
D.RE.07.01. Represent and interpret data using circle graphs, stem and leaf plots, histograms, and box-and-whisker plots, and select appropriate representation to address specific questions.
(Mathematics, Level: 7)
D.AN.07.03. Calculate and interpret relative frequencies and cumulative frequencies for given data sets.
(Mathematics, Level: 7)
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. Understand the concept of probability and solve problems
(Mathematics, Level: 6)
D.PR.06.01. Express probabilities as fractions, decimals or percentages between 0 and 1; know that 0 probability means an event will not occur and that probability 1 means an event will occur.
(Mathematics, Level: 6)
D.PR.06.02. Compute probabilities of events from simple experiments with equally likely outcomes.
(Mathematics, Level: 6)
D.PR.08.04. Apply the Basic Counting Principle to find total number of outcomes possible for independent and dependent events, and calculate the probabilities using organized lists or tree diagrams.
(Mathematics, Level: 8)
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.PR.06.01. Express probabilities as fractions, decimals or percentages between 0 and 1; know that 0 probability means an event will not occur and that probability 1 means an event will occur.
(Mathematics, Level: 6)
D.PR.06.02. Compute probabilities of events from simple experiments with equally likely outcomes.
(Mathematics, Level: 6)
D.PR.08.04. Apply the Basic Counting Principle to find total number of outcomes possible for independent and dependent events, and calculate the probabilities using organized lists or tree diagrams.
(Mathematics, Level: 8)
D.PR.08.06. Understand the difference between independent and dependent events, and recognize common misconceptions involving probability.
(Mathematics, Level: 8)
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.RE.04.03. Solve problems using data presented in tables and bar graphs.
(Mathematics, Level: 4)
A.RP.06.10. Represent simple relationships between quantities, using verbal descriptions, formulas or equations, tables, and graphs,
(Mathematics, Level: 6)
D.PR.06.01. Express probabilities as fractions, decimals or percentages between 0 and 1; know that 0 probability means an event will not occur and that probability 1 means an event will occur.
(Mathematics, Level: 6)
D.PR.06.02. Compute probabilities of events from simple experiments with equally likely outcomes.
(Mathematics, Level: 6)
N.FL.07.05. Solve simple proportion problems using such methods as unit rate, scaling, finding equivalent fractions, and solving the proportion equation a / b = c / d; know how to see patterns about proportional situations in tables.
(Mathematics, Level: 7)
D.PR.08.03. Compute relative frequencies from a table of experimental results for a repeated event, and be able to answer questions about the result, using relationship of probability to relative frequency.
(Mathematics, Level: 8)
D.PR.08.04. Apply the Basic Counting Principle to find total number of outcomes possible for independent and dependent events, and calculate the probabilities using organized lists or tree diagrams.
(Mathematics, Level: 8)
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.
M.PS.02.10. Solve simple word problems involving length and money.
(Mathematics, Level: 2)
N.MR.03.15. Given problems that use any one of the four operations with appropriate numbers, represent with objects, words (including 'product' and 'quotient'), and mathematical statements; solve.
(Mathematics, Level: 3)
N.MR.04.37. Solve applied problems using the four basic arithmetic operations for appropriate fractions, decimals, and whole numbers.
(Mathematics, Level: 4)
N.MR.05.19. Solve word problems that involve finding sums and differences of fractions with unlike denominators using knowledge of equivalent fractions.
(Mathematics, Level: 5)
N.FL.06.13. Solve word problems involving percentages in such contexts as sales taxes and tips, and involving positive rational numbers.
(Mathematics, Level: 6)
Students listen to and view a description of mathematical conjectures and patterns. Students make conjectures to solve word problems involving patterns and sequences.
N.MR.05.15. Multiply a whole number by powers of 10: 0.01, 0.1, 1, 10, 100, 1,000; and identify patterns.
(Mathematics, Level: 5)
N.FL.07.05. Solve simple proportion problems using such methods as unit rate, scaling, finding equivalent fractions, and solving the proportion equation a / b = c / d; know how to see patterns about proportional situations in tables.
(Mathematics, Level: 7)
Students listen to and view a description of estimation through rounding, and learn how to estimate sums and products of large numbers through rounding. Students solve estimation problems by finding the best estimate for problems with multiple sums or products.
N.FL.01.15. Calculate mentally sums and differences involving: a two-digit number and a one-digit number without regrouping; a two-digit number and a multiple of 10.
(Mathematics, Level: 1)
N.FL.02.11. Estimate and calculate the sum of two numbers with three digits that do not require regrouping.
(Mathematics, Level: 2)
N.FL.02.12. Calculate mentally sums and differences involving: three-digit numbers and ones; three-digit numbers and tens; three-digit numbers and hundreds.
(Mathematics, Level: 2)
N.FL.03.07. Estimate the sum and difference of two numbers with three digits (sums up to 1,000), and judge reasonableness of estimates.
(Mathematics, Level: 3)
N.FL.03.13. Mentally calculate simple products and quotients up to a three-digit number by a one-digit number involving multiples of 10.
(Mathematics, Level: 3)
N.FL.05.20. Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness; use examples involving money.
(Mathematics, Level: 5)
N.FL.06.14. For applied situations, estimate the answers to calculations involving operations with rational numbers.
(Mathematics, Level: 6)
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.
R.WS.00.03. Understand the alphabetic principlethat sounds in words are expressed by the letters of the alphabet.
(Language Arts, Level: K)
R.WS.00.05. have begun to associate letters and sounds, particularly initial and final consonants.
(Language Arts, Level: K)
R.WS.00.09. initial letters / sounds (phonics)
(Language Arts, Level: K)
R.FL.00.01. Apply the following aspects of fluency: automatic naming of letters, automatic association of letters and their sounds, automatic recognition of a few words both when encountered in context and isolation, and demonstrating automatic understanding of conce
(Language Arts, Level: K)
R.WS.01.03. Understand the alphabetic principlethat sounds in words are expressed by the letters of the alphabet.
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.02.03. Understand the alphabetic principlethat sounds in words are expressed by the letters of the alphabet.
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-I in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
R.WS.00.03. Understand the alphabetic principlethat sounds in words are expressed by the letters of the alphabet.
(Language Arts, Level: K)
R.WS.01.03. Understand the alphabetic principlethat sounds in words are expressed by the letters of the alphabet.
(Language Arts, Level: 1)
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.02.03. Understand the alphabetic principlethat sounds in words are expressed by the letters of the alphabet.
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
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.
R.WS.00.07. Recognize a few of the 220 Dolch basic sight vocabulary automatically.
(Language Arts, Level: K)
R.WS.00.08. Follow familiar written text while pointing to matching words.
(Language Arts, Level: K)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.01.06. Be making progress in recognizing the 220 Dolch basic sight vocabulary and 95 common nouns.
(Language Arts, Level: 1)
R.WS.01.07. letter- and word-level cues (i.e., prefixes, suffixes, rimes) more than other cues to recognize the word.
(Language Arts, Level: 1)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.06. Make progress in recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in grade 3.
(Language Arts, Level: 2)
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.FL.02.04. Recognize identified grade 2 high frequency words and sight words.
(Language Arts, Level: 2)
R.WS.03.04. Recognize the 220 Dolch basic sight words and 95 common nouns.
(Language Arts, Level: 3)
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.
R.WS.00.03. Understand the alphabetic principlethat sounds in words are expressed by the letters of the alphabet.
(Language Arts, Level: K)
R.WS.00.05. have begun to associate letters and sounds, particularly initial and final consonants.
(Language Arts, Level: K)
R.WS.00.09. initial letters / sounds (phonics)
(Language Arts, Level: K)
R.FL.00.01. Apply the following aspects of fluency: automatic naming of letters, automatic association of letters and their sounds, automatic recognition of a few words both when encountered in context and isolation, and demonstrating automatic understanding of conce
(Language Arts, Level: K)
R.WS.01.03. Understand the alphabetic principlethat sounds in words are expressed by the letters of the alphabet.
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.02.03. Understand the alphabetic principlethat sounds in words are expressed by the letters of the alphabet.
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-R in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
R.WS.00.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: K)
R.WS.00.04. Use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context.
(Language Arts, Level: K)
R.WS.00.09. initial letters / sounds (phonics)
(Language Arts, Level: K)
R.WS.01.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: 1)
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.02.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: 2)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
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.
R.WS.00.07. Recognize a few of the 220 Dolch basic sight vocabulary automatically.
(Language Arts, Level: K)
R.WS.01.06. Be making progress in recognizing the 220 Dolch basic sight vocabulary and 95 common nouns.
(Language Arts, Level: 1)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.06. Make progress in recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in grade 3.
(Language Arts, Level: 2)
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.FL.02.04. Recognize identified grade 2 high frequency words and sight words.
(Language Arts, Level: 2)
R.WS.03.04. Recognize the 220 Dolch basic sight words and 95 common nouns.
(Language Arts, Level: 3)
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.
R.WS.00.03. Understand the alphabetic principlethat sounds in words are expressed by the letters of the alphabet.
(Language Arts, Level: K)
R.WS.00.05. have begun to associate letters and sounds, particularly initial and final consonants.
(Language Arts, Level: K)
R.WS.00.09. initial letters / sounds (phonics)
(Language Arts, Level: K)
R.FL.00.01. Apply the following aspects of fluency: automatic naming of letters, automatic association of letters and their sounds, automatic recognition of a few words both when encountered in context and isolation, and demonstrating automatic understanding of conce
(Language Arts, Level: K)
R.WS.01.03. Understand the alphabetic principlethat sounds in words are expressed by the letters of the alphabet.
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.02.03. Understand the alphabetic principlethat sounds in words are expressed by the letters of the alphabet.
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-Z in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
R.WS.00.08. Follow familiar written text while pointing to matching words.
(Language Arts, Level: K)
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.02.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
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.
R.WS.00.07. Recognize a few of the 220 Dolch basic sight vocabulary automatically.
(Language Arts, Level: K)
R.WS.00.08. Follow familiar written text while pointing to matching words.
(Language Arts, Level: K)
R.WS.01.06. Be making progress in recognizing the 220 Dolch basic sight vocabulary and 95 common nouns.
(Language Arts, Level: 1)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.06. Make progress in recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in grade 3.
(Language Arts, Level: 2)
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.FL.02.04. Recognize identified grade 2 high frequency words and sight words.
(Language Arts, Level: 2)
R.WS.03.04. Recognize the 220 Dolch basic sight words and 95 common nouns.
(Language Arts, Level: 3)
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.
R.WS.00.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: K)
R.WS.01.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: 1)
R.WS.02.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: 2)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. long and short vowels
(Language Arts, Level: 2)
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.
R.WS.00.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: K)
R.WS.01.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: 1)
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.02.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(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.
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. diagraphs th, ch, sh.
(Language Arts, Level: 1)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. diagraphs wh, ph
(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.
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. long and short vowels
(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.
R.WS.00.07. Recognize a few of the 220 Dolch basic sight vocabulary automatically.
(Language Arts, Level: K)
R.WS.01.06. Be making progress in recognizing the 220 Dolch basic sight vocabulary and 95 common nouns.
(Language Arts, Level: 1)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. long and short vowels
(Language Arts, Level: 2)
R.WS.02.04. irregular vowels ei, ie, ea, ue.
(Language Arts, Level: 2)
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.FL.02.04. Recognize identified grade 2 high frequency words and sight words.
(Language Arts, Level: 2)
R.WS.03.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words.
(Language Arts, Level: 3)
R.WS.03.04. Recognize the 220 Dolch basic sight words and 95 common nouns.
(Language Arts, Level: 3)
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.
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. diagraphs th, ch, sh.
(Language Arts, Level: 1)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. diagraphs wh, ph
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.
R.WS.00.07. Recognize a few of the 220 Dolch basic sight vocabulary automatically.
(Language Arts, Level: K)
R.WS.00.08. Follow familiar written text while pointing to matching words.
(Language Arts, Level: K)
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.01.04. diagraphs th, ch, sh.
(Language Arts, Level: 1)
R.WS.01.06. Be making progress in recognizing the 220 Dolch basic sight vocabulary and 95 common nouns.
(Language Arts, Level: 1)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. diagraphs wh, ph
(Language Arts, Level: 2)
R.WS.02.06. Make progress in recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in grade 3.
(Language Arts, Level: 2)
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.FL.02.04. Recognize identified grade 2 high frequency words and sight words.
(Language Arts, Level: 2)
R.WS.03.04. Recognize the 220 Dolch basic sight words and 95 common nouns.
(Language Arts, Level: 3)
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.
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. long and short vowels
(Language Arts, Level: 2)
R.WS.02.04. irregular vowels ei, ie, ea, ue.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.01.04. diagraphs th, ch, sh.
(Language Arts, Level: 1)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. long and short vowels
(Language Arts, Level: 2)
R.WS.02.04. diagraphs wh, ph
(Language Arts, Level: 2)
R.WS.02.04. irregular vowels ei, ie, ea, ue.
(Language Arts, Level: 2)
R.WS.02.06. Make progress in recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in grade 3.
(Language Arts, Level: 2)
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.FL.02.04. Recognize identified grade 2 high frequency words and sight words.
(Language Arts, Level: 2)
R.WS.03.04. Recognize the 220 Dolch basic sight words and 95 common nouns.
(Language Arts, Level: 3)
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.
R.WS.00.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: K)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.01.04. diagraphs th, ch, sh.
(Language Arts, Level: 1)
R.WS.02.01. Demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.
(Language Arts, Level: 2)
R.WS.02.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: 2)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. long and short vowels
(Language Arts, Level: 2)
R.WS.02.04. diagraphs wh, ph
(Language Arts, Level: 2)
R.WS.02.04. irregular vowels ei, ie, ea, ue.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends.
R.WS.00.07. Recognize a few of the 220 Dolch basic sight vocabulary automatically.
(Language Arts, Level: K)
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.01.04. diagraphs th, ch, sh.
(Language Arts, Level: 1)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. long and short vowels
(Language Arts, Level: 2)
R.WS.02.04. diagraphs wh, ph
(Language Arts, Level: 2)
R.WS.02.04. irregular vowels ei, ie, ea, ue.
(Language Arts, Level: 2)
R.WS.02.06. Make progress in recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in grade 3.
(Language Arts, Level: 2)
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.FL.02.04. Recognize identified grade 2 high frequency words and sight words.
(Language Arts, Level: 2)
R.WS.03.04. Recognize the 220 Dolch basic sight words and 95 common nouns.
(Language Arts, Level: 3)
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.
R.WS.01.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: 1)
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.01.04. diagraphs th, ch, sh.
(Language Arts, Level: 1)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. diagraphs wh, ph
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.
R.WS.00.07. Recognize a few of the 220 Dolch basic sight vocabulary automatically.
(Language Arts, Level: K)
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.01.04. diagraphs th, ch, sh.
(Language Arts, Level: 1)
R.WS.01.06. Be making progress in recognizing the 220 Dolch basic sight vocabulary and 95 common nouns.
(Language Arts, Level: 1)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. diagraphs wh, ph
(Language Arts, Level: 2)
R.WS.02.06. Make progress in recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in grade 3.
(Language Arts, Level: 2)
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.FL.02.04. Recognize identified grade 2 high frequency words and sight words.
(Language Arts, Level: 2)
R.WS.03.04. Recognize the 220 Dolch basic sight words and 95 common nouns.
(Language Arts, Level: 3)
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.
R.WS.00.01. Demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.
(Language Arts, Level: K)
R.WS.01.01. Demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.
(Language Arts, Level: 1)
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.01.04. diagraphs th, ch, sh.
(Language Arts, Level: 1)
R.WS.02.01. Demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.
(Language Arts, Level: 2)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. long and short vowels
(Language Arts, Level: 2)
R.WS.02.04. diagraphs wh, ph
(Language Arts, Level: 2)
R.WS.02.04. irregular vowels ei, ie, ea, ue.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
R.WS.00.07. Recognize a few of the 220 Dolch basic sight vocabulary automatically.
(Language Arts, Level: K)
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.01.04. diagraphs th, ch, sh.
(Language Arts, Level: 1)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. diagraphs wh, ph
(Language Arts, Level: 2)
R.WS.02.04. irregular vowels ei, ie, ea, ue.
(Language Arts, Level: 2)
R.WS.02.06. Make progress in recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in grade 3.
(Language Arts, Level: 2)
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.FL.02.04. Recognize identified grade 2 high frequency words and sight words.
(Language Arts, Level: 2)
R.WS.03.04. Recognize the 220 Dolch basic sight words and 95 common nouns.
(Language Arts, Level: 3)
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.
R.WS.00.01. Demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.
(Language Arts, Level: K)
R.WS.01.01. Demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.
(Language Arts, Level: 1)
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. diagraphs th, ch, sh.
(Language Arts, Level: 1)
R.WS.02.01. Demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.
(Language Arts, Level: 2)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. diagraphs wh, ph
(Language Arts, Level: 2)
R.WS.02.04. irregular vowels ei, ie, ea, ue.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
R.WS.01.04. Use structural cues to recognize one-syllable words, blends, and consonant diagraphs
(Language Arts, Level: 1)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.01.04. diagraphs th, ch, sh.
(Language Arts, Level: 1)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. diagraphs wh, ph
(Language Arts, Level: 2)
R.WS.02.04. irregular vowels ei, ie, ea, ue.
(Language Arts, Level: 2)
R.WS.02.06. Make progress in recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in grade 3.
(Language Arts, Level: 2)
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.FL.02.04. Recognize identified grade 2 high frequency words and sight words.
(Language Arts, Level: 2)
R.WS.03.04. Recognize the 220 Dolch basic sight words and 95 common nouns.
(Language Arts, Level: 3)
R.WS.04.01. Explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings of words encountered in text.
(Language Arts, Level: 4)
R.WS.05.01. Explain when to use and apply word structure, sentence structure, and prediction (semantics) to aid in decoding words and understanding meaning of words encountered in context.
(Language Arts, Level: 5)
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.
R.FL.00.01. Apply the following aspects of fluency: automatic naming of letters, automatic association of letters and their sounds, automatic recognition of a few words both when encountered in context and isolation, and demonstrating automatic understanding of conce
(Language Arts, Level: K)
R.WS.01.04. letter / sound
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.03.01. Utilize letter and word level clues, semantic, and syntactic cues to recognize words and will be able to recognize frequently encountered words in text even when those words are encountered out of context.
(Language Arts, Level: 3)
R.WS.03.06. sound / symbol / structural relationships
(Language Arts, Level: 3)
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.
R.WS.01.04. onset and rimes
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.01.04. word families
(Language Arts, Level: 1)
R.WS.01.07. letter- and word-level cues (i.e., prefixes, suffixes, rimes) more than other cues to recognize the word.
(Language Arts, Level: 1)
R.WS.02.04. onset and rimes
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. word families
(Language Arts, Level: 2)
W.SP.02.01. structural cues (letter / sound, rimes)
(Language Arts, Level: 2)
R.WS.03.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words.
(Language Arts, Level: 3)
R.WS.04.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning, including multiple meaning words.
(Language Arts, Level: 4)
Students read sentences containing words from common word families and then identify whether they are true or false.
R.WS.01.04. word families
(Language Arts, Level: 1)
R.WS.01.07. letter- and word-level cues (i.e., prefixes, suffixes, rimes) more than other cues to recognize the word.
(Language Arts, Level: 1)
R.WS.02.04. word families
(Language Arts, Level: 2)
R.WS.02.06. Make progress in recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in grade 3.
(Language Arts, Level: 2)
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.WS.03.01. Utilize letter and word level clues, semantic, and syntactic cues to recognize words and will be able to recognize frequently encountered words in text even when those words are encountered out of context.
(Language Arts, Level: 3)
R.WS.03.04. Recognize the 220 Dolch basic sight words and 95 common nouns.
(Language Arts, Level: 3)
R.WS.04.01. Explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings of words encountered in text.
(Language Arts, Level: 4)
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.
R.WS.01.04. onset and rimes
(Language Arts, Level: 1)
R.WS.01.04. whole word chunks
(Language Arts, Level: 1)
R.WS.01.04. word families
(Language Arts, Level: 1)
R.WS.01.07. letter- and word-level cues (i.e., prefixes, suffixes, rimes) more than other cues to recognize the word.
(Language Arts, Level: 1)
R.WS.02.04. onset and rimes
(Language Arts, Level: 2)
R.WS.02.04. whole word chunks
(Language Arts, Level: 2)
R.WS.02.04. word families
(Language Arts, Level: 2)
W.SP.02.01. structural cues (letter / sound, rimes)
(Language Arts, Level: 2)
Students read sentences containing words from common word families and then identify whether they are true or false.
R.WS.01.04. word families
(Language Arts, Level: 1)
R.WS.01.07. letter- and word-level cues (i.e., prefixes, suffixes, rimes) more than other cues to recognize the word.
(Language Arts, Level: 1)
R.WS.02.04. word families
(Language Arts, Level: 2)
R.WS.02.06. Make progress in recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in grade 3.
(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.
R.WS.01.07. letter- and word-level cues (i.e., prefixes, suffixes, rimes) more than other cues to recognize the word.
(Language Arts, Level: 1)
R.WS.02.10. prefixes re-, un-
(Language Arts, Level: 2)
W.SP.02.01. In the context of writing, spell frequently encountered words (two-syllable words including common prefixes and suffixes, i.e., sitting) correctly. For less frequently encountered words, use
(Language Arts, Level: 2)
W.SP.02.01. structural cues (letter / sound, rimes)
(Language Arts, Level: 2)
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.
R.WS.01.07. letter- and word-level cues (i.e., prefixes, suffixes, rimes) more than other cues to recognize the word.
(Language Arts, Level: 1)
R.WS.02.10. suffixes -s, -ed, -ing
(Language Arts, Level: 2)
W.SP.02.01. In the context of writing, spell frequently encountered words (two-syllable words including common prefixes and suffixes, i.e., sitting) correctly. For less frequently encountered words, use
(Language Arts, Level: 2)
W.SP.02.01. structural cues (letter / sound, rimes)
(Language Arts, Level: 2)
R.WS.03.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words.
(Language Arts, Level: 3)
R.WS.04.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning, including multiple meaning words.
(Language Arts, Level: 4)
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.
R.WS.03.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words.
(Language Arts, Level: 3)
R.WS.03.06. Acquire and apply strategies to construct meaning, self-monitor, and identify unknown words or word parts
(Language Arts, Level: 3)
R.WS.03.06. sound / symbol / structural relationships
(Language Arts, Level: 3)
R.WS.04.01. Explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings of words encountered in text.
(Language Arts, Level: 4)
R.WS.04.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning, including multiple meaning words.
(Language Arts, Level: 4)
R.WS.04.05. Acquire and apply strategies to construct meaning, self-monitor, and identify unknown words or word parts.
(Language Arts, Level: 4)
R.WS.05.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words.
(Language Arts, Level: 5)
Students read sentences and choose the correct word to complete them from among words with prefixes, words with suffixes, and compound words.
R.WS.01.07. letter- and word-level cues (i.e., prefixes, suffixes, rimes) more than other cues to recognize the word.
(Language Arts, Level: 1)
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.WS.02.10. prefixes re-, un-
(Language Arts, Level: 2)
R.WS.02.10. suffixes -s, -ed, -ing
(Language Arts, Level: 2)
W.SP.02.01. structural cues (letter / sound, rimes)
(Language Arts, Level: 2)
R.WS.03.01. Utilize letter and word level clues, semantic, and syntactic cues to recognize words and will be able to recognize frequently encountered words in text even when those words are encountered out of context.
(Language Arts, Level: 3)
R.WS.03.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words.
(Language Arts, Level: 3)
R.WS.04.01. Explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings of words encountered in text.
(Language Arts, Level: 4)
R.WS.04.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning, including multiple meaning words.
(Language Arts, Level: 4)
R.WS.05.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words.
(Language Arts, Level: 5)
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.
R.WS.00.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: K)
R.WS.01.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: 1)
R.WS.02.02. Recognize that words are composed of sounds blended together and carry meaning.
(Language Arts, Level: 2)
R.WS.02.04. Use structural cues to recognize and decode words with long and short vowels, consonant diagraphs, and irregular vowels in isolation and in context
(Language Arts, Level: 2)
R.WS.02.04. letter / sound
(Language Arts, Level: 2)
R.WS.03.01. Utilize letter and word level clues, semantic, and syntactic cues to recognize words and will be able to recognize frequently encountered words in text even when those words are encountered out of context.
(Language Arts, Level: 3)
R.WS.03.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words.
(Language Arts, Level: 3)
R.WS.04.01. Explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings of words encountered in text.
(Language Arts, Level: 4)
R.WS.04.02. Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning, including multiple meaning words.
(Language Arts, Level: 4)
Students view a description of contractions. They read two words and then select the matching contraction with the correct apostrophe and eliminated letters.
S.CN.01.02. Use contractions (isnt, arent, cant, wont).
(Language Arts, Level: 1)
W.GR.02.01. contractions
(Language Arts, Level: 2)
W.GR.04.01. In the context of writing, use simple and compound sentences, direct and indirect objects, prepositional phrases, adjectives, common and proper nouns as subjects and objects, pronouns as antecedents, regular and irregular verbs; use hyphens between syllables, apostrophes in contractions, and commas in salutations to set off words, phrases, and dialogue; and use quotation marks or italics to identify titles or names.
(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.
R.WS.01.05. Recognize grade 1 frequently encountered words in print and out of context automatically.
(Language Arts, Level: 1)
R.FL.01.01. Automatically recognize identified grade 1 high frequency words whether encountered in or out of context.
(Language Arts, Level: 1)
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.WS.03.01. Utilize letter and word level clues, semantic, and syntactic cues to recognize words and will be able to recognize frequently encountered words in text even when those words are encountered out of context.
(Language Arts, Level: 3)
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.
R.WS.02.08. increase bank of known sight words
(Language Arts, Level: 2)
R.WS.04.03. Automatically recognize frequently encountered words in print, with the number of words that can be read fluently increasing steadily across the school year.
(Language Arts, Level: 4)
R.WS.04.06. Fluently read beginning grade level text and increasingly demanding text as the year proceeds.
(Language Arts, Level: 4)
R.WS.05.03. Automatically recognize frequently encountered words in print, with the number of words that can be read fluently increasing steadily across the school year.
(Language Arts, Level: 5)
R.WS.05.06. Fluently read beginning grade level text and increasingly demanding text as the year proceeds.
(Language Arts, Level: 5)
Students read and follow multiple-step written instructions and select the correct directions on maps, signs, diagrams and illustrations to navigate to a house.
L.CN.00.01. Understand and follow one- and two-step directions.
(Language Arts, Level: K)
L.CN.02.01. Give, restate, and follow three- and four-step directions.
(Language Arts, Level: 2)
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.
L.CN.00.01. Understand and follow one- and two-step directions.
(Language Arts, Level: K)
L.CN.02.01. Give, restate, and follow three- and four-step directions.
(Language Arts, Level: 2)
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.
R.CM.01.03. Retell up to three important ideas and details of familiar simple oral and written text in sequence.
(Language Arts, Level: 1)
S.DS.02.04. providing supportive facts and details to make their point reflecting the source of information
(Language Arts, Level: 2)
L.CN.03.01. Respond to questions asked of them, providing an appropriate level of detail.
(Language Arts, Level: 3)
L.CN.04.01. Respond to questions asked of them, providing appropriate elaboration and details.
(Language Arts, Level: 4)
Students read five sentences and move each sentence into the logical order and sequence. They place the topic sentence or problem at the top, the detail sentences in sequential or chronological order, and the conclusion sentence or solution at the end.
R.NT.01.03. sense of story (beginning, middle, end).
(Language Arts, Level: 1)
W.PR.01.02. Write three or more connected sentences with grade level appropriate grammar, usage, mechanics, and temporary spellings that reflect a close approximation of the sequence of sounds in the word.
(Language Arts, Level: 1)
R.NT.02.03. sequence of events.
(Language Arts, Level: 2)
R.MT.02.13. Use paragraphs to indicate a sequence of ideas.
(Language Arts, Level: 2)
R.WS.04.01. Explain how to use word structure, sentence structure, and prediction to aid in decoding words and understanding the meanings of words encountered in text.
(Language Arts, Level: 4)
W.GN.04.04. organizing relevant information to draw conclusions.
(Language Arts, Level: 4)
Students read one paragraph passages and answer multiple-choice questions to compare and contrast the similarities and differences of information on the same topic.
R.CM.01.05. Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding.
(Language Arts, Level: 1)
R.CM.02.05. Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding.
(Language Arts, Level: 2)
W.GN.02.03. compare / contrast
(Language Arts, Level: 2)
W.WP.02.03. compare and contrast.
(Language Arts, Level: 2)
S.DS.02.04. using an informational, organizational pattern (description, cause and effect, compare and contrast)
(Language Arts, Level: 2)
R.CM.03.03. Compare and contrast (oral and written) relationships among characters, events, and key ideas within and across texts to create a deeper understanding
(Language Arts, Level: 3)
W.PR.03.04. Use the compare and contrast, cause and effect, or problem / solution organizational pattern in informational writing.
(Language Arts, Level: 3)
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.
S.DS.02.04. using an informational, organizational pattern (description, cause and effect, compare and contrast)
(Language Arts, Level: 2)
W.PR.03.04. Use the compare and contrast, cause and effect, or problem / solution organizational pattern in informational writing.
(Language Arts, Level: 3)
Students view a description of fact and opinion. They read sentences and select whether they represent a fact or the opinion of the author.
L.CN.02.07. Distinguish between factual and opinion (advertising hype, propaganda).
(Language Arts, Level: 2)
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.
R.MT.01.08. Discuss most important ideas and themes in a text.
(Language Arts, Level: 1)
R.CM.02.03. Retell the main idea(s) and relevant details of grade level appropriate narrative and informational text.
(Language Arts, Level: 2)
W.WP.02.04. Two paragraph clusters, each containing a main idea and some supporting details.
(Language Arts, Level: 2)
R.NT.03.03. Identify and describe characters thoughts and motivations, story level themes, main idea, and lesson / moral in narrative text.
(Language Arts, Level: 3)
L.RP.03.05. Retell what a speaker said, paraphrasing and explaining the gist or main idea, then extend by connecting and relating personal experiences.
(Language Arts, Level: 3)
Students view a description of conclusions and inferences. They read one paragraph passages and answer multiple-choice questions including making inferences and predicting outcomes.
R.MT.02.08. Make inferences.
(Language Arts, Level: 2)
L.RP.02.03. Respond to multiple text types listened to or viewed by discussing, illustrating, and / or writing in order to reflect, make connections, take a position, and share understanding.
(Language Arts, Level: 2)
L.RP.03.03. Respond to multiple text types listened to or viewed by speaking, illustrating, and / or writing in order to reflect, make connections, take a position, and share understandings.
(Language Arts, Level: 3)
L.RP.04.03. Respond to multiple text types listened to or viewed by speaking, illustrating, and / or writing in order to clarify meaning, make connections, take a position, and / or show deep understanding.
(Language Arts, Level: 4)
L.RP.05.03. Respond to multiple text types listened to or viewed by speaking, illustrating, and / or writing in order to clarify meaning, make connections, take a position, and show deep understanding without major misconceptions
(Language Arts, Level: 5)
L.RP.05.05. Go beyond the information given by a speaker, making inferences and drawing appropriate conclusions.
(Language Arts, Level: 5)
Students read multiple-step written instructions and perform tasks to clean up a messy room.
-
L.CN.00.01.
Understand and follow one- and two-step directions.
(Language Arts, Level: K)
L.CN.02.01. Give, restate, and follow three- and four-step directions.
(Language Arts, Level: 2)
Students read multiple-step written instructions and perform tasks to create a music video.