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Reading Upgrade, Comprehension Upgrade, Math Upgrade On-Line Courses

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CU01-Book Structure
Students listen to and view a song describing the structure of a book, including the cover, title, author, table of contents, chapters, and index. They view covers and pages from books and locate answers to questions about the contents.

2. Hold books right side up, know that people read pages from front to back and read words from left to right.
(Language Arts, Level: K)
1. Use the table of contents, chapter headings, glossary, index, captions and illustrations to locate information and comprehend texts.
(Language Arts, Level: 3)
1. Make inferences about informational text from the title page, table of contents and chapter headings.
(Language Arts, Level: 4)
1. Use text features, such as chapter titles, headings and subheadings; parts of books including the index and table of contents and online tools (search engines) to locate information.
(Language Arts, Level: 5)
1. Use text features, such as chapter titles, headings and subheading; parts of books, including index, appendix, table of contents and online tools (search engines) to locate information.
(Language Arts, Level: 6)
1. Use text features, such as chapter titles, headings and subheadings; parts of books including index, appendix, table of contents and online tools (search engines) to locate information.
(Language Arts, Level: 7)

CU02-Format, Types of Text
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.

4. Identify and explain the defining characteristics of literary forms and genres, including fairy tales, folk tales, poetry, fiction and non-fiction.
(Language Arts, Level: 3)
6. Identify and explain the defining characteristics of literary forms and genres, including poetry, drama, fables, fantasies, chapter books, fiction and non-fiction.
(Language Arts, Level: 4)
6. Describe the defining characteristics of literary forms and genres, including poetry, drama, chapter books, biographies, fiction and non-fiction.
(Language Arts, Level: 5)
6. Explain the defining characteristics of literary forms and genres, including poetry, drama, myths, biographies, autobiographies, fiction and non-fiction.
(Language Arts, Level: 6)
6. Explain the defining characteristics of literary forms and genres, including poetry, drama, myths, biographies, autobiographies, science fiction, fiction and non-fiction.
(Language Arts, Level: 7)

CU03-Main Idea
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.

C. Identify the central ideas and supporting details of informational text.
(Language Arts, Level: K - 3)
B. Use supporting details to identify and describe main ideas, characters and setting.
(Language Arts, Level: K - 3)
A. Use active listening strategies to identify the main idea and to gain information from oral presentations.
(Language Arts, Level: K - 2)
F. Determine the extent to which a summary accurately reflects the main idea, critical details and underlying meaning of original text.
(Language Arts, Level: 4 - 7)
3. Tell the main idea of a selection that has been read aloud.
(Language Arts, Level: K)
4. Identify central ideas and supporting details of informational text with teacher assistance.
(Language Arts, Level: 1)
4. Classify ideas from informational texts as main ideas or supporting details.
(Language Arts, Level: 2)
3. Identify the main idea of oral presentations and visual media.
(Language Arts, Level: 2)
3. Identify and list the important central ideas and supporting details of informational text.
(Language Arts, Level: 3)
2. Identify the main idea, supporting details and purpose of oral presentations and visual media.
(Language Arts, Level: 3)
2. Recall the main idea, including relevant supporting details, and identify the purpose of presentations and visual media.
(Language Arts, Level: 4)
4. Summarize the main ideas and supporting details.
(Language Arts, Level: 5)
2. Interpret the main idea and draw conclusions from oral presentations and visual media.
(Language Arts, Level: 5)
4. Compare original text to a summary to determine the extent to which the summary adequately reflects the main ideas and critical details of the original text.
(Language Arts, Level: 6)
2. Summarize the main idea and draw conclusions from presentations and visual media.
(Language Arts, Level: 6)
4. Compare original text to a summary to determine the extent to which the summary adequately reflects the main ideas, critical details and underlying meaning of the original text.
(Language Arts, Level: 7)
5. Analyze and organize important information, and select appropriate sources to support central ideas, concepts and themes.
(Language Arts, Level: 7)
5. Compile and organize the important information and select appropriate sources to support central ideas, concepts and themes.
(Language Arts, Level: 8)
6. Compile and organize the important information and select appropriate sources to support central ideas, concepts and themes.
(Language Arts, Level: 8)

CU04-Author's Purpose
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.

A. Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.
(Language Arts, Level: K - 3)
2. Establish a purpose for reading, for example, to be informed, to follow directions or to be entertained.
(Language Arts, Level: 1)
1. Establish a purpose for reading, for example, to be informed, to follow directions or to be entertained.
(Language Arts, Level: 2)
1. Establish a purpose for reading, for example, to be informed, to follow directions or to be entertained.
(Language Arts, Level: 3)
9. Identify and understand an author’s purpose for writing, including to explain, to entertain or to inform.
(Language Arts, Level: 5)
3. Identify the speaker’s purpose in presentations and visual media, for example, to inform, to entertain, to persuade.
(Language Arts, Level: 5)
7. Identify and understand an author’s purpose for writing, including to explain, entertain, persuade or inform.
(Language Arts, Level: 6)
3. Interpret the speaker’s purpose in presentations and visual media, for example, to inform, to entertain, to persuade.
(Language Arts, Level: 6)
7. Identify an author’s purpose for writing and explain an author’s argument, perspective or viewpoint in text.
(Language Arts, Level: 7)
3. Interpret the speaker’s purpose in presentations and visual media, for example, to inform, to entertain, to persuade.
(Language Arts, Level: 7)
6. Identify the author’s purpose and intended audience for the text.
(Language Arts, Level: 8)
4. Determine a purpose and audience and plan strategies, for example, adapting focus, content structure and point of view, to address purpose and audience.
(Language Arts, Level: 8)

CU05-Tone, Mood and Attitude
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.

7. Explain how an author’s choice of words appeals to the senses and suggests mood.
(Language Arts, Level: 4)
7. Interpret how an author’s choice of words appeals to the senses and suggests mood.
(Language Arts, Level: 5)
7. Distinguish how an author establishes mood and meaning through word choice, figurative language and syntax.
(Language Arts, Level: 6)
8. Explain ways in which the author conveys mood and tone through word choice, figurative language, and syntax.
(Language Arts, Level: 8)
9. Analyze ways in which the author conveys mood and tone through word choice, figurative language and syntax.
(Language Arts, Level: 9)

CU06-Expository Organizers
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.

6. Select, create and use graphic organizers to interpret textual information.
(Language Arts, Level: 4)
4. Create categories to sort and organize relevant information charts, tables or graphic organizers.
(Language Arts, Level: 4)
6. Select, create and use graphic organizers to interpret textual information.
(Language Arts, Level: 5)
3. Identify important information found in sources and paraphrase the findings in a systematic way, for example, notes, outlines, charts, tables or graphic organizers.
(Language Arts, Level: 5)
5. Select, create and use graphic organizers to interpret textual information.
(Language Arts, Level: 6)
4. Identify important information found in sources and paraphrase the findings in a systematic way, for example, notes, outlines, charts, tables, graphic organizers.
(Language Arts, Level: 6)
5. Select, create and use graphic organizers to interpret textual information.
(Language Arts, Level: 7)
4. Select an appropriate structure for organizing information in a systematic way, for example, notes, outlines, charts, tables and graphic organizers.
(Language Arts, Level: 7)
4. Select an appropriate structure for organizing information in a systematic way, for example, notes, outlines, charts, tables and graphic organizers.
(Language Arts, Level: 8)

CU07-Reference Books
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.

13. Use resources and reference materials, including dictionaries, to select more effective vocabulary.
(Language Arts, Level: 3)
13. Use resources and reference materials, including dictionaries, to select more effective vocabulary.
(Language Arts, Level: 4)
14. Use resources and reference materials, for example, dictionaries and thesauruses, to select more effective vocabulary.
(Language Arts, Level: 5)
14. Use resources and reference materials, for example, dictionaries and thesauruses, to select more effective vocabulary.
(Language Arts, Level: 6)
14. Use resources and reference materials, for example, dictionaries and thesauruses, to select more effective vocabulary.
(Language Arts, Level: 7)
14. Use resources and reference materials, for example, dictionaries and thesauruses, to select more effective vocabulary.
(Language Arts, Level: 8)
14. Use resources and reference materials, for example, dictionaries and thesauruses, to select effective and precise vocabulary that maintains consistent style, tone and voice.
(Language Arts, Level: 9)

CU08-Narrative Writing
Students view a description of narrative story writing including the problem, characters, setting, and solution. They must read stories and identify the key elements.

B. Use supporting details to identify and describe main ideas, characters and setting.
(Language Arts, Level: K - 3)
2. Identify the characters and setting in a story.
(Language Arts, Level: K)
2. Identify characters, setting and events in a story.
(Language Arts, Level: 1)
2. Describe characters and setting.
(Language Arts, Level: 2)
2. Use concrete details from the text to describe characters and setting.
(Language Arts, Level: 3)
2. Identify the influence of setting on the selection.
(Language Arts, Level: 4)

CU09-Story Maps
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.

A. Use narrative strategies (e.g., dialogue and action) to develop characters, plot and setting and to maintain a consistent point of view.
(Language Arts, Level: 5 - 7)
2. Identify the characters and setting in a story.
(Language Arts, Level: K)
2. Identify characters, setting and events in a story.
(Language Arts, Level: 1)

CU10-K-W-L Charts
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.

A. Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.
(Language Arts, Level: K - 3)
5. Identify and discuss simple diagrams, charts, graphs and maps as characteristics of nonfiction.
(Language Arts, Level: 1)
5. Identify information in diagrams, charts, graphs and maps.
(Language Arts, Level: 2)
4. Draw conclusions from information in maps, charts, graphs and diagrams.
(Language Arts, Level: 3)
5. Draw conclusions from information in maps, charts, graphs and diagrams.
(Language Arts, Level: 4)
4. Create categories to sort and organize relevant information charts, tables or graphic organizers.
(Language Arts, Level: 4)
5. Analyze information found in maps, charts, tables, graphs and diagrams.
(Language Arts, Level: 5)
5. Analyze information found in maps, charts, tables, graphs, diagramsand cutaways.
(Language Arts, Level: 6)
5. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.
(Language Arts, Level: 7)
4. Select an appropriate structure for organizing information in a systematic way, for example, notes, outlines, charts, tables and graphic organizers.
(Language Arts, Level: 7)
4. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.
(Language Arts, Level: 8)
3. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.
(Language Arts, Level: 9)

CU11-Greek and Latin Root Words
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.

9. Use root words and their various inflections to determine the meaning of words.
(Language Arts, Level: 2)
8. Decode and determine the meaning of words by using knowledge of root words and their various inflections.
(Language Arts, Level: 3)
6. Use knowledge of Greek, Latin and Anglo-Saxon roots and affixes to understand vocabulary.
(Language Arts, Level: 7)
6. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 8)
5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 9)

CU12-Homophones
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.

5. Recognize that words can sound alike but have different meanings, homophones.
(Language Arts, Level: 1)
4. Use knowledge of common word families to sound out unfamiliar words.
(Language Arts, Level: 2)
3. Use knowledge of common word families and complex word families to sound out unfamiliar words.
(Language Arts, Level: 3)
2. Use context clues to determine the meaning of homophones, homonyms and homographs.
(Language Arts, Level: 3)
2. Use context clues to determine the meaning of synonyms, antonyms, homophones, homonyms and homographs.
(Language Arts, Level: 4)
4. Identify and apply the meaning of the terms synonym, antonym, homophone and homograph.
(Language Arts, Level: 4)
2. Use context clues to determine the meaning of synonyms, antonyms, homophones, homonyms and homographs.
(Language Arts, Level: 5)

CU13-Context Clues
Students listen to and view a song describing how to use sentence and word context clues to help find or predict the meaning of unknown or unfamiliar words. They must identify the meaning of words in the context of passages from several possible meanings.

1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.
(Language Arts, Level: 1)
1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.
(Language Arts, Level: 2)
1. Determine the meaning of unknown words using a variety of context clues, including word, sentence and paragraph clues.
(Language Arts, Level: 3)
1. Determine the meaning of unknown words by using a variety of context clues, including word, sentence and paragraph clues.
(Language Arts, Level: 4)
1. Define the meaning of unknown words by using context clues and the author’s use of definition, restatement and example.
(Language Arts, Level: 5)
1. Define the meaning of unknown words by using context clues and the author’s use of definition, restatement and example.
(Language Arts, Level: 6)
1. Define the meaning of unknown words through context clues and the author’s use of comparison, contrast, definition, restatement and example.
(Language Arts, Level: 7)
1. Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.
(Language Arts, Level: 8)
1. Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.
(Language Arts, Level: 9)

CU14-Question Answer Relationships QAR
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.

E. Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).
(Language Arts, Level: K - 3)
B. Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
(Language Arts, Level: 8 - 10)
8. Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.
(Language Arts, Level: K)
8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 1)
6. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 2)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 3)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 4)
9. List questions and search for answers within the text to construct meaning.
(Language Arts, Level: 4)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 5)
9. List questions and search for answers within the text to construct meaning.
(Language Arts, Level: 5)
6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 6)
8. List questions and search for answers within the text to construct meaning.
(Language Arts, Level: 6)
6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 7)
2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 8)
2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 9)

CU15-Synonyms
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.

2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms).
(Language Arts, Level: 1)
2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms).
(Language Arts, Level: 2)
3. Apply the meaning of the terms synonyms and antonyms.
(Language Arts, Level: 3)
2. Use context clues to determine the meaning of synonyms, antonyms, homophones, homonyms and homographs.
(Language Arts, Level: 4)
4. Identify and apply the meaning of the terms synonym, antonym, homophone and homograph.
(Language Arts, Level: 4)
2. Use context clues to determine the meaning of synonyms, antonyms, homophones, homonyms and homographs.
(Language Arts, Level: 5)
3. Identify analogies and other word relationships, including synonyms and antonyms, to determine the meaning of words.
(Language Arts, Level: 6)
3. Infer word meanings through the identification of analogies and other word relationships, including synonyms and antonyms.
(Language Arts, Level: 7)
3. Identify the relationships of pairs of words in analogical statements, for example, synonyms and antonyms, and infer word meanings from these relationships.
(Language Arts, Level: 8)
2. Analyze the relationships of pairs of words in analogical statements, for example, synonyms and antonyms, connotation and denotation, and infer word meanings from these relationships.
(Language Arts, Level: 9)

CU16-Antonyms
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.

2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms).
(Language Arts, Level: 1)
2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms).
(Language Arts, Level: 2)
3. Apply the meaning of the terms synonyms and antonyms.
(Language Arts, Level: 3)
2. Use context clues to determine the meaning of synonyms, antonyms, homophones, homonyms and homographs.
(Language Arts, Level: 4)
4. Identify and apply the meaning of the terms synonym, antonym, homophone and homograph.
(Language Arts, Level: 4)
2. Use context clues to determine the meaning of synonyms, antonyms, homophones, homonyms and homographs.
(Language Arts, Level: 5)
3. Identify analogies and other word relationships, including synonyms and antonyms, to determine the meaning of words.
(Language Arts, Level: 6)
3. Infer word meanings through the identification of analogies and other word relationships, including synonyms and antonyms.
(Language Arts, Level: 7)
3. Identify the relationships of pairs of words in analogical statements, for example, synonyms and antonyms, and infer word meanings from these relationships.
(Language Arts, Level: 8)

CU17-Poetry
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.

1. Listen attentively to speakers, stories, poems and songs.
(Language Arts, Level: K)
4. Identify differences between stories, poems and plays.
(Language Arts, Level: 1)
5. Recognize predictable patterns in stories and poems.
(Language Arts, Level: 1)
Deliver simple dramatic presentations, for example, recite poems, rhymes, songs and stories.
(Language Arts, Level: 1)
4. Distinguish between stories, poems, plays, fairy tales and fables.
(Language Arts, Level: 2)
10. Deliver simple dramatic presentations, for example, recite poems, rhymes, songs and stories.
(Language Arts, Level: 2)
4. Identify and explain the defining characteristics of literary forms and genres, including fairy tales, folk tales, poetry, fiction and non-fiction.
(Language Arts, Level: 3)
6. Identify and explain the defining characteristics of literary forms and genres, including poetry, drama, fables, fantasies, chapter books, fiction and non-fiction.
(Language Arts, Level: 4)
1. Write narratives that sequence events, including descriptive details and vivid language to develop plot, characters and setting and to establish a point of view.
(Language Arts, Level: 4)
2. Write responses to novels, stories and poems that include a simple interpretation of a literary work and support judgments with specific references to the original text and to prior knowledge.
(Language Arts, Level: 4)
6. Describe the defining characteristics of literary forms and genres, including poetry, drama, chapter books, biographies, fiction and non-fiction.
(Language Arts, Level: 5)
2. Write responses to novels, stories and poems that organize an interpretation around several clear ideas, and justify the interpretation through the use of examples and specific textual evidence.
(Language Arts, Level: 5)
6. Explain the defining characteristics of literary forms and genres, including poetry, drama, myths, biographies, autobiographies, fiction and non-fiction.
(Language Arts, Level: 6)
6. Explain the defining characteristics of literary forms and genres, including poetry, drama, myths, biographies, autobiographies, science fiction, fiction and non-fiction.
(Language Arts, Level: 7)

CU18-History K-W-L
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.

D. Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.
(Language Arts, Level: K - 3)
B. Apply effective reading comprehension strategies, including summarizing and making predictions and comparisons, using information in text, between text and across subject areas.
(Language Arts, Level: 4 - 7)
E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.
(Language Arts, Level: 8 - 10)
6. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 8)
5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 9)

CU19-Charts and Graphs
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.

4. Identify and discuss simple maps, charts and graphs.
(Language Arts, Level: K)
5. Identify and discuss simple diagrams, charts, graphs and maps as characteristics of nonfiction.
(Language Arts, Level: 1)
5. Identify information in diagrams, charts, graphs and maps.
(Language Arts, Level: 2)
8.e. include diagrams, charts or illustrations as appropriate
(Language Arts, Level: 2)
4. Draw conclusions from information in maps, charts, graphs and diagrams.
(Language Arts, Level: 3)
5. Draw conclusions from information in maps, charts, graphs and diagrams.
(Language Arts, Level: 4)
5. Analyze information found in maps, charts, tables, graphs and diagrams.
(Language Arts, Level: 5)
5. Analyze information found in maps, charts, tables, graphs, diagramsand cutaways.
(Language Arts, Level: 6)
5. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.
(Language Arts, Level: 7)
4. Select an appropriate structure for organizing information in a systematic way, for example, notes, outlines, charts, tables and graphic organizers.
(Language Arts, Level: 7)
4. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.
(Language Arts, Level: 8)
4. Select an appropriate structure for organizing information in a systematic way, for example, notes, outlines, charts, tables and graphic organizers.
(Language Arts, Level: 8)
3. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.
(Language Arts, Level: 9)

CU20-Music Comprehension
Students view a description of the subject music. They read textbook style expository passages about music and answer comprehension questions.

CU21-Mythology Story Maps
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.

2. Identify the characters and setting in a story.
(Language Arts, Level: K)
2. Identify characters, setting and events in a story.
(Language Arts, Level: 1)
6. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 8)
5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 9)

CU22-Idioms
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.

8. Identify figurative language in literary works, including idioms, similes and metaphors.
(Language Arts, Level: 4)
8. Identify and explain the use of figurative language in literary works, including idioms, similes, hyperboles, metaphors and personification.
(Language Arts, Level: 5)
4. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes and idioms.
(Language Arts, Level: 8)
3. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.
(Language Arts, Level: 9)

CU23-Conclusions and Inferences
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.

C. Draw conclusions from information in text.
(Language Arts, Level: K - 3)
5. Make inferences or draw conclusions about what has been read and support those conclusions with textual evidence.
(Language Arts, Level: 4)
5. Make inferences based on implicit information in texts, and provide justifications for those inferences.
(Language Arts, Level: 5)
2. Interpret the main idea and draw conclusions from oral presentations and visual media.
(Language Arts, Level: 5)
2. Summarize the main idea and draw conclusions from presentations and visual media.
(Language Arts, Level: 6)
2. Draw logical inferences from presentations and visual media.
(Language Arts, Level: 7)
1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
(Language Arts, Level: 8)
8. Recognize how writers cite facts, draw inferences and present opinions in informational text.
(Language Arts, Level: 8)
1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
(Language Arts, Level: 9)

CU24-Earth Science K-W-L
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.

E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.
(Language Arts, Level: 8 - 10)
4. Create categories to sort and organize relevant information charts, tables or graphic organizers.
(Language Arts, Level: 4)
4. Select an appropriate structure for organizing information in a systematic way, for example, notes, outlines, charts, tables and graphic organizers.
(Language Arts, Level: 7)
6. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 8)
4. Select an appropriate structure for organizing information in a systematic way, for example, notes, outlines, charts, tables and graphic organizers.
(Language Arts, Level: 8)
5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 9)

CU25-Dance Comprehension
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.

B. Apply effective reading comprehension strategies, including summarizing and making predictions and comparisons, using information in text, between text and across subject areas.
(Language Arts, Level: 4 - 7)
E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.
(Language Arts, Level: 8 - 10)
8. Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.
(Language Arts, Level: K)
8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 1)
6. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 2)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 3)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 4)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 5)
6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 6)
6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 7)
6. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 8)
2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 8)
5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 9)
2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 9)

CU26-Advertising QAR
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.

8. Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.
(Language Arts, Level: K)
8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 1)
6. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 2)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 3)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 4)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 5)
6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 6)
6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 7)
2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 8)
2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 9)

CU27-Art Expository Organizer
Students view a description of the subject art and learn vocabulary words for this subject. They read expository passages about famous artists and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.

2. Identify the main idea, supporting details and purpose of oral presentations and visual media.
(Language Arts, Level: 3)
2. Recall the main idea, including relevant supporting details, and identify the purpose of presentations and visual media.
(Language Arts, Level: 4)
2. Interpret the main idea and draw conclusions from oral presentations and visual media.
(Language Arts, Level: 5)
2. Summarize the main idea and draw conclusions from presentations and visual media.
(Language Arts, Level: 6)

CU28-Cause and Effect
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.

B. Recognize the difference between cause and effect and fact and opinion to analyze text.
(Language Arts, Level: 4 - 7)
4. Identify examples of cause and effect used in informational text.
(Language Arts, Level: 4)
2. Identify, distinguish between and explain examples of cause and effect in informational text.
(Language Arts, Level: 5)
2. Analyze examples of cause and effect and fact and opinion.
(Language Arts, Level: 6)
8.c. include an effective introduction and conclusion and use a consistent organizational structure, for example, cause-effect, compare-contrast
(Language Arts, Level: 6)
2. Analyze examples of cause and effect and fact and opinion.
(Language Arts, Level: 7)
8.c. include an effective introduction and conclusion and use a consistent organizational structure, for example, cause-effect, compare-contrast, problem-solution
(Language Arts, Level: 7)
10.c. consistently use common organizational structures as appropriate, for example, cause-effect, compare-contrast
(Language Arts, Level: 7)
2. Identify and use the organizational structure of a text, such as chronological, compare-contrast, cause-effect, problem-solution, and evaluate its effectiveness.
(Language Arts, Level: 8)
8.c. include an effective introduction and conclusion and use a consistent organizational structure, for example, cause-effect, compare-contrast, problem-solution
(Language Arts, Level: 8)
10.c. consistently use common organizational structures as appropriate, for example, cause-effect, compare-contrast, problem-solution
(Language Arts, Level: 8)
8.c. include an effective introduction and conclusion and use a consistent organizational structure, for example, cause-effect, compare-contrast, problem-solution
(Language Arts, Level: 9)
10.d. use common organizational structures as appropriate, for example, cause-effect, compare-contrast, problem-solution
(Language Arts, Level: 9)

CU29-Metaphor and Simile
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.

5. Identify and understand new uses of words and phrases in text, such as similes and metaphors.
(Language Arts, Level: 4)
8. Identify figurative language in literary works, including idioms, similes and metaphors.
(Language Arts, Level: 4)
4. Identify and understand new uses of words and phrases in text, such as similes and metaphors.
(Language Arts, Level: 5)
8. Identify and explain the use of figurative language in literary works, including idioms, similes, hyperboles, metaphors and personification.
(Language Arts, Level: 5)
4. Interpret metaphors and similes to understand new uses of words and phrases in text.
(Language Arts, Level: 6)
4. Interpret metaphors and similes to understand new uses of words and phrases in text.
(Language Arts, Level: 7)
4. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes and idioms.
(Language Arts, Level: 8)
3. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.
(Language Arts, Level: 9)

CU30-Point of View
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.

D. Differentiate between the points of view in narrative text.
(Language Arts, Level: 4 - 7)
B. Explain a speaker’s point of view and use of persuasive techniques in presentations and visual media.
(Language Arts, Level: 5 - 7)
1. Analyze the techniques authors use to describe characters, including narrator or other characters’ point of view; character’s own thoughts, words or actions.
(Language Arts, Level: 6)
4. Compare and contrast different points of view,for example, first person and third person limited, omniscient, objective and subjective, and explain how voice affects literary text.
(Language Arts, Level: 8)

CU31-Forms and Applications
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.

C. Produce letters (e.g., business, letters to the editor, job applications) that address audience needs, stated purpose and context in a clear and efficient manner.
(Language Arts, Level: 5 - 7)
C. Produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text and that include appropriate details and exclude extraneous details and inconsistencies.
(Language Arts, Level: 8 - 10)
3. Write business letters, letters to the editor and job applications that:
(Language Arts, Level: 8)
3. Write business letters, letters to the editor and job applications that:
(Language Arts, Level: 9)

CU32-Biology Comprehension
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.

B. Apply effective reading comprehension strategies, including summarizing and making predictions and comparisons, using information in text, between text and across subject areas.
(Language Arts, Level: 4 - 7)
E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.
(Language Arts, Level: 8 - 10)
8. Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.
(Language Arts, Level: K)
8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 1)
6. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 2)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 3)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 4)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 5)
6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 6)
6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 7)
6. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 8)
2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 8)
5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 9)
2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 9)

CU33-Fact and Opinion
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.

D. Identify examples of facts and opinions and explain their differences.
(Language Arts, Level: 3, 4)
B. Recognize the difference between cause and effect and fact and opinion to analyze text.
(Language Arts, Level: 4 - 7)
3. Identify the difference between facts and opinions in presentations and visual media.
(Language Arts, Level: 3)
7. Distinguish fact from opinion.
(Language Arts, Level: 4)
3. Distinguish between a speaker’s opinions and verifiable facts.
(Language Arts, Level: 4)
7. Analyze the difference between fact and opinion.
(Language Arts, Level: 5)
4. Discuss how facts and opinions are used to shape the opinions of listeners and viewers.
(Language Arts, Level: 5)
2. Analyze examples of cause and effect and fact and opinion.
(Language Arts, Level: 6)
2. Analyze examples of cause and effect and fact and opinion.
(Language Arts, Level: 7)

CU34-Prediction
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.

B. Make predictions from text clues and cite specific examples to support predictions.
(Language Arts, Level: K - 3)
B. Apply effective reading comprehension strategies, including summarizing and making predictions and comparisons, using information in text, between text and across subject areas.
(Language Arts, Level: 4 - 7)
5. Predict what will happen next, using pictures and content as a guide.
(Language Arts, Level: K)
4. Make predictions while reading and support predictions with information from the text or prior experience.
(Language Arts, Level: 1)
2. Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge.
(Language Arts, Level: 2)
2. Predict content, events and outcomes by using chapter titles, section headers, illustrations and story topics, and support those predictions with examples from the text.
(Language Arts, Level: 3)
2. Predict and support predictions using an awareness of new vocabulary, text structures and familiar plot patterns.
(Language Arts, Level: 4)
2. Predict and support predictions with specific references to textual examples that may be in widely separated sections of text.
(Language Arts, Level: 5)
2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text.
(Language Arts, Level: 6)
2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text.
(Language Arts, Level: 7)
1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
(Language Arts, Level: 8)
1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
(Language Arts, Level: 9)

CU35-Geography K-W-L
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.

E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.
(Language Arts, Level: 8 - 10)
6. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 8)
5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 9)

CU36-Flowcharts Organize
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.

C. Apply knowledge of graphics or other organizers to clarify ideas of writing assessments.
(Language Arts, Level: 3, 4)
C. Clarify ideas for writing assignments by using graphics or other organizers.
(Language Arts, Level: 5 - 7)
7. Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension.
(Language Arts, Level: 1)
5. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.
(Language Arts, Level: 2)
6. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.
(Language Arts, Level: 3)
6. Select, create and use graphic organizers to interpret textual information.
(Language Arts, Level: 4)
4. Create categories to sort and organize relevant information charts, tables or graphic organizers.
(Language Arts, Level: 4)
6. Select, create and use graphic organizers to interpret textual information.
(Language Arts, Level: 5)
5. Select, create and use graphic organizers to interpret textual information.
(Language Arts, Level: 6)
5. Select, create and use graphic organizers to interpret textual information.
(Language Arts, Level: 7)
4. Select an appropriate structure for organizing information in a systematic way, for example, notes, outlines, charts, tables and graphic organizers.
(Language Arts, Level: 7)
4. Select an appropriate structure for organizing information in a systematic way, for example, notes, outlines, charts, tables and graphic organizers.
(Language Arts, Level: 8)

CU37-Plays and Drama
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.

B. Use supporting details to identify and describe main ideas, characters and setting.
(Language Arts, Level: K - 3)
C. Identify the elements of plot and establish a connection between an element and a future event.
(Language Arts, Level: 4 - 7)
2. Identify the characters and setting in a story.
(Language Arts, Level: K)
2. Identify characters, setting and events in a story.
(Language Arts, Level: 1)
4. Identify differences between stories, poems and plays.
(Language Arts, Level: 1)
2. Describe characters and setting.
(Language Arts, Level: 2)
4. Distinguish between stories, poems, plays, fairy tales and fables.
(Language Arts, Level: 2)
2. Use concrete details from the text to describe characters and setting.
(Language Arts, Level: 3)
2. Identify the influence of setting on the selection.
(Language Arts, Level: 4)
6. Identify and explain the defining characteristics of literary forms and genres, including poetry, drama, fables, fantasies, chapter books, fiction and non-fiction.
(Language Arts, Level: 4)
6. Describe the defining characteristics of literary forms and genres, including poetry, drama, chapter books, biographies, fiction and non-fiction.
(Language Arts, Level: 5)
1. Analyze the techniques authors use to describe characters, including narrator or other characters’ point of view; character’s own thoughts, words or actions.
(Language Arts, Level: 6)
6. Explain the defining characteristics of literary forms and genres, including poetry, drama, myths, biographies, autobiographies, fiction and non-fiction.
(Language Arts, Level: 6)

CU38-Social Studies Comprehension
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.

E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.
(Language Arts, Level: 8 - 10)
8. Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.
(Language Arts, Level: K)
8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 1)
6. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 2)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 3)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 4)
7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 5)
6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 6)
6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 7)
6. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 8)
2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 8)
5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 9)
2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
(Language Arts, Level: 9)

CU39-Astronomy Expository Organizer
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.

B. Use supporting details to identify and describe main ideas, characters and setting.
(Language Arts, Level: K - 3)
4. Classify ideas from informational texts as main ideas or supporting details.
(Language Arts, Level: 2)
2. Identify the main idea, supporting details and purpose of oral presentations and visual media.
(Language Arts, Level: 3)
2. Recall the main idea, including relevant supporting details, and identify the purpose of presentations and visual media.
(Language Arts, Level: 4)
4. Summarize the main ideas and supporting details.
(Language Arts, Level: 5)
2. Interpret the main idea and draw conclusions from oral presentations and visual media.
(Language Arts, Level: 5)
2. Summarize the main idea and draw conclusions from presentations and visual media.
(Language Arts, Level: 6)

CU40-Mystery Prediction
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.

B. Make predictions from text clues and cite specific examples to support predictions.
(Language Arts, Level: K - 3)
B. Apply effective reading comprehension strategies, including summarizing and making predictions and comparisons, using information in text, between text and across subject areas.
(Language Arts, Level: 4 - 7)
5. Predict what will happen next, using pictures and content as a guide.
(Language Arts, Level: K)
5. Recognize predictable patterns in stories.
(Language Arts, Level: K)
4. Make predictions while reading and support predictions with information from the text or prior experience.
(Language Arts, Level: 1)
5. Recognize predictable patterns in stories and poems.
(Language Arts, Level: 1)
2. Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge.
(Language Arts, Level: 2)
2. Predict content, events and outcomes by using chapter titles, section headers, illustrations and story topics, and support those predictions with examples from the text.
(Language Arts, Level: 3)
2. Predict and support predictions using an awareness of new vocabulary, text structures and familiar plot patterns.
(Language Arts, Level: 4)
2. Predict and support predictions with specific references to textual examples that may be in widely separated sections of text.
(Language Arts, Level: 5)
2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text.
(Language Arts, Level: 6)
2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text.
(Language Arts, Level: 7)
1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
(Language Arts, Level: 8)
1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
(Language Arts, Level: 9)

CU41-Analogies
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.

B. Infer word meaning through identification and analysis of analogies and other word relationships.
(Language Arts, Level: 4 - 7)
B. Examine the relationships of analogical statements to infer word meanings.
(Language Arts, Level: 8 - 10)
3. Identify analogies and other word relationships, including synonyms and antonyms, to determine the meaning of words.
(Language Arts, Level: 6)
3. Infer word meanings through the identification of analogies and other word relationships, including synonyms and antonyms.
(Language Arts, Level: 7)
3. Identify the relationships of pairs of words in analogical statements, for example, synonyms and antonyms, and infer word meanings from these relationships.
(Language Arts, Level: 8)
2. Analyze the relationships of pairs of words in analogical statements, for example, synonyms and antonyms, connotation and denotation, and infer word meanings from these relationships.
(Language Arts, Level: 9)

CU42-Compare and Contrast: Venn Diagrams
Students view a description of Venn diagrams to compare and contrast two items, including the common intersecting elements and distinct elements. They read passages and then fill in Venn diagrams.

7. Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension.
(Language Arts, Level: 1)
4. Use organizational strategies, for example, brainstorming, lists, webs and Venn diagrams, to plan writing.
(Language Arts, Level: 1)
5. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.
(Language Arts, Level: 2)
4. Use organizational strategies, for example, brainstorming, lists, webs and Venn diagrams, to plan writing.
(Language Arts, Level: 2)
6. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.
(Language Arts, Level: 3)
4. Use organizational strategies, for example, brainstorming, lists, webs and Venn diagrams, to plan writing.
(Language Arts, Level: 3)
4. Use organizational strategies, for example, brainstorming, lists, webs and Venn diagrams, to plan writing.
(Language Arts, Level: 4)
5. Use organizational strategies, for example, rough outlines, diagrams, maps, webs and Venn diagrams, to plan writing.
(Language Arts, Level: 5)
5. Use organizational strategies, for example, rough outlines, diagrams, maps, webs and Venn diagrams, to plan writing.
(Language Arts, Level: 6)
5. Use organizational strategies, for example, rough outlines, diagrams, maps, webs and Venn diagrams, to plan writing.
(Language Arts, Level: 7)

CU43-Biography K-W-L
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.

B. Apply effective reading comprehension strategies, including summarizing and making predictions and comparisons, using information in text, between text and across subject areas.
(Language Arts, Level: 4 - 7)
E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.
(Language Arts, Level: 8 - 10)
6. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 8)
5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary
(Language Arts, Level: 9)

CU44-Internet Searching
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.

3. Acquire information, with teacher assistance, from multiple sources, for example, books, magazines, videotapes, CD-ROMs, Web sites, and collect data, for example, interviews, experiments, observations or surveys, about the topic.
(Language Arts, Level: 2)
3. Acquire information from multiple sources, for example, books, magazines, videotapes, CD-ROMs, Web sites, and collect data, for example, interviews, experiments, observations or surveys, about the topic.
(Language Arts, Level: 3)
1. Use text features, such as chapter titles, headings and subheadings; parts of books including the index and table of contents and online tools (search engines) to locate information.
(Language Arts, Level: 5)
1. Use text features, such as chapter titles, headings and subheading; parts of books, including index, appendix, table of contents and online tools (search engines) to locate information.
(Language Arts, Level: 6)
1. Use text features, such as chapter titles, headings and subheadings; parts of books including index, appendix, table of contents and online tools (search engines) to locate information.
(Language Arts, Level: 7)

CU45-Health Expository Organizer
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.

B. Respond to presentations and media messages by stating the purpose and summarizing main ideas.
(Language Arts, Level: 3, 4)
3. Identify the main idea of oral presentations and visual media.
(Language Arts, Level: 2)
2. Identify the main idea, supporting details and purpose of oral presentations and visual media.
(Language Arts, Level: 3)
2. Recall the main idea, including relevant supporting details, and identify the purpose of presentations and visual media.
(Language Arts, Level: 4)
2. Interpret the main idea and draw conclusions from oral presentations and visual media.
(Language Arts, Level: 5)
2. Summarize the main idea and draw conclusions from presentations and visual media.
(Language Arts, Level: 6)

CU46-Preview, Skim and Scan
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.

8. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on or looking back.
(Language Arts, Level: 3)
8. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on or looking back.
(Language Arts, Level: 4)
8. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back or summarizing what has been read so far in text.
(Language Arts, Level: 5)
7. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.
(Language Arts, Level: 6)
7. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.
(Language Arts, Level: 7)
3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.
(Language Arts, Level: 8)
3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.
(Language Arts, Level: 9)

CU47-Careers Flowcharts
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.

D. Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.
(Language Arts, Level: K - 3)
E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.
(Language Arts, Level: 8 - 10)
1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.
(Language Arts, Level: 1)
1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading.
(Language Arts, Level: 2)

CU48-Follow Directions
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.

C. Follow multi-step directions.
(Language Arts, Level: K - 2)
5. Follow simple directions.
(Language Arts, Level: K)
3. Follow simple oral directions.
(Language Arts, Level: K)
6. Follow multiple-step directions.
(Language Arts, Level: 1)

CU49-Fast Fluency Game
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.

3. Tell the main idea of a selection that has been read aloud.
(Language Arts, Level: K)
10. Read passages fluently with appropriate changes in voice, timing and expression.
(Language Arts, Level: 2)
6. Read passages fluently with changes in tone, voice, timing and expression to demonstrate meaningful comprehension.
(Language Arts, Level: 3)
5. Identify and understand new uses of words and phrases in text, such as similes and metaphors.
(Language Arts, Level: 4)
8. Identify figurative language in literary works, including idioms, similes and metaphors.
(Language Arts, Level: 4)
4. Identify and understand new uses of words and phrases in text, such as similes and metaphors.
(Language Arts, Level: 5)
8. Identify and explain the use of figurative language in literary works, including idioms, similes, hyperboles, metaphors and personification.
(Language Arts, Level: 5)
4. Interpret metaphors and similes to understand new uses of words and phrases in text.
(Language Arts, Level: 6)
4. Interpret metaphors and similes to understand new uses of words and phrases in text.
(Language Arts, Level: 7)
4. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes and idioms.
(Language Arts, Level: 8)
3. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.
(Language Arts, Level: 9)
6. Analyze the author’s development of key points to support argument or point of view.
(Language Arts, Level: 9)

CU50-Final Challenge
Students follow multi-step written directions and instructions to find a missing certificate in an old mansion.

C. Follow multi-step directions.
(Language Arts, Level: K - 2)
5. Follow simple directions.
(Language Arts, Level: K)
6. Follow multiple-step directions.
(Language Arts, Level: 1)

MU01-Place Value
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.

5. Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens. For example:
(Mathematics, Level: 1)
5.b. Identify patterns and groupings in a 100’s chart and relate to place value concepts.
(Mathematics, Level: 1)
1. Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words, with ones, tens and hundreds. For example:
(Mathematics, Level: 2)
1.a. Recognize 10 can mean “10 ones” or a single entity (1 ten) through physical models and trading games.
(Mathematics, Level: 2)
1.b. Read and write 3-digit numerals (e.g., 243 as two hundred forty three, 24 tens and 3 ones, or 2 hundreds and 43 ones, etc.) and construct models to represent each.
(Mathematics, Level: 2)
2. Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models. For example:
(Mathematics, Level: 3)
2.a. Recognize 100 means “10 tens” as well as a single entity (1 hundred) through physical models and trading games.
(Mathematics, Level: 3)
5. Use place value concepts to represent whole numbers using numerals, words, expanded notation and physical models with ones and tens. For example:
(Mathematics, Level: 1)
5.b. Identify patterns and groupings in a 100's chart and relate to place value concepts.
(Mathematics, Level: 1)
1. Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words, with ones, tens and hundreds. For example:
(Mathematics, Level: 2)
1.a. Recognize 10 can mean “10 ones” or a single entity (1 ten) through physical models and trading games.
(Mathematics, Level: 2)
2. Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models. For example:
(Mathematics, Level: 3)
2.a. Recognize 100 means “10 tens” as well as a single entity (1 hundred) through physical models and trading games.
(Mathematics, Level: 3)

MU02-Number Line
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.

2. Recognize that natural numbers, whole numbers, integers, rational numbers and irrational numbers are subsets of the real number system.
(Mathematics, Level: 8)
6. Represent and compare numbers less than 0 number line and using familiar applications.
(Mathematics, Level: 5)
2. Recognize that natural numbers, whole numbers, integers, rational numbers and irrational numbers are subsets of the real number system.
(Mathematics, Level: 8)

MU03-Comparison
Students listen to and view a song video describing the comparison signs including the greater than sign, less than sign, and equal sign. Students compare two numbers or expressions and select the correct comparison symbols.

1. Compare and order whole numbers up to 10.
(Mathematics, Level: K)
3. Use mathematical language and symbols to compare and order; e.g., less than, greater than, at most, at least, <, >, =, , ?. ?
(Mathematics, Level: 3)
1. Compare and order whole numbers up to 10.
(Mathematics, Level: K)
3. Use mathematical language and symbols to compare and order.
(Mathematics, Level: 3)

MU04-Add Facts 1-5
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.

16. Develop strategies for basic addition facts, such as:
(Mathematics, Level: 1)
16.a. counting all;
(Mathematics, Level: 1)
16.b. counting on;
(Mathematics, Level: 1)
16.c. one more, two more;
(Mathematics, Level: 1)
16.d. doubles;
(Mathematics, Level: 1)
16.e. doubles plus or minus one;
(Mathematics, Level: 1)
16.f. make ten;
(Mathematics, Level: 1)
16.g. using tens frames;
(Mathematics, Level: 1)
16.h. identity property (adding zero).
(Mathematics, Level: 1)
10.c. Write number sentences to represent addition.
(Mathematics, Level: 1)
16. Develop strategies for basic addition facts, such as:
(Mathematics, Level: 1)
16.a. counting all
(Mathematics, Level: 1)
16.b. counting on
(Mathematics, Level: 1)
16.c. counting on
(Mathematics, Level: 1)
16.d. doubles
(Mathematics, Level: 1)
16.e. doubles plus or minus one
(Mathematics, Level: 1)
16.f. make ten
(Mathematics, Level: 1)
16.g. using tens frames
(Mathematics, Level: 1)
16.h. identity property (adding zero)
(Mathematics, Level: 1)
17.a. relating to addition
(Mathematics, Level: 1)
10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions.
(Mathematics, Level: 2)

MU05-Add Facts 6-10
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.

16. Develop strategies for basic addition facts, such as:
(Mathematics, Level: 1)
16.a. counting all;
(Mathematics, Level: 1)
16.b. counting on;
(Mathematics, Level: 1)
16.c. one more, two more;
(Mathematics, Level: 1)
16.d. doubles;
(Mathematics, Level: 1)
16.e. doubles plus or minus one;
(Mathematics, Level: 1)
16.f. make ten;
(Mathematics, Level: 1)
16.g. using tens frames;
(Mathematics, Level: 1)
16.h. identity property (adding zero).
(Mathematics, Level: 1)
10.c. Write number sentences to represent addition.
(Mathematics, Level: 1)
16. Develop strategies for basic addition facts, such as:
(Mathematics, Level: 1)
16.a. counting all
(Mathematics, Level: 1)
16.b. counting on
(Mathematics, Level: 1)
16.c. counting on
(Mathematics, Level: 1)
16.d. doubles
(Mathematics, Level: 1)
16.e. doubles plus or minus one
(Mathematics, Level: 1)
16.f. make ten
(Mathematics, Level: 1)
16.g. using tens frames
(Mathematics, Level: 1)
10. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions.
(Mathematics, Level: 2)

MU06-Long Addition
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.

12. Add and subtract whole numbers with and without regrouping.
(Mathematics, Level: 3)
12. Add and subtract whole numbers with and without regrouping.
(Mathematics, Level: 3)

MU07-Subtraction
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.

11.c. Write number sentences to represent subtraction.
(Mathematics, Level: 1)
12. Demonstrate multiple strategies for adding and subtracting 2- or 3-digit whole numbers, such as:
(Mathematics, Level: 2)
12. Add and subtract whole numbers with and without regrouping.
(Mathematics, Level: 3)
14. Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1- and 2-digit numbers and multiples of ten.
(Mathematics, Level: 4)
11.c. Write number sentences to represent subtraction.
(Mathematics, Level: 1)
12. Demonstrate multiple strategies for adding and subtracting 2- or 3-digit whole numbers, such as:
(Mathematics, Level: 2)
12. Add and subtract whole numbers with and without regrouping.
(Mathematics, Level: 3)
14. Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1- and 2-digit numbers and multiples of ten.
(Mathematics, Level: 4)

MU08-Mult Facts 1-5
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.

8.b. Understand that, unlike addition and subtraction, the factors in multiplication and division may have different units; e.g., 3 boxes of 5 cookies each.
(Mathematics, Level: 3)
13. Demonstrate fluency in multiplication facts through 10 and corresponding division facts.
(Mathematics, Level: 3)
8.b. Understand that, unlike addition and subtraction, the factors in multiplication and division may have different units.
(Mathematics, Level: 3)
13. Demonstrate fluency in multiplication facts through 10 and corresponding division facts.
(Mathematics, Level: 3)

MU09-Mult Facts 6-10
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.

8.b. Understand that, unlike addition and subtraction, the factors in multiplication and division may have different units; e.g., 3 boxes of 5 cookies each.
(Mathematics, Level: 3)
13. Demonstrate fluency in multiplication facts through 10 and corresponding division facts.
(Mathematics, Level: 3)
14. Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1- and 2-digit numbers and multiples of ten.
(Mathematics, Level: 4)
13. Demonstrate fluency in multiplication facts through 10 and corresponding division facts.
(Mathematics, Level: 3)
14. Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1- and 2-digit numbers and multiples of ten.
(Mathematics, Level: 4)

MU10-Long Multiplication
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.

14. Multiply and divide 2- and 3-digit numbers by a single-digit number, without remainders for division.
(Mathematics, Level: 3)
12. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.
(Mathematics, Level: 4)
14. Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1- and 2-digit numbers and multiples of ten.
(Mathematics, Level: 4)
14. Multiply and divide 2- and 3-digit numbers by a single-digit number, without remainders for division.
(Mathematics, Level: 3)
12. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.
(Mathematics, Level: 4)
14. Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1- and 2-digit numbers and multiples of ten.
(Mathematics, Level: 4)

MU11-Long Division
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.

14. Multiply and divide 2- and 3-digit numbers by a single-digit number, without remainders for division.
(Mathematics, Level: 3)
12. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.
(Mathematics, Level: 4)
14. Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1- and 2-digit numbers and multiples of ten.
(Mathematics, Level: 4)
14. Multiply and divide 2- and 3-digit numbers by a single-digit number, without remainders for division.
(Mathematics, Level: 3)
12. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.
(Mathematics, Level: 4)
14. Demonstrate fluency in adding and subtracting whole numbers and in multiplying and dividing whole numbers by 1- and 2-digit numbers and multiples of ten.
(Mathematics, Level: 4)

MU12-Signed Add
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.

12. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.
(Mathematics, Level: 4)
12. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.
(Mathematics, Level: 4)
5. Explain the meaning and effect of adding, subtracting, multiplying and dividing integers.
(Mathematics, Level: 7)

MU13-Signed Multiply
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.

14. Multiply and divide 2- and 3-digit numbers by a single-digit number, without remainders for division.
(Mathematics, Level: 3)
12. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.
(Mathematics, Level: 4)
5. Explain the meaning and effect of adding, subtracting, multiplying and dividing integers; e.g., how adding two integers can result in a lesser value.
(Mathematics, Level: 7)
14. Multiply and divide 2- and 3-digit numbers by a single-digit number, without remainders for division.
(Mathematics, Level: 3)
12. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.
(Mathematics, Level: 4)
5. Explain the meaning and effect of adding, subtracting, multiplying and dividing integers.
(Mathematics, Level: 7)

MU14-Fractions Basics
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.

9. Represent commonly used fractions using words and physical models for halves, thirds and fourths, recognizing fractions are represented by equal size parts of a whole and of a set of objects.
(Mathematics, Level: 1)
5.a. Recognize that a fractional part can mean different amounts depending on the original quantity.
(Mathematics, Level: 2)
5.b. Recognize that a fractional part of a rectangle does not have to be shaded with contiguous parts.
(Mathematics, Level: 2)
5. Represent fractions and mixed numbers using words, numerals and physical models.
(Mathematics, Level: 3)
6. Compare and order commonly used fractions and mixed numbers using number lines, models (such as fraction circles or bars), points of reference (such as more or less than ½ ), and equivalent forms using physical or visual models.
(Mathematics, Level: 3)
9. Represent commonly used fractions using words and physical models for halves, thirds and fourths, recognizing fractions are represented by equal size parts of a whole and of a set of objects.
(Mathematics, Level: 1)
5.a. Recognize that a fractional part can mean different amounts depending on the original quantity.
(Mathematics, Level: 2)
5.b. Recognize that a fractional part of a rectangle does not have to be shaded with contiguous parts.
(Mathematics, Level: 2)
5.c. Identify and illustrate parts of a whole and parts of sets of objects.
(Mathematics, Level: 2)
5. Represent fractions and mixed numbers using words, numerals and physical models.
(Mathematics, Level: 3)
1.a. Connect physical, verbal and symbolic representations of fractions, decimals and whole numbers.
(Mathematics, Level: 4)

MU15-Factors & Multiples
Students listen to and view a description of factors, factorization, and multiples. Students create a list of factors of a number, and a list of multiples of a number.

4. Identify and represent factors and multiples of whole numbers through 100, and classify numbers as prime or composite.
(Mathematics, Level: 4)
4. Identify and represent factors and multiples of whole numbers through 100, and classify numbers as prime or composite.
(Mathematics, Level: 4)

MU16-Prime Numbers
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.

2. Find and use the prime factorization of composite numbers. For example:
(Mathematics, Level: 6)
2.a. Use the prime factorization to recognize the greatest common factor (GCF).
(Mathematics, Level: 6)
2.b. Use the prime factorization to recognize the least common multiple (LCM).
(Mathematics, Level: 6)
2.c. Apply the prime factorization to solve problems and explain solutions.
(Mathematics, Level: 6)
2. Find and use the prime factorization of composite numbers. For example:
(Mathematics, Level: 6)
2.a. Use the prime factorization to recognize the greatest common factor (GCF).
(Mathematics, Level: 6)
2.b. Use the prime factorization to recognize the least common multiple (LCM).
(Mathematics, Level: 6)
2.c. Apply the prime factorization to solve problems and explain solutions.
(Mathematics, Level: 6)

MU17-Reduce Fractions
Students listen to and view a song video describing the process or algorithm for reducing or simplifying fractions to their lowest terms using the greatest common factor, or GCF. Students reduce or simplify fractions step by step by finding the factors of the numerator and denominator, selecting the greatest common factor (divisor), and dividing by the GCF.

2. Find and use the prime factorization of composite numbers. For example:
(Mathematics, Level: 6)
2.a. Use the prime factorization to recognize the greatest common factor (GCF).
(Mathematics, Level: 6)
2.c. Apply the prime factorization to solve problems and explain solutions.
(Mathematics, Level: 6)
2. Find and use the prime factorization of composite numbers. For example:
(Mathematics, Level: 6)
2.a. Use the prime factorization to recognize the greatest common factor (GCF).
(Mathematics, Level: 6)
2.b. Use the prime factorization to recognize the least common multiple (LCM).
(Mathematics, Level: 6)
2.c. Apply the prime factorization to solve problems and explain solutions.
(Mathematics, Level: 6)

MU18-Multiply Fractions
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.

12. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.
(Mathematics, Level: 4)
8. Represent multiplication and division situations involving fractions and decimals with models and visual representations.
(Mathematics, Level: 6)
12. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.
(Mathematics, Level: 4)
8. Represent multiplication and division situations involving fractions and decimals with models and visual representations.
(Mathematics, Level: 6)

MU19-Add Fractions
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.

10. Use physical models, visual representations, and paper and pencil to add and subtract decimals and commonly used fractions with like denominators.
(Mathematics, Level: 4)
10. Justify why fractions need common denominators to be added or subtracted.
(Mathematics, Level: 5)
12. Use physical models, points of reference, and equivalent forms to add and subtract commonly used fractions with like and unlike denominators and decimals.
(Mathematics, Level: 5)
10. Use physical models, visual representations, and paper and pencil to add and subtract decimals and commonly used fractions with like denominators.
(Mathematics, Level: 4)
10. Justify why fractions need common denominators to be added or subtracted.
(Mathematics, Level: 5)
12. Use physical models, points of reference, and equivalent forms to add and subtract commonly used fractions with like and unlike denominators and decimals.
(Mathematics, Level: 5)

MU20-Decimal Place Value
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.

2. Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models. For example:
(Mathematics, Level: 3)
2.d. Explain the concept of tenths and hundredths using physical models, such as metric pieces, base ten blocks, decimal squares or money.
(Mathematics, Level: 3)
2. Use place value structure of the base-ten number system to read, write, represent and compare whole numbers through millions and decimals through thousandths.
(Mathematics, Level: 4)
2. Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models. For example:
(Mathematics, Level: 3)
2.d. Explain the concept of tenths and hundredths using physical models, such as metric pieces, base ten blocks, decimal squares or money.
(Mathematics, Level: 3)
2. Use place value structure of the base-ten number system to read, write, represent and compare whole numbers through millions and decimals through thousandths.
(Mathematics, Level: 4)

MU21-Add Decimals
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.

10. Use physical models, visual representations, and paper and pencil to add and subtract decimals and commonly used fractions with like denominators.
(Mathematics, Level: 4)
11. Explain how place value is related to addition and subtraction of decimals; e.g., 0.2 + 0.14; the two tenths is added to the one tenth because they are both tenths.
(Mathematics, Level: 5)
12. Use physical models, points of reference, and equivalent forms to add and subtract commonly used fractions with like and unlike denominators and decimals.
(Mathematics, Level: 5)
7. Solve problems using the appropriate form of a rational number (fraction, decimal or percent).
(Mathematics, Level: 7)
1.a. Connect physical, verbal and symbolic representations of fractions, decimals and whole numbers.
(Mathematics, Level: 4)
10. Use physical models, visual representations, and paper and pencil to add and subtract decimals and commonly used fractions with like denominators.
(Mathematics, Level: 4)
11. Explain how place value is related to addition and subtraction of decimals.
(Mathematics, Level: 5)
7. Solve problems using the appropriate form of a rational number (fraction, decimal or percent).
(Mathematics, Level: 7)

MU22-Multiply Decimals
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.

8. Represent multiplication and division situations involving fractions and decimals with models and visual representations.
(Mathematics, Level: 6)
7. Solve problems using the appropriate form of a rational number (fraction, decimal or percent).
(Mathematics, Level: 7)
8. Represent multiplication and division situations involving fractions and decimals with models and visual representations.
(Mathematics, Level: 6)
7. Solve problems using the appropriate form of a rational number (fraction, decimal or percent).
(Mathematics, Level: 7)

MU23-Percent Convert
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.

3. Identify and generate equivalent forms of fractions, decimals and percents.
(Mathematics, Level: 5)
4. Describe what it means to find a specific percent of a number, using real-life examples.
(Mathematics, Level: 6)
5. Use models and pictures to relate concepts of ratio, proportion and percent, including percents less than 1 and greater than 100.
(Mathematics, Level: 6)
7. Solve problems using the appropriate form of a rational number (fraction, decimal or percent).
(Mathematics, Level: 7)
3. Identify and generate equivalent forms of fractions, decimals and percents.
(Mathematics, Level: 5)
4. Describe what it means to find a specific percent of a number, using real-life examples.
(Mathematics, Level: 6)
5. Use models and pictures to relate concepts of ratio, proportion and percent, including percents less than 1 and greater than 100.
(Mathematics, Level: 6)
14. Use proportional reasoning, ratios and percents to represent problem situations and determine the reasonableness of solutions.
(Mathematics, Level: 6)
15. Determine the percent of a number and solve related problems.
(Mathematics, Level: 6)
7. Solve problems using the appropriate form of a rational number (fraction, decimal or percent).
(Mathematics, Level: 7)

MU24-Percent Problems
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.

5. Use models and pictures to relate concepts of ratio, proportion and percent, including percents less than 1 and greater than 100.
(Mathematics, Level: 6)
14. Use proportional reasoning, ratios and percents to represent problem situations and determine the reasonableness of solutions.
(Mathematics, Level: 6)
15. Determine the percent of a number and solve related problems; e.g., find the percent markdown if the original price was $140, and the sale price is $100.
(Mathematics, Level: 6)
7. Solve problems using the appropriate form of a rational number (fraction, decimal or percent).
(Mathematics, Level: 7)
6. Estimate, compute and solve problems involving rational numbers, including ratio, proportion and percent, and judge the reasonableness of solutions.
(Mathematics, Level: 8)
5. Use models and pictures to relate concepts of ratio, proportion and percent, including percents less than 1 and greater than 100.
(Mathematics, Level: 6)
14. Use proportional reasoning, ratios and percents to represent problem situations and determine the reasonableness of solutions.
(Mathematics, Level: 6)
15. Determine the percent of a number and solve related problems.
(Mathematics, Level: 6)
7. Solve problems using the appropriate form of a rational number (fraction, decimal or percent).
(Mathematics, Level: 7)
6. Estimate, compute and solve problems involving rational numbers, including ratio, proportion and percent, and judge the reasonableness of solutions.
(Mathematics, Level: 8)

MU25-Exponents Basics
Students listen to and view a description of exponents including squares, cubes, and higher powers as well as exponents of power 0 and power 1. Students solve exponent problems by matching a base and exponent with the equivalent multiplication and the evaluated number. Students work with and understand powers of 10.

1. Decompose and recompose whole numbers using factors and exponents, and explain why “squared” means “second power” and “cubed” means “third power.”
(Mathematics, Level: 6)
9. Represent and solve problem situations that can be modeled by and solved using concepts of absolute value, exponents and square roots (for perfect squares).
(Mathematics, Level: 7)
1. Decompose and recompose whole numbers using factors and exponents, and explain why 'squared' means 'second power' and 'cubed' means 'third power.'
(Mathematics, Level: 6)
9. Represent and solve problem situations that can be modeled by and solved using concepts of absolute value, exponents and square roots (for perfect squares).
(Mathematics, Level: 7)

MU26-Exponents Rules
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.

1. Decompose and recompose whole numbers using factors and exponents, and explain why “squared” means “second power” and “cubed” means “third power.”
(Mathematics, Level: 6)
6. Use the order of operations, including the use of exponents, decimals and rational numbers, to simplify numerical expressions.
(Mathematics, Level: 6)
9. Represent and solve problem situations that can be modeled by and solved using concepts of absolute value, exponents and square roots (for perfect squares).
(Mathematics, Level: 7)
3. Apply order of operations to simplify expressions and perform computations involving integer exponents and radicals.
(Mathematics, Level: 8)
12. Simplify rational expressions by eliminating common factors and applying properties of integer exponents.
(Mathematics, Level: 9)
1. Decompose and recompose whole numbers using factors and exponents, and explain why 'squared' means 'second power' and 'cubed' means 'third power.'
(Mathematics, Level: 6)
6. Use the order of operations, including the use of exponents, decimals and rational numbers, to simplify numerical expressions.
(Mathematics, Level: 6)
9. Represent and solve problem situations that can be modeled by and solved using concepts of absolute value, exponents and square roots (for perfect squares).
(Mathematics, Level: 7)
3. Apply order of operations to simplify expressions and perform computations involving integer exponents and radicals.
(Mathematics, Level: 8)
12. Simplify rational expressions by eliminating common factors and applying properties of integer exponents.
(Mathematics, Level: 9)

MU27-Square Roots
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.

5. Recognize and identify perfect squares and their roots.
(Mathematics, Level: 5)
9. Represent and solve problem situations that can be modeled by and solved using concepts of absolute value, exponents and square roots (for perfect squares).
(Mathematics, Level: 7)
7. Find the square root of perfect squares, and approximate the square root of non-perfect squares as consecutive integers between which the root lies.
(Mathematics, Level: 8)
5. Estimate the solutions for problem situations involving square and cube roots.
(Mathematics, Level: 9)
5. Recognize and identify perfect squares and their roots.
(Mathematics, Level: 5)
9. Represent and solve problem situations that can be modeled by and solved using concepts of absolute value, exponents and square roots (for perfect squares).
(Mathematics, Level: 7)
7. Find the square root of perfect squares, and approximate the square root of non-perfect squares as consecutive integers between which the root lies.
(Mathematics, Level: 8)
5. Estimate the solutions for problem situations involving square and cube roots.
(Mathematics, Level: 9)

MU28-Scientific Notation
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.

MU29-Algebra Basics
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.

6. Evaluate simple expressions by replacing variables with given values, and use formulas in problem-solving situations.
(Mathematics, Level: 6)
1. Represent and analyze patterns, rules and functions with words, tables, graphs and simple variable expressions.
(Mathematics, Level: 7)
7. Justify that two forms of an algebraic expression are equivalent, and recognize when an expression is simplified; e.g., 4m = m + m + m + m or a · 5 + 4 = 5a + 4.
(Mathematics, Level: 7)
9. Recognize a variety of uses for variables; e.g., placeholder for an unknown quantity in an equation, generalization for a pattern, formula.
(Mathematics, Level: 7)
8. Write, simplify and evaluate algebraic expressions (including formulas) to generalize situations and solve problems.
(Mathematics, Level: 8)
6. Describe how a change in one variable affects the value of a related variable.
(Mathematics, Level: 4)
6. Describe how the quantitative change in a variable affects the value of a related variable.
(Mathematics, Level: 5)
6. Evaluate simple expressions by replacing variables with given values, and use formulas in problem-solving situations.
(Mathematics, Level: 6)
1. Represent and analyze patterns, rules and functions with words, tables, graphs and simple variable expressions.
(Mathematics, Level: 7)
7. Justify that two forms of an algebraic expression are equivalent, and recognize when an expression is simplified.
(Mathematics, Level: 7)
8. Write, simplify and evaluate algebraic expressions (including formulas) to generalize situations and solve problems.
(Mathematics, Level: 8)

MU30-PEMDAS Order of Operations
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.

9. Use order of operations, including use of parentheses, to simplify numerical expressions.
(Mathematics, Level: 5)
6. Use the order of operations, including the use of exponents, decimals and rational numbers, to simplify numerical expressions.
(Mathematics, Level: 6)
4. Use order of operations and properties to simplify numerical expressions involving integers, fractions and decimals.
(Mathematics, Level: 7)
3. Apply order of operations to simplify expressions and perform computations involving integer exponents and radicals.
(Mathematics, Level: 8)
9. Use order of operations, including use of parentheses, to simplify numerical expressions.
(Mathematics, Level: 5)
6. Use the order of operations, including the use of exponents, decimals and rational numbers, to simplify numerical expressions.
(Mathematics, Level: 6)
4. Use order of operations and properties to simplify numerical expressions involving integers, fractions and decimals.
(Mathematics, Level: 7)
3. Apply order of operations to simplify expressions and perform computations involving integer exponents and radicals.
(Mathematics, Level: 8)

MU31-Simplify Expressions
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.

3. Recognize and generate equivalent forms of algebraic expressions, and explain how the commutative, associative and distributive properties can be used to generate equivalent forms; e.g., perimeter as 2(l + w) or 2l + 2w.
(Mathematics, Level: 6)
7. Justify that two forms of an algebraic expression are equivalent, and recognize when an expression is simplified; e.g., 4m = m + m + m + m or a · 5 + 4 = 5a + 4.
(Mathematics, Level: 7)
8. Write, simplify and evaluate algebraic expressions (including formulas) to generalize situations and solve problems.
(Mathematics, Level: 8)
3. Recognize and generate equivalent forms of algebraic expressions, and explain how the commutative, associative and distributive properties can be used to generate equivalent forms.
(Mathematics, Level: 6)
7. Justify that two forms of an algebraic expression are equivalent, and recognize when an expression is simplified.
(Mathematics, Level: 7)
8. Write, simplify and evaluate algebraic expressions (including formulas) to generalize situations and solve problems.
(Mathematics, Level: 8)

MU32-Solve Equations
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.

10. Analyze linear and simple nonlinear relationships to explain how a change in one variable results in the change of another.
(Mathematics, Level: 7)
9. Solve linear equations and inequalities graphically, symbolically and using technology.
(Mathematics, Level: 8)
8. Find linear equations that represent lines that pass through a given set of ordered pairs, and find linear equations that represent lines parallel or perpendicular to a given line through a specific point.
(Mathematics, Level: 9)
10. Analyze linear and simple nonlinear relationships to explain how a change in one variable results in the change of another.
(Mathematics, Level: 7)
9. Solve linear equations and inequalities graphically, symbolically and using technology.
(Mathematics, Level: 8)
8. Find linear equations that represent lines that pass through a given set of ordered pairs, and find linear equations that represent lines parallel or perpendicular to a given line through a specific point.
(Mathematics, Level: 9)

MU33-Ratios & Proportions
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.

5. Use models and pictures to relate concepts of ratio, proportion and percent, including percents less than 1 and greater than 100.
(Mathematics, Level: 6)
14. Use proportional reasoning, ratios and percents to represent problem situations and determine the reasonableness of solutions.
(Mathematics, Level: 6)
6. Determine and use scale factors for similar figures to solve problems using proportional reasoning.
(Mathematics, Level: 7)
6. Estimate, compute and solve problems involving rational numbers, including ratio, proportion and percent, and judge the reasonableness of solutions.
(Mathematics, Level: 8)
7. Apply proportional reasoning to solve problems involving indirect measurements or rates.
(Mathematics, Level: 8)
2. Apply proportions and right triangle trigonometric ratios to solve problems involving missing lengths and angle measures in similar figures.
(Mathematics, Level: 9)
5. Use models and pictures to relate concepts of ratio, proportion and percent, including percents less than 1 and greater than 100.
(Mathematics, Level: 6)
14. Use proportional reasoning, ratios and percents to represent problem situations and determine the reasonableness of solutions.
(Mathematics, Level: 6)
4. Solve problems involving proportional relationships and scale factors.
(Mathematics, Level: 7)
6. Estimate, compute and solve problems involving rational numbers, including ratio, proportion and percent, and judge the reasonableness of solutions.
(Mathematics, Level: 8)

MU34-Word Problems
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.

8. Solve problems involving counting money and making change, using both coins and paper bills.
(Mathematics, Level: 4)
12. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.
(Mathematics, Level: 4)
15. Determine the percent of a number and solve related problems; e.g., find the percent markdown if the original price was $140, and the sale price is $100.
(Mathematics, Level: 6)
5. Analyze problem situations involving measurement concepts, select appropriate strategies, and use an organized approach to solve narrative and increasingly complex problems.
(Mathematics, Level: 7)
12. Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem.
(Mathematics, Level: 4)
5. Analyze problem situations involving measurement concepts, select appropriate strategies, and use an organized approach to solve narrative and increasingly complex problems.
(Mathematics, Level: 7)

MU35-Graphs & Charts
Students view a description of bar graphs, pie charts, and line graphs, including the concepts of largest and smallest value. Students answer word problems by analyzing a variety of charts and graphs.

2. Represent and interpret data using tables, bar graphs, line plots and line graphs.
(Mathematics, Level: 4)
5. Propose and explain interpretations and predictions based on data displayed in tables, charts and graphs.
(Mathematics, Level: 4)
1. Read, construct and interpret frequency tables, circle graphs and line graphs.
(Mathematics, Level: 5)
1. Read, construct and interpret line graphs, circle graphs and histograms.
(Mathematics, Level: 6)
3. Compare representations of the same data in different types of graphs, such as a bar graph and circle graph.
(Mathematics, Level: 6)
2. Evaluate different graphical representations of the same data to determine which is the most appropriate representation for an identified purpose; e.g., line graph for change over time, circle graph for part-to-whole comparison, scatterplot for relationsh
(Mathematics, Level: 8)
2. Represent and interpret data using tables, bar graphs, line plots and line graphs.
(Mathematics, Level: 4)
5. Propose and explain interpretations and predictions based on data displayed in tables, charts and graphs.
(Mathematics, Level: 4)
1. Read, construct and interpret frequency tables, circle graphs and line graphs.
(Mathematics, Level: 5)
1. Read, construct and interpret line graphs, circle graphs and histograms.
(Mathematics, Level: 6)
3. Compare representations of the same data in different types of graphs, such as a bar graph and circle graph.
(Mathematics, Level: 6)

MU36-Coordinate Graphs
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.

6. Specify locations and plot ordered pairs on a coordinate plane, using first quadrant points.
(Mathematics, Level: 4)
6. Extend understanding of coordinate system to include points whose x or y values may be negative numbers.
(Mathematics, Level: 5)
5. Represent linear equations by plotting points in the coordinate plane.
(Mathematics, Level: 7)
6. Specify locations and plot ordered pairs on a coordinate plane, using first quadrant points.
(Mathematics, Level: 4)
2. Identify paths between points on a grid or coordinate plane and compare the lengths of the paths;
(Mathematics, Level: 5)
6. Extend understanding of coordinate system to include points whose x or y values may be negative numbers.
(Mathematics, Level: 5)
5. Represent linear equations by plotting points in the coordinate plane.
(Mathematics, Level: 7)

MU37-Line Graphs
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.

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