Alignment Report by Resource
Ohio State Learning Standards
Reading Upgrade, Comprehension Upgrade, Math Upgrade On-Line Courses
Published by Learning Upgrade LLC
CU50 means Comprehension Upgrade Course, Level 50
RU01 means Reading Upgrade Course, Level 1
MU55 means Math Upgrade Course, Level 55
RU01 means Reading Upgrade Course, Level 1
MU55 means Math Upgrade Course, Level 55
CU01-Book Structure
Students listen to and view a song describing the structure of a book, including the cover, title, author, table of contents, chapters, and index. They view covers and pages from books and locate answers to questions about the contents.
- 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)
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)
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)
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 authors purpose for writing, including to explain, to entertain or to inform.
(Language Arts, Level: 5)
3. Identify the speakers purpose in presentations and visual media, for example, to inform, to entertain, to persuade.
(Language Arts, Level: 5)
7. Identify and understand an authors purpose for writing, including to explain, entertain, persuade or inform.
(Language Arts, Level: 6)
3. Interpret the speakers purpose in presentations and visual media, for example, to inform, to entertain, to persuade.
(Language Arts, Level: 6)
7. Identify an authors purpose for writing and explain an authors argument, perspective or viewpoint in text.
(Language Arts, Level: 7)
3. Interpret the speakers purpose in presentations and visual media, for example, to inform, to entertain, to persuade.
(Language Arts, Level: 7)
6. Identify the authors 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)
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 authors choice of words appeals to the senses and suggests mood.
(Language Arts, Level: 4)
7. Interpret how an authors 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)
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)
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)
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)
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)
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)
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)
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)
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 authors use of definition, restatement and example.
(Language Arts, Level: 5)
1. Define the meaning of unknown words by using context clues and the authors use of definition, restatement and example.
(Language Arts, Level: 6)
1. Define the meaning of unknown words through context clues and the authors use of comparison, contrast, definition, restatement and example.
(Language Arts, Level: 7)
1. Define unknown words through context clues and the authors use of comparison, contrast and cause and effect.
(Language Arts, Level: 8)
1. Define unknown words through context clues and the authors use of comparison, contrast and cause and effect.
(Language Arts, Level: 9)
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)
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)
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)
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)
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)
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)
Students view a description of the subject music. They read textbook style expository passages about music and answer comprehension questions.
Students view a description of the subject mythology and learn vocabulary words for this subject. They read mythological stories from around the world and fill in all the sections of the story map for each story: problem, characters, setting, events, and solution.
- 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)
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)
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)
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)
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)
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)
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)
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)
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)
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 speakers 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; characters 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)
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)
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)
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 speakers 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)
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)
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)
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)
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; characters 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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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 authors development of key points to support argument or point of view.
(Language Arts, Level: 9)
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)
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 100s 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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
Students listen to and view a description of scientific notation, calculator notation, and standard notation. Students convert numbers between standard and scientific notation by placing the decimal point and determining the exponent required.
Students listen to and view a description of algebra basics including variables, constants, coefficients, evaluating expressions, and substitution. Students identify the terminology for each part of an equation and substitute values to evaluate expressions.
- 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)
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)
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)
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)
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)
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)
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)
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)
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.
- 4. Solve simple linear equations and inequalities using physical models, paper and pencil, tables and graphs.
(Mathematics, Level: 6)
5. Represent linear equations by plotting points in the coordinate plane.
(Mathematics, Level: 7)
6. Describe the relationship between the graph of a line and its equation, including being able to explain the meaning of slope as a constant rate of change and y-intercept in real-world problems.
(Mathematics, Level: 8)
7. Use symbolic algebra (equations and inequalities), graphs and tables to represent situations and solve problems.
(Mathematics, Level: 8)
9. Solve linear equations and inequalities graphically, symbolically and using technology.
(Mathematics, Level: 8)
15. Describe and compare how changes in an equation affects the related graphs; e.g., for a linear equation changing the coefficient of x affects the slope and changing the constant affects the intercepts.
(Mathematics, Level: 8)
4. Solve simple linear equations and inequalities using physical models, paper and pencil, tables and graphs.
(Mathematics, Level: 6)
5. Represent linear equations by plotting points in the coordinate plane.
(Mathematics, Level: 7)
6. Describe the relationship between the graph of a line and its equation, including being able to explain the meaning of slope as a constant rate of change and y-intercept in real-world problems.
(Mathematics, Level: 8)
7. Use symbolic algebra (equations and inequalities), graphs and tables to represent situations and solve problems.
(Mathematics, Level: 8)
9. Solve linear equations and inequalities graphically, symbolically and using technology.
(Mathematics, Level: 8)
Students listen to and view description of scatterplots. Students learn how to determine the relationship between two variables from the best fit curve through the data points: direct correlation linear, inverse or negative correlation, non-linear curved, or random with no correlation.
Students listen to and view a description of non-linear graphs including parabolas y = nx2, cubic functions y = nx3, and absolute value functions y = |x|. Students view non-linear graphs and identify the type of function.
Students listen to and view a song video describing the measurement of length, volume, and weight/mass in the metric system and the customary or U.S. system. Students use measurement tools such as a ruler, tape measure, weigh scale, and measuring jug to measure and estimate measurement in a variety of items in different systems and units in real world problem solving situations.
- 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)
1. Compare and order the relative size of common U.S. customary units and metric units; e.g., mile and kilometer, gallon and liter, pound and kilogram.
(Mathematics, Level: 8)
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)
1. Compare and order the relative size of common U.S. customary units and metric units.
(Mathematics, Level: 8)
Students listen to and view a method to convert measures from one unit to another within one measurement system and between the metric and customary or U.S. systems. Students use a conversion table to create a conversion ratio and solve real world conversion problems.
- 5. Make simple unit conversions within a measurement system; e.g., inches to feet, kilograms to grams, quarts to gallons.
(Mathematics, Level: 4)
5. Make conversions within the same measurement system while performing computations.
(Mathematics, Level: 5)
2. Convert units of area and volume within the same measurement system using proportional reasoning and a reference table when appropriate; e.g., square feet to square yards, cubic meters to cubic centimeters.
(Mathematics, Level: 7)
4. Solve problems involving proportional relationships and scale factors; e.g., scale models that require unit conversions within the same measurement system.
(Mathematics, Level: 7)
2. Use proportional relationships and formulas to convert units from one measurement system to another; e.g., degrees Fahrenheit to degrees Celsius.
(Mathematics, Level: 8)
5. Make simple unit conversions within a measurement system.
(Mathematics, Level: 4)
5. Make conversions within the same measurement system while performing computations.
(Mathematics, Level: 5)
2. Convert units of area and volume within the same measurement system using proportional reasoning and a reference table when appropriate.
(Mathematics, Level: 7)
2. Use proportional relationships and formulas to convert units from one measurement system to another; for example, degrees Fahrenheit to degrees Celsius.
(Mathematics, Level: 8)
Students listen to and view a song video describing how to solve real world time problems, including how to convert from one unit of time to another. Students solve time conversion problems involving seconds, minutes, hours, days, weeks, and years.
- 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)
6. Simplify numerical expressions involving integers and use integers to solve real-life problems.
(Mathematics, Level: 7)
4. Solve problems involving proportional relationships and scale factors; e.g., scale models that require unit conversions within the same measurement system.
(Mathematics, Level: 7)
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)
6. Simplify numerical expressions involving integers and use integers to solve real-life problems.
(Mathematics, Level: 7)
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)
Students listen to and view a description of rate as a ratio of measures and learn a method for solving rate word problems. Students learn how to solve common problems of distance, speed, and time using the formula d=rt. Students solve a variety of real world word problems involving rate and speed.
- 6. Estimate, compute and solve problems involving rational numbers, including ratio, proportion and percent, and judge the reasonableness of solutions.
(Mathematics, Level: 8)
6. Solve and determine the reasonableness of the results for problems involving rates and derived measurements, such as velocity and density, using formulas, models and graphs.
(Mathematics, Level: 8)
7. Apply proportional reasoning to solve problems involving indirect measurements or rates.
(Mathematics, Level: 8)
6. Estimate, compute and solve problems involving rational numbers, including ratio, proportion and percent, and judge the reasonableness of solutions.
(Mathematics, Level: 8)
6. Solve and determine the reasonableness of the results for problems involving rates and derived measurements, such as velocity and density, using formulas, models and graphs.
(Mathematics, Level: 8)
7. Apply proportional reasoning to solve problems involving indirect measurements or rates.
(Mathematics, Level: 8)
Students listen to and view a song video describing angles, rays, and lines. Students learn about acute, obtuse, complementary, and supplementary angles, and parallel and perpendicular lines. Students solve word problems with figures of angles and lines.
- 1. Identify, describe and model intersecting, parallel and perpendicular lines and line segments; e.g., use straws or other material to model lines.
(Mathematics, Level: 4)
2. Use standard language to describe line, segment, ray, angle, skew, parallel and perpendicular.
(Mathematics, Level: 5)
2. Recognize the angles formed and the relationship between the angles when two lines intersect and when parallel lines are cut by a transversal.
(Mathematics, Level: 8)
1. Identify, describe and model intersecting, parallel and perpendicular lines and line segments.
(Mathematics, Level: 4)
2. Use standard language to describe line, segment, ray, angle, skew, parallel and perpendicular.
(Mathematics, Level: 5)
2. Recognize the angles formed and the relationship between the angles when two lines intersect and when parallel lines are cut by a transversal.
(Mathematics, Level: 8)
Students listen to and view a song video describing triangles including right, acute, obtuse, isosceles, equilateral, and scalene triangles. Students solve problems to identify a type of triangle, find unknown angles, and compute the area of a triangle from the base and height.
- 4. Identify and define triangles based on angle measures (equiangular, right, acute and obtuse triangles) and side lengths (isosceles, equilateral and scalene triangles).
(Mathematics, Level: 4)
3.b. measuring attributes (diameter, side lengths, or heights) and using established formulas for circles, triangles, rectangles, parallelograms and rectangular prisms.
(Mathematics, Level: 6)
3. Use multiple classification criteria to classify triangles; e.g., right scalene triangle.
(Mathematics, Level: 6)
3.b. Use triangle angle sum relationships to solve problems.
(Mathematics, Level: 7)
5. Apply properties of congruent or similar triangles to solve problems involving missing lengths and angle measures.
(Mathematics, Level: 7)
4. Identify and define triangles based on angle measures (equiangular, right, acute and obtuse triangles) and side lengths (isosceles, equilateral and scalene triangles).
(Mathematics, Level: 4)
3.b. measuring attributes (diameter, side lengths, or heights) and using established formulas for circles, triangles, rectangles, parallelograms and rectangular prisms.
(Mathematics, Level: 6)
3.b. Use triangle angle sum relationships to solve problems.
(Mathematics, Level: 7)
4. Use triangle angle sum relationships to solve problems.
(Mathematics, Level: 7)
5. Apply properties of congruent or similar triangles to solve problems involving missing lengths and angle measures.
(Mathematics, Level: 7)
Students listen to and view a song video describing the Pythagorean theorem and the formula a2 + b2 = c2 for the sides and hypotenuse of a right triangle. Students learn common Pythagorean triples like 3-4-5. Students solve word problems with figures using the Pythagorean theorem and common triples to find the length of the missing side.
- 3.b. measuring attributes (diameter, side lengths, or heights) and using established formulas for circles, triangles, rectangles, parallelograms and rectangular prisms.
(Mathematics, Level: 6)
3.a. Use Pythagorean Theorem to solve problems involving right triangles.
(Mathematics, Level: 7)
5. Apply properties of congruent or similar triangles to solve problems involving missing lengths and angle measures.
(Mathematics, Level: 7)
3.b. measuring attributes (diameter, side lengths, or heights) and using established formulas for circles, triangles, rectangles, parallelograms and rectangular prisms.
(Mathematics, Level: 6)
3.a. Use Pythagorean Theorem to solve problems involving right triangles.
(Mathematics, Level: 7)
5. Apply properties of congruent or similar triangles to solve problems involving missing lengths and angle measures.
(Mathematics, Level: 7)
Students listen to and view a description of common polygons including a triangle, quadrilateral, pentagon, hexagon, heptagon, and octagon. Students listen to and view a song video describing quadrilaterals including the square, rectangle, rhombus, trapezoid, and parallelogram. Students solve problems to find the perimeter and area of various polygons.
- 3. Identify similarities and differences of quadrilaterals; e.g., squares, rectangles, parallelograms and trapezoids.
(Mathematics, Level: 4)
6. Use strategies to develop formulas for determining perimeter and area of triangles, rectangles and parallelograms, and volume of rectangular prisms.
(Mathematics, Level: 5)
3. Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and surface area and volume for prisms and cylinders by:
(Mathematics, Level: 6)
3.b. measuring attributes (diameter, side lengths, or heights) and using established formulas for circles, triangles, rectangles, parallelograms and rectangular prisms.
(Mathematics, Level: 6)
9. Demonstrate understanding of the concepts of perimeter, circumference and area by using established formulas for triangles, quadrilaterals, and circles to determine the surface area and volume of prisms, pyramids, cylinders, spheres and cones. (Note: Only
(Mathematics, Level: 8)
3. Identify similarities and differences of quadrilaterals; for example, squares, rectangles, parallelograms and trapezoids.
(Mathematics, Level: 4)
6. Use strategies to develop formulas for determining perimeter and area of triangles, rectangles and parallelograms, and volume of rectangular prisms.
(Mathematics, Level: 5)
3. Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and surface area and volume for prisms and cylinders by:
(Mathematics, Level: 6)
3.b. measuring attributes (diameter, side lengths, or heights) and using established formulas for circles, triangles, rectangles, parallelograms and rectangular prisms.
(Mathematics, Level: 6)
7. Develop strategies to find the area of composite shapes using the areas of triangles, parallelograms, circles and sectors.
(Mathematics, Level: 7)
8. Develop strategies to find the area of composite shapes using the areas of triangles, parallelograms, circles and sectors.
(Mathematics, Level: 7)
9. Demonstrate understanding of the concepts of perimeter, circumference and area by using established formulas for triangles, quadrilaterals, and circles to determine the surface area and volume of prisms, pyramids, cylinders, spheres and cones. (Note: Only volume should be calculated for spheres and cones.)
(Mathematics, Level: 8)
Students listen to and view a song video describing circles including pi , center, radius, diameter, circumference, and area. Students learn the formulas for the area and circumference of a circle. Students solve circle real world word problems with figures using a four-step structured method.
- 1. Draw circles, and identify and determine relationships among the radius, diameter, center and circumference; e.g., radius is half the diameter, the ratio of the circumference of a circle to its diameter is an approximation of ?.
(Mathematics, Level: 5)
2. Use strategies to develop formulas for finding circumference and area of circles, and to determine the area of sectors.
(Mathematics, Level: 6)
3. Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and surface area and volume for prisms and cylinders by:
(Mathematics, Level: 6)
3.b. measuring attributes (diameter, side lengths, or heights) and using established formulas for circles, triangles, rectangles, parallelograms and rectangular prisms.
(Mathematics, Level: 6)
7. Develop strategies to find the area of composite shapes using the areas of triangles, parallelograms, circles and sectors.
(Mathematics, Level: 7)
9. Demonstrate understanding of the concepts of perimeter, circumference and area by using established formulas for triangles, quadrilaterals, and circles to determine the surface area and volume of prisms, pyramids, cylinders, spheres and cones. (Note: Only
(Mathematics, Level: 8)
1. Draw circles, and identify and determine relationships among the radius, diameter, center and circumference.
(Mathematics, Level: 5)
2. Use strategies to develop formulas for finding circumference and area of circles, and to determine the area of sectors.
(Mathematics, Level: 6)
3. Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and surface area and volume for prisms and cylinders by:
(Mathematics, Level: 6)
3.b. measuring attributes (diameter, side lengths, or heights) and using established formulas for circles, triangles, rectangles, parallelograms and rectangular prisms.
(Mathematics, Level: 6)
7. Develop strategies to find the area of composite shapes using the areas of triangles, parallelograms, circles and sectors.
(Mathematics, Level: 7)
8. Develop strategies to find the area of composite shapes using the areas of triangles, parallelograms, circles and sectors.
(Mathematics, Level: 7)
Students listen to and view a song video describing solid figures including the rectangular solid, cube, cylinder, sphere, and cone. Students learn about the edges and faces of three-dimensional objects, and learn the formulas for surface area and volume of key solid figures. Students solve problems to identify solid figures and calculate number of faces, surface area, and volume.
- 3. Demonstrate and describe the differences between covering the faces (surface area) and filling the interior (volume) of three-dimensional objects.
(Mathematics, Level: 5)
1. Understand and describe the difference between surface area and volume.
(Mathematics, Level: 6)
3. Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and surface area and volume for prisms and cylinders by:
(Mathematics, Level: 6)
4. Determine which measure (perimeter, area, surface area, volume) matches the context for a problem situation; e.g., perimeter is the context for fencing a garden, surface area is the context for painting a room.
(Mathematics, Level: 6)
8. Understand the difference between surface area and volume and demonstrate that two objects may have the same surface area, but different volumes or may have the same volume, but different surface areas.
(Mathematics, Level: 7)
4. Derive formulas for surface area and volume and justify them using geometric models and common materials. For example, find:
(Mathematics, Level: 8)
4.a. the surface area of a cylinder as a function of its height and radius;
(Mathematics, Level: 8)
4.b. that the volume of a pyramid (or cone) is one-third of the volume of a prism (or cylinder) with the same base area and height.
(Mathematics, Level: 8)
9. Demonstrate understanding of the concepts of perimeter, circumference and area by using established formulas for triangles, quadrilaterals, and circles to determine the surface area and volume of prisms, pyramids, cylinders, spheres and cones. (Note: Only
(Mathematics, Level: 8)
10. Use conventional formulas to find the surface area and volume of prisms, pyramids and cylinders and the volume of spheres and cones to a specified level of precision.
(Mathematics, Level: 8)
3. Demonstrate and describe the differences between covering the faces (surface area) and filling the interior (volume) of three-dimensional objects.
(Mathematics, Level: 5)
1. Understand and describe the difference between surface area and volume.
(Mathematics, Level: 6)
3. Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and surface area and volume for prisms and cylinders by:
(Mathematics, Level: 6)
4. Determine which measure (perimeter, area, surface area, volume) matches the context for a problem situation.
(Mathematics, Level: 6)
4.a. the surface area of a cylinder as a function of its height and radius;
(Mathematics, Level: 8)
4.b. that the volume of a pyramid (or cone) is one-third of the volume of a prism (or cylinder) with the same base area and height.
(Mathematics, Level: 8)
9. Demonstrate understanding of the concepts of perimeter, circumference and area by using established formulas for triangles, quadrilaterals, and circles to determine the surface area and volume of prisms, pyramids, cylinders, spheres and cones. (Note: Only volume should be calculated for spheres and cones.)
(Mathematics, Level: 8)
10. Use conventional formulas to find the surface area and volume of prisms, pyramids and cylinders and the volume of spheres and cones to a specified level of precision.
(Mathematics, Level: 8)
Students listen to and view a description of symmetry and transform, including reflection across a mirror line, rotation, and translation. Students solve problems with figures to identify the type of symmetry.
- 7. Identify, describe and use reflections (flips), rotations (turns), and translations (slides) in solving geometric problems; e.g., use transformations to determine if 2 shapes are congruent.
(Mathematics, Level: 4)
5. Predict and describe sizes, positions and orientations of two-dimensional shapes after transformations such as reflections, rotations, translations and dilations.
(Mathematics, Level: 6)
7. Identify the line and rotation symmetries of two-dimensional figures to solve problems.
(Mathematics, Level: 7)
8. Perform translations, reflections, rotations and dilations of two-dimensional figures using a variety of methods (paper folding, tracing, graph paper).
(Mathematics, Level: 7)
5. Draw the results of translations, reflections, rotations and dilations of objects in the coordinate plane, and determine properties that remain fixed; e.g., lengths of sides remain the same under translations.
(Mathematics, Level: 8)
7. Identify, describe and use reflections (flips), rotations (turns), and translations (slides) in solving geometric problems.
(Mathematics, Level: 4)
5. Predict and describe sizes, positions and orientations of two-dimensional shapes after transformations such as reflections, rotations, translations and dilations.
(Mathematics, Level: 6)
7. Identify the line and rotation symmetries of two-dimensional figures to solve problems.
(Mathematics, Level: 7)
8. Identify the line and rotation symmetries of two-dimensional figures to solve problems.
(Mathematics, Level: 7)
5. Draw the results of translations, reflections, rotations and dilations of objects in the coordinate plane, and determine properties remain fixed.
(Mathematics, Level: 8)
Students listen to and view a song video describing how to calculate the mean, median, and mode of a data set. Students compute the mean, median, and mode from given data sets.
- 7. Identify the median of a set of data and describe what it indicates about the data.
(Mathematics, Level: 4)
8. Use range, median and mode to make comparisons among related sets of data.
(Mathematics, Level: 4)
6. Determine and use the range, mean, median and mode, and explain what each does and does not indicate about the set of data.
(Mathematics, Level: 5)
4. Understand the different information provided by measures of center (mean, mode and median) and measures of spread (range).
(Mathematics, Level: 6)
3. Analyze a set of data by using and comparing combinations of measures of center (mean, mode, median) and measures of spread (range, quartile, interquartile range), and describe how the inclusion or exclusion of outliers affects those measures.
(Mathematics, Level: 7)
4. Compare two sets of data using measures of center (mean, mode, median) and measures of spread (range, quartiles, interquartile range, percentiles).
(Mathematics, Level: 8)
5. Explain the mean's sensitivity to extremes and its use in comparison with the median and mode.
(Mathematics, Level: 8)
7. Identify the median of a set of data and describe what it indicates about the data.
(Mathematics, Level: 4)
8. Use range, median and mode to make comparisons among related sets of data.
(Mathematics, Level: 4)
6. Determine and use the range, mean, median and mode, and explain what each does and does not indicate about the set of data.
(Mathematics, Level: 5)
4. Understand the different information provided by measures of center (mean, mode and median) and measures of spread (range).
(Mathematics, Level: 6)
3. Analyze a set of data by using and comparing combinations of measures of center (mean, mode, median) and measures of spread (range, quartile, interquartile range), and describe how the inclusion or exclusion of outliers affects those measures.
(Mathematics, Level: 7)
4. Compare two sets of data using measures of center (mean, mode, median) and measures of spread (range, quartiles, interquartile range, percentiles).
(Mathematics, Level: 8)
5. Explain the mean's sensitivity to extremes and its use in comparison with the median and mode.
(Mathematics, Level: 8)
Student listen to and view a description of percentiles, quartiles, the min or minimum, and the max or maximum. Student learn how to create a box-and-whisker plot from a data set using the min, lower quartile Q1, median, upper quartile Q3, and max. Students solve problems computing the min, Q1, median, Q3, and max from a data set and making a box and whisker plot.
- 1. Read, create and interpret box-and-whisker plots, stem-and-leaf plots, and other types of graphs, when appropriate.
(Mathematics, Level: 7)
3. Analyze a set of data by using and comparing combinations of measures of center (mean, mode, median) and measures of spread (range, quartile, interquartile range), and describe how the inclusion or exclusion of outliers affects those measures.
(Mathematics, Level: 7)
1. Read, create and interpret box-and-whisker plots, stem-and-leaf plots, and other types of graphs, when appropriate.
(Mathematics, Level: 7)
3. Analyze a set of data by using and comparing combinations of measures of center (mean, mode, median) and measures of spread (range, quartile, interquartile range), and describe how the inclusion or exclusion of outliers affects those measures.
(Mathematics, Level: 7)
Students listen to and view a description of histograms to plot the frequency of items occurring in a data set. Students learn how to interpret stem-and-leaf plots of a data set. Students solve problems using histograms and stem and leaf diagrams.
- 1. Read, construct and interpret line graphs, circle graphs and histograms.
(Mathematics, Level: 6)
5. Describe the frequency distribution of a set of data, as shown in a histogram or frequency table, by general appearance or shape; e.g., number of modes, middle of data, level of symmetry, outliers.
(Mathematics, Level: 6)
1. Read, create and interpret box-and-whisker plots, stem-and-leaf plots, and other types of graphs, when appropriate.
(Mathematics, Level: 7)
2. Analyze how decisions about graphing affect the graphical representation; e.g., scale, size of classes in a histogram, number of categories in a circle graph.
(Mathematics, Level: 7)
1. Read, construct and interpret line graphs, circle graphs and histograms.
(Mathematics, Level: 6)
5. Describe the frequency distribution of a set of data, as shown in a histogram or frequency table, by general appearance or shape;for example, number of modes, middle of data, level of symmetry, outliers.
(Mathematics, Level: 6)
1. Read, create and interpret box-and-whisker plots, stem-and-leaf plots, and other types of graphs, when appropriate.
(Mathematics, Level: 7)
Students listen to and view a description of probability basics including events, outcomes, success, and how to calculate probability. Students solve basic probability problems using a three-step method to find total outcomes, successful outcomes, and the ratio for the probability as a fraction, decimal, or percent.
- 10. Represent the likelihood of possible outcomes for chance situations; e.g., probability of selecting a red marble from a bag containing 3 red and 5 white marbles.
(Mathematics, Level: 4)
7. List and explain all possible outcomes in a given situation.
(Mathematics, Level: 5)
8. Identify the probability of events within a simple experiment, such as three chances out of eight.
(Mathematics, Level: 5)
9. Use 0, 1 and ratios between 0 and 1 to represent the probability of outcomes for an event, and associate the ratio with the likelihood of the outcome.
(Mathematics, Level: 5)
11. Make predictions based on experimental and theoretical probabilities.
(Mathematics, Level: 5)
7. Compute probabilities of compound events; e.g., multiple coin tosses or multiple rolls of number cubes, using such methods as organized lists, tree diagrams and area models.
(Mathematics, Level: 7)
10. Calculate the number of possible outcomes for a situation, recognizing and accounting for when items may occur more than once or when order is important.
(Mathematics, Level: 8)
9. Conduct simple probability experiments and draw conclusions from the results.
(Mathematics, Level: 4)
10. Represent the likelihood of possible outcomes for chance situations.
(Mathematics, Level: 4)
7. List and explain all possible outcomes in a given situation.
(Mathematics, Level: 5)
8. Identify the probability of events within a simple experiment.
(Mathematics, Level: 5)
9. Use 0, 1 and ratios between 0 and 1 to represent the probability of outcomes for an event, and associate the ratio with the likelihood of the outcome.
(Mathematics, Level: 5)
10. Calculate the number of possible outcomes for a situation, recognizing and accounting for when items may occur more than once or when order is important.
(Mathematics, Level: 8)
Students listen to and view a description of independent events and learn that the probability of independent events occurring is the product of the individual probabilities. Students solve problems involving two or three independent trials using a three-step method: number of independent events, probability of each event, and combined probability in real world problem solving situations.
- 7. Compute probabilities of compound events; e.g., multiple coin tosses or multiple rolls of number cubes, using such methods as organized lists, tree diagrams and area models.
(Mathematics, Level: 7)
10. Calculate the number of possible outcomes for a situation, recognizing and accounting for when items may occur more than once or when order is important.
(Mathematics, Level: 8)
11. Demonstrate an understanding that the probability of either of two disjoint events occurring can be found by adding the probabilities for each and that the probability of one independent event following another can be found by multiplying the probabilitie
(Mathematics, Level: 8)
7. Compute probabilities of compound events.
(Mathematics, Level: 7)
10. Calculate the number of possible outcomes for a situation, recognizing and accounting for when items may occur more than once or when order is important.
(Mathematics, Level: 8)
11. Demonstrate an understanding that the probability of either of two disjoint events occurring can be found by adding the probabilities for each and that the probability of one independent event following another can be found by multiplying the probabilities.
(Mathematics, Level: 8)
Students listen to and view a description of tables grids, tree diagrams, and lists of all possible outcomes to help solve probability problems. Students solve problems asking for the probability of different events occurring using table grids and tree diagrams.
- 3. Construct a table of values to solve problems associated with a mathematical relationship.
(Mathematics, Level: 4)
12. Place events in order of likelihood and use a diagram or appropriate language to compare the chance of each event occurring; e.g., impossible, unlikely, equal, likely, certain.
(Mathematics, Level: 4)
1. Read, construct and interpret frequency tables, circle graphs and line graphs.
(Mathematics, Level: 5)
7. Compute probabilities of compound events; e.g., multiple coin tosses or multiple rolls of number cubes, using such methods as organized lists, tree diagrams and area models.
(Mathematics, Level: 7)
3. Construct a table of values to solve problems associated with a mathematical relationship.
(Mathematics, Level: 4)
12. Place events in order of likelihood and use a diagram or appropriate language to compare the chance of each event occurring.
(Mathematics, Level: 4)
1. Read, construct and interpret frequency tables, circle graphs and line graphs.
(Mathematics, Level: 5)
Students listen to and view a description of missing information and relevant versus irrelevant information in word problems. Students identify the missing information and the irrelevant information from sample word problems.
- 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. Analyze problem situations involving measurement concepts, select appropriate strategies, and use an organized approach to solve narrative and increasingly complex problems.
(Mathematics, Level: 7)
Students listen to and view a description of mathematical conjectures and patterns. Students make conjectures to solve word problems involving patterns and sequences.
- 2. Use words and symbols to describe numerical and geometric patterns, rules and functions.
(Mathematics, Level: 6)
1. Represent and analyze patterns, rules and functions with words, tables, graphs and simple variable expressions.
(Mathematics, Level: 7)
6. Make conjectures about possible relationship in a scatterplot and approximate line of best fit.
(Mathematics, Level: 8)
1. Use models and words to describe, extend and make generalizations of patterns and relationships occurring in computation, numerical patterns, geometry, graphs and other applications.
(Mathematics, Level: 4)
2. Represent and analyze patterns and functions using words, tables and graphs.
(Mathematics, Level: 4)
2. Use words and symbols to describe numerical and geometric patterns, rules and functions.
(Mathematics, Level: 6)
1. Represent and analyze patterns, rules and functions with words, tables, graphs and simple variable expressions.
(Mathematics, Level: 7)
6. Make conjectures about possible relationship in a scatterplot and approximate line of best fit.
(Mathematics, Level: 8)
Students listen to and view a description of estimation through rounding, and learn how to estimate sums and products of large numbers through rounding. Students solve estimation problems by finding the best estimate for problems with multiple sums or products.
- 3. Round whole numbers to a given place value.
(Mathematics, Level: 4)
5. Determine when an estimate is sufficient and when an exact answer is needed in problem situations, and evaluate estimates in relation to actual answers; e.g., very close, less than, greater than.
(Mathematics, Level: 8)
3. Round whole numbers to a given place value.
(Mathematics, Level: 4)
5. Determine when an estimate is sufficient and when an exact answer is needed in problem situations, and evaluate estimates in relation actual answers.
(Mathematics, Level: 8)
Students listen to and view three songs that present the phonics letter sounds A to I with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.
- 3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
4. Decode by using letter-sound matches.
(Language Arts, Level: 1)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-I in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
- A. Use letter-sound correspondence knowledge decode words.
(Language Arts, Level: K - 3)
B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as intonation and timing as appropriate for text.
(Language Arts, Level: K - 3)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
4. Decode by using letter-sound matches.
(Language Arts, Level: 1)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
9. Read text using fluid and automatic decoding skills.
(Language Arts, Level: 2)
2. Use letter-sound knowledge and structural analysis to decode words.
(Language Arts, Level: 3)
5. Read text using fluid and automatic decoding skills.
(Language Arts, Level: 3)
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-I. They match sentences with pictures and fill in missing words in sentences.
- B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as intonation and timing as appropriate for text.
(Language Arts, Level: K - 3)
B. Read accurately high- frequency sight words.
(Language Arts, Level: K - 3)
8. Read one-syllable and often-heard words by sight.
(Language Arts, Level: K)
1. Identify and distinguish between letters, words and sentences.
(Language Arts, Level: 1)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 1)
4. Recognize common sight words.
(Language Arts, Level: 1)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 2)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 2)
4. Demonstrate a growing stock of sight words.
(Language Arts, Level: 3)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 3)
Students listen to and view three songs that present the phonics letter sounds J to R with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.
- A. Use letter-sound correspondence knowledge decode words.
(Language Arts, Level: K - 3)
5. Recognize, say and write the common sounds of letters.
(Language Arts, Level: K)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
4. Decode by using letter-sound matches.
(Language Arts, Level: 1)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
2. Use letter-sound knowledge and structural analysis to decode words.
(Language Arts, Level: 3)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-R in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
- 5. Recognize, say and write the common sounds of letters.
(Language Arts, Level: K)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
4. Decode by using letter-sound matches.
(Language Arts, Level: 1)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-R. They match sentences with pictures and fill in missing words in sentences.
- B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as intonation and timing as appropriate for text.
(Language Arts, Level: K - 3)
B. Read accurately high- frequency sight words.
(Language Arts, Level: K - 3)
8. Read one-syllable and often-heard words by sight.
(Language Arts, Level: K)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 1)
4. Recognize common sight words.
(Language Arts, Level: 1)
2. Read regularly spelled multi-syllable words by sight.
(Language Arts, Level: 2)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 2)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 2)
4. Demonstrate a growing stock of sight words.
(Language Arts, Level: 3)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 3)
Students view three songs that present the phonics letter sounds S to Z with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students demonstrate letter-sound recognition by selecting pictures to match letters until mastery is achieved.
- A. Use letter-sound correspondence knowledge decode words.
(Language Arts, Level: K - 3)
5. Recognize, say and write the common sounds of letters.
(Language Arts, Level: K)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
4. Decode by using letter-sound matches.
(Language Arts, Level: 1)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
2. Use letter-sound knowledge and structural analysis to decode words.
(Language Arts, Level: 3)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-Z in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
- A. Use letter-sound correspondence knowledge decode words.
(Language Arts, Level: K - 3)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
4. Decode by using letter-sound matches.
(Language Arts, Level: 1)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
2. Use letter-sound knowledge and structural analysis to decode words.
(Language Arts, Level: 3)
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-Z. They match sentences with pictures and fill in missing words in sentences.
- B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as intonation and timing as appropriate for text.
(Language Arts, Level: K - 3)
B. Read accurately high- frequency sight words.
(Language Arts, Level: K - 3)
8. Read one-syllable and often-heard words by sight.
(Language Arts, Level: K)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 1)
4. Recognize common sight words.
(Language Arts, Level: 1)
2. Read regularly spelled multi-syllable words by sight.
(Language Arts, Level: 2)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 2)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 2)
4. Demonstrate a growing stock of sight words.
(Language Arts, Level: 3)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 3)
Students listen to and view a short vowel song presenting each vowel sound with a matching word and picture. They select missing short vowels in three-letter C-V-C words to match a picture until mastery is achieved.
- 7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
2. Identify and say the beginning and ending sounds in words.
(Language Arts, Level: 1)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
4. Decode by using letter-sound matches.
(Language Arts, Level: 1)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
2. Spell words correctly with regular short vowel patterns and most common long vowel words.
(Language Arts, Level: 1)
5. Spell unfamiliar words using strategies such as segmenting, sounding out and matching familiar words and word parts.
(Language Arts, Level: 1)
6. Distinguish and identify the beginning, middle and ending sounds in words.
(Language Arts, Level: 2)
7. Identify words as having either short- or long-vowel sounds.
(Language Arts, Level: 2)
3. Spell all familiar high-frequency words, words with short vowels and common endings correctly.
(Language Arts, Level: 3)
Students listen to and view two songs presenting common ending or final consonant blends and diagraphs with example words. They decode words and select matching pictures until mastery is achieved.
- A. Use letter-sound correspondence knowledge decode words.
(Language Arts, Level: K - 3)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
2. Identify and say the beginning and ending sounds in words.
(Language Arts, Level: 1)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
4. Decode by using letter-sound matches.
(Language Arts, Level: 1)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
5. Spell unfamiliar words using strategies such as segmenting, sounding out and matching familiar words and word parts.
(Language Arts, Level: 1)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
6. Distinguish and identify the beginning, middle and ending sounds in words.
(Language Arts, Level: 2)
2. Spell words with consonant blends and digraphs.
(Language Arts, Level: 2)
2. Use letter-sound knowledge and structural analysis to decode words.
(Language Arts, Level: 3)
3. Spell all familiar high-frequency words, words with short vowels and common endings correctly.
(Language Arts, Level: 3)
Students listen to and view a sight word song with three new words. They read sentences containing words with ending or final consonant blends and diagraphs and select the correct final word to complete the sentence.
- A. Use letter-sound correspondence knowledge decode words.
(Language Arts, Level: K - 3)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
2. Identify and say the beginning and ending sounds in words.
(Language Arts, Level: 1)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
6. Distinguish and identify the beginning, middle and ending sounds in words.
(Language Arts, Level: 2)
2. Use letter-sound knowledge and structural analysis to decode words.
(Language Arts, Level: 3)
Students listen to and view a song which present the silent E or magic E rule and long vowel sounds. They must listen to words and select either the short vowel C-V-C word or the corresponding long vowel word with a final silent E added at the end.
- A. Use letter-sound correspondence knowledge decode words.
(Language Arts, Level: K - 3)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
2. Spell words correctly with regular short vowel patterns and most common long vowel words.
(Language Arts, Level: 1)
7. Identify words as having either short- or long-vowel sounds.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences containing words with long vowels and the silent E or magic E, and select the correct final word to complete the sentence.
- A. Use letter-sound correspondence knowledge decode words.
(Language Arts, Level: K - 3)
B. Read accurately high- frequency sight words.
(Language Arts, Level: K - 3)
2. Spell words correctly with regular short vowel patterns and most common long vowel words.
(Language Arts, Level: 1)
7. Identify words as having either short- or long-vowel sounds.
(Language Arts, Level: 2)
2. Use letter-sound knowledge and structural analysis to decode words.
(Language Arts, Level: 3)
Students listen to and view a song presenting the first of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.
- 7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
2. Identify and say the beginning and ending sounds in words.
(Language Arts, Level: 1)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
6. Distinguish and identify the beginning, middle and ending sounds in words.
(Language Arts, Level: 2)
2. Spell words with consonant blends and digraphs.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.
- A. Use letter-sound correspondence knowledge decode words.
(Language Arts, Level: K - 3)
B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as intonation and timing as appropriate for text.
(Language Arts, Level: K - 3)
B. Read accurately high- frequency sight words.
(Language Arts, Level: K - 3)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
8. Read one-syllable and often-heard words by sight.
(Language Arts, Level: K)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 1)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 2)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 2)
2. Use letter-sound knowledge and structural analysis to decode words.
(Language Arts, Level: 3)
4. Demonstrate a growing stock of sight words.
(Language Arts, Level: 3)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 3)
Students listen to and view a song presenting the first of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
- 7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
2. Spell words correctly with regular short vowel patterns and most common long vowel words.
(Language Arts, Level: 1)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
2. Spell words with consonant blends and digraphs.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
- B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as intonation and timing as appropriate for text.
(Language Arts, Level: K - 3)
B. Read accurately high- frequency sight words.
(Language Arts, Level: K - 3)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
8. Read one-syllable and often-heard words by sight.
(Language Arts, Level: K)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 1)
2. Read regularly spelled multi-syllable words by sight.
(Language Arts, Level: 2)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 2)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 2)
4. Demonstrate a growing stock of sight words.
(Language Arts, Level: 3)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 3)
3. Spell all familiar high-frequency words, words with short vowels and common endings correctly.
(Language Arts, Level: 3)
Students listen to and view a song presenting the second of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
- 7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
2. Spell words correctly with regular short vowel patterns and most common long vowel words.
(Language Arts, Level: 1)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
2. Spell words with consonant blends and digraphs.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends.
- B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as intonation and timing as appropriate for text.
(Language Arts, Level: K - 3)
B. Read accurately high- frequency sight words.
(Language Arts, Level: K - 3)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
8. Read one-syllable and often-heard words by sight.
(Language Arts, Level: K)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 1)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 2)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 2)
4. Demonstrate a growing stock of sight words.
(Language Arts, Level: 3)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 3)
3. Spell all familiar high-frequency words, words with short vowels and common endings correctly.
(Language Arts, Level: 3)
Students listen to and view a song presenting the second of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.
- 7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
2. Identify and say the beginning and ending sounds in words.
(Language Arts, Level: 1)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
6. Distinguish and identify the beginning, middle and ending sounds in words.
(Language Arts, Level: 2)
2. Spell words with consonant blends and digraphs.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.
- B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as intonation and timing as appropriate for text.
(Language Arts, Level: K - 3)
B. Read accurately high- frequency sight words.
(Language Arts, Level: K - 3)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
8. Read one-syllable and often-heard words by sight.
(Language Arts, Level: K)
2. Identify and say the beginning and ending sounds in words.
(Language Arts, Level: 1)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 1)
5. Spell unfamiliar words using strategies such as segmenting, sounding out and matching familiar words and word parts.
(Language Arts, Level: 1)
2. Read regularly spelled multi-syllable words by sight.
(Language Arts, Level: 2)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
6. Distinguish and identify the beginning, middle and ending sounds in words.
(Language Arts, Level: 2)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 2)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 2)
4. Demonstrate a growing stock of sight words.
(Language Arts, Level: 3)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 3)
Students listen to and view a song presenting the third of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
- 7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
2. Spell words with consonant blends and digraphs.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
- B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as intonation and timing as appropriate for text.
(Language Arts, Level: K - 3)
B. Read accurately high- frequency sight words.
(Language Arts, Level: K - 3)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
8. Read one-syllable and often-heard words by sight.
(Language Arts, Level: K)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 1)
2. Read regularly spelled multi-syllable words by sight.
(Language Arts, Level: 2)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
6. Distinguish and identify the beginning, middle and ending sounds in words.
(Language Arts, Level: 2)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 2)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 2)
4. Demonstrate a growing stock of sight words.
(Language Arts, Level: 3)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 3)
3. Spell all familiar high-frequency words, words with short vowels and common endings correctly.
(Language Arts, Level: 3)
Students listen to and view a song presenting the fourth of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
- 7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
5. Spell unfamiliar words using strategies such as segmenting, sounding out and matching familiar words and word parts.
(Language Arts, Level: 1)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in 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)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
- B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as intonation and timing as appropriate for text.
(Language Arts, Level: K - 3)
B. Read accurately high- frequency sight words.
(Language Arts, Level: K - 3)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
8. Read one-syllable and often-heard words by sight.
(Language Arts, Level: K)
6. Blend two to four phonemes (sounds) into words.
(Language Arts, Level: 1)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 1)
2. Read regularly spelled multi-syllable words by sight.
(Language Arts, Level: 2)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
6. Distinguish and identify the beginning, middle and ending sounds in words.
(Language Arts, Level: 2)
8. Demonstrate a growing stock of sight words.
(Language Arts, Level: 2)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 2)
4. Demonstrate a growing stock of sight words.
(Language Arts, Level: 3)
4. Read accurately high-frequency sight words.
(Language Arts, Level: 3)
3. Spell all familiar high-frequency words, words with short vowels and common endings correctly.
(Language Arts, Level: 3)
Students listen to and view a song presenting words with silent letters such as GH. They read words and select the silent letter or letters in the word.
- A. Use letter-sound correspondence knowledge decode words.
(Language Arts, Level: K - 3)
5. Recognize, say and write the common sounds of letters.
(Language Arts, Level: K)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters.
(Language Arts, Level: 1)
4. Decode by using letter-sound matches.
(Language Arts, Level: 1)
5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.
(Language Arts, Level: 1)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
4. Use knowledge of common word families to sound out unfamiliar words.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
2. Use letter-sound knowledge and structural analysis to decode words.
(Language Arts, Level: 3)
3. Use knowledge of common word families and complex word families to sound out unfamiliar words.
(Language Arts, Level: 3)
Students listen to and view a song presenting the first of two sets of word families with common endings, rimes, and chunks. They read a word and identify all rhyming words from a list.
- 2. Identify and complete rhyming words and patterns.
(Language Arts, Level: K)
5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.
(Language Arts, Level: 1)
1. Identify rhyming words with the same or different spelling patterns.
(Language Arts, Level: 2)
4. Use knowledge of common word families to sound out unfamiliar words.
(Language Arts, Level: 2)
1. Identify rhyming words with the same or different spelling patterns.
(Language Arts, Level: 3)
3. Use knowledge of common word families and complex word families to sound out unfamiliar words.
(Language Arts, Level: 3)
Students read sentences containing words from common word families and then identify whether they are true or false.
- 5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.
(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)
Students listen to and view a song presenting the second of two sets of word families with common endings, rimes, and chunks. They read a word and identify all rhyming words from a list.
- 2. Identify and complete rhyming words and patterns.
(Language Arts, Level: K)
2. Identify and say the beginning and ending sounds in words.
(Language Arts, Level: 1)
5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.
(Language Arts, Level: 1)
1. Identify rhyming words with the same or different spelling patterns.
(Language Arts, Level: 2)
4. Use knowledge of common word families to sound out unfamiliar words.
(Language Arts, Level: 2)
6. Distinguish and identify the beginning, middle and ending sounds in words.
(Language Arts, Level: 2)
1. Identify rhyming words with the same or different spelling patterns.
(Language Arts, Level: 3)
3. Use knowledge of common word families and complex word families to sound out unfamiliar words.
(Language Arts, Level: 3)
Students read sentences containing words from common word families and then identify whether they are true or false.
- 5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.
(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)
Students view a description of prefixes. They listen to a word and attach the correct prefix from a list of prefixes to the base or root word.
- E. Use knowledge of roots and affixes to determine the meanings of complex words.
(Language Arts, Level: 4 - 7)
8. Determine the meaning of prefixes, including un-, re-, pre- and suffixes, including -er, -est, -ful, -less.
(Language Arts, Level: 2)
7. Use spelling strategies, for example, word wall, word lists, thinking about the base word and affixes.
(Language Arts, Level: 2)
7. Apply knowledge of prefixes, including un-, re-, pre- and suffixes, including -er, -est, -ful and -less to determine meaning of words.
(Language Arts, Level: 3)
7. Identify the meanings of prefixes, suffixes and roots and their various forms to determine the meanings of words.
(Language Arts, Level: 4)
4. Spell roots, suffixes and prefixes correctly.
(Language Arts, Level: 4)
6. Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words.
(Language Arts, Level: 5)
3. Spell roots, suffixes and prefixes correctly.
(Language Arts, Level: 5)
6. Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words.
(Language Arts, Level: 6)
Students view a description of suffixes. They listen to a word and attach the correct suffix from a list of suffixes to the base or root word.
- E. Use knowledge of roots and affixes to determine the meanings of complex words.
(Language Arts, Level: 4 - 7)
8. Determine the meaning of prefixes, including un-, re-, pre- and suffixes, including -er, -est, -ful, -less.
(Language Arts, Level: 2)
7. Use spelling strategies, for example, word wall, word lists, thinking about the base word and affixes.
(Language Arts, Level: 2)
7. Apply knowledge of prefixes, including un-, re-, pre- and suffixes, including -er, -est, -ful and -less to determine meaning of words.
(Language Arts, Level: 3)
5. Use correct spelling of words with common suffixes such as ion, -ment and -ly.
(Language Arts, Level: 3)
7. Identify the meanings of prefixes, suffixes and roots and their various forms to determine the meanings of words.
(Language Arts, Level: 4)
4. Spell roots, suffixes and prefixes correctly.
(Language Arts, Level: 4)
6. Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words.
(Language Arts, Level: 5)
3. Spell roots, suffixes and prefixes correctly.
(Language Arts, Level: 5)
6. Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words.
(Language Arts, Level: 6)
Students view a description of compound words. They listen to a compound word and attach the correct initial word from a list to the ending word.
- 6. Predict the meaning of compound words using knowledge of individual words.
(Language Arts, Level: 1)
6. Determine the meaning of common compound words by explaining the relationship between the words contained in the compound.
(Language Arts, Level: 2)
5. Apply knowledge of individual words in unknown compound words to determine their meanings.
(Language Arts, Level: 3)
Students read sentences and choose the correct word to complete them from among words with prefixes, words with suffixes, and compound words.
- 6. Predict the meaning of compound words using knowledge of individual words.
(Language Arts, Level: 1)
6. Determine the meaning of common compound words by explaining the relationship between the words contained in the compound.
(Language Arts, Level: 2)
5. Apply knowledge of individual words in unknown compound words to determine their meanings.
(Language Arts, Level: 3)
7. Apply knowledge of prefixes, including un-, re-, pre- and suffixes, including -er, -est, -ful and -less to determine meaning of words.
(Language Arts, Level: 3)
7. Identify the meanings of prefixes, suffixes and roots and their various forms to determine the meanings of words.
(Language Arts, Level: 4)
6. Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words.
(Language Arts, Level: 5)
6. Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words.
(Language Arts, Level: 6)
Students listen to and view a song presenting a method for decoding long words or multi-syllable words by separating the syllables, sounding out each syllable, and blending together the sounds. They must listen to long words and select them from a list of words.
- 3. Distinguish the number of syllables in words by using rhythmic clapping, snapping or counting.
(Language Arts, Level: K)
7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.
(Language Arts, Level: K)
3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.
(Language Arts, Level: 2)
5. Segment letter, letter blends and syllable sounds in words.
(Language Arts, Level: 2)
2. Use letter-sound knowledge and structural analysis to decode words.
(Language Arts, Level: 3)
Students view a description of contractions. They read two words and then select the matching contraction with the correct apostrophe and eliminated letters.
- 7. Recognize contractions and common abbreviations.
(Language Arts, Level: 1)
7. Identify contractions and common abbreviations and connect them to whole words.
(Language Arts, Level: 2)
10. Use correct punctuation for contractions and abbreviations.
(Language Arts, Level: 2)
6. Use knowledge of contractions and common abbreviations to identify whole words.
(Language Arts, Level: 3)
4. Spell contractions, compounds and homonyms correctly.
(Language Arts, Level: 3)
9. Use quotation marks around dialogue, commas in a series and apostrophes in contractions and possessives.
(Language Arts, Level: 3)
2. Spell contractions correctly.
(Language Arts, Level: 5)
Students listen to and view a song presenting the word categories of numbers 1 to 100. They fill in a bank check by selecting the written out number that matches the numeral amount on the check.
- 3. Identify words in common categories such as color words, number words and directional words.
(Language Arts, Level: K)
Students listen to and view a song presenting the word categories of days of the week and months of the year. They read invitations and identify the time and details of the invite.
- 3. Identify words in common categories such as color words, number words and directional words.
(Language Arts, Level: K)
11. Use correct capitalization, for example, proper nouns, the first word in a sentence, months and days.
(Language Arts, Level: 2)
Students read and follow multiple-step written instructions and select the correct directions on maps, signs, diagrams and illustrations to navigate to a house.
- C. Follow multi-step directions.
(Language Arts, Level: K - 2)
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)
6. Follow multiple-step directions.
(Language Arts, Level: 1)
5. Identify information in diagrams, charts, graphs and maps.
(Language Arts, Level: 2)
4. Follow two- and three-step oral directions.
(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)
6. Clarify steps in a set of instructions or procedures for completeness.
(Language Arts, Level: 4)
5. Analyze information found in maps, charts, tables, graphs and diagrams.
(Language Arts, Level: 5)
6. Clarify steps in a set of instructions or procedures for proper sequencing and completeness and revise if necessary.
(Language Arts, Level: 5)
5. Analyze information found in maps, charts, tables, graphs, diagramsand cutaways.
(Language Arts, Level: 6)
Students read and follow multiple-step written instructions and select the correct actions on signs, diagrams and illustrations to operate a gasoline pump and a television remote control.
- C. Follow multi-step directions.
(Language Arts, Level: K - 2)
2. Recognize and understand words, signs and symbols seen in everyday life.
(Language Arts, Level: K)
5. Identify and discuss simple diagrams, charts, graphs and maps as characteristics of nonfiction.
(Language Arts, Level: 1)
6. Follow multiple-step directions.
(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)
5. Analyze information found in maps, charts, tables, graphs and diagrams.
(Language Arts, Level: 5)
Students listen to and view a song presenting the facts and details who what when where and why. They read one-paragraph passages and answer comprehension multiple-choice questions including detail questions. Students follow the paragraph structure of left to right and top to bottom reading.
- 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)
9. Monitor comprehension of independently- or group-read texts by asking and answering questions.
(Language Arts, Level: 1)
3. Ask questions concerning essential elements of informational text, for example, why, who, where, what, when and how.
(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)
3. List questions about essential elements from informational text, for example, why, who, where, what, when and how, and identify answers.
(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)
2. List questions about essential elements, for example, why, who, where, what, when and how, from informational text and identify answers.
(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)
Students read five sentences and move each sentence into the logical order and sequence. They place the topic sentence or problem at the top, the detail sentences in sequential or chronological order, and the conclusion sentence or solution at the end.
- 12. Rearrange words, sentences and paragraphs to clarify meaning.
(Language Arts, Level: 3)
12. Rearrange words, sentences and paragraphs to clarify meaning.
(Language Arts, Level: 4)
8. Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs.
(Language Arts, Level: 5)
13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning.
(Language Arts, Level: 5)
8. Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs.
(Language Arts, Level: 6)
13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning.
(Language Arts, Level: 6)
Students read one paragraph passages and answer multiple-choice questions to compare and contrast the similarities and differences of information on the same topic.
- 3. Compare and contrast information between texts and across areas.
(Language Arts, Level: 3)
3. Compare and contrast information on a single topic or theme across different text and non-text resources.
(Language Arts, Level: 4)
3. Compare important details about a topic, using different sources of information, including books, magazines, newspapers and online resources.
(Language Arts, Level: 5)
Students view a description of cause and effect explaining the why and because relationships. Students read one paragraph passages and answer multiple-choice questions which ask why, with answers beginning with because.
- B. Recognize the difference between cause and effect and fact and opinion to analyze text.
(Language Arts, Level: 4 - 7)
8. Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.
(Language Arts, Level: K)
9. Monitor comprehension of orally read texts by asking and answering questions.
(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)
9. Monitor comprehension of independently- or group-read texts by asking and answering questions.
(Language Arts, Level: 1)
3. Ask questions concerning essential elements of informational text, for example, why, who, where, what, when and how.
(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)
3. List questions about essential elements from informational text, for example, why, who, where, what, when and how, and identify answers.
(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)
2. List questions about essential elements, for example, why, who, where, what, when and how, from informational text and identify answers.
(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)
4. Identify examples of cause and effect used in informational text.
(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)
2. Identify, distinguish between and explain examples of cause and effect in informational text.
(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)
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)
Students view a description of fact and opinion. They read sentences and select whether they represent a fact or the opinion of the author.
- 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 speakers 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)
Students listen to and view a song describing the main idea and details of a paragraph, with an example paragraph and structure diagram. They must read a paragraph and identify the main idea, summary, central idea, theme, or topic.
- 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)
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. Summarize main ideas in informational text, using supporting details as appropriate.
(Language Arts, Level: 4)
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)
8.b. support the main idea with relevant facts, details, examples, quotations, statistics, stories and anecdotes
(Language Arts, Level: 5)
2. Summarize the main idea and draw conclusions from presentations and visual media.
(Language Arts, Level: 6)
Students view a description of conclusions and inferences. They read one paragraph passages and answer multiple-choice questions including making inferences and predicting outcomes.
- 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)
E. Demonstrate comprehension by inferring themes patterns and symbols.
(Language Arts, Level: 4 - 7)
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)
5. Make inferences regarding events and possible outcomes from information in text.
(Language Arts, Level: 3)
5. Make inferences or draw conclusions about what has been read and support those conclusions with textual evidence.
(Language Arts, Level: 4)
1. Make inferences about informational text from the title page, table of contents and chapter headings.
(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)
Students read multiple-step written instructions and perform tasks to clean up a messy room.
- 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)
Students read multiple-step written instructions and perform tasks to create a music video.