Alignment Report by Resource
Texas State Learning Standards
Reading Upgrade, Comprehension Upgrade, Math Upgrade On-Line Courses
Algebra Upgrade: click here
Published by Learning Upgrade LLC
CU50 means Comprehension Upgrade Course, Level 50
RU01 means Reading Upgrade Course, Level 1
MU55 means Math Upgrade Course, Level 55
CU01-Book Structure
RU01 means Reading Upgrade Course, Level 1
MU55 means Math Upgrade Course, Level 55
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.
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110.2.K.5.(H).
Recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1).
(Language Arts, Level: K)
110.3.1.5.(I). Recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1);
(Language Arts, Level: 1)
110.3.1.15.(E). Recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3);
(Language Arts, Level: 1)
110.4.2.12.(C). Recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3);
(Language Arts, Level: 2)
110.5.3.12.(C). Recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3);
(Language Arts, Level: 3)
110.6.4.13.(B). Use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);
(Language Arts, Level: 4)
110.7.5.13.(B). Use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);
(Language Arts, Level: 5)
110.22.6.13.(B). Use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);
(Language Arts, Level: 6)
110.23.7.13.(B). Use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);
(Language Arts, Level: 7)
110.24.8.13.(B). Use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);
(Language Arts, Level: 8)
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.
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110.2.K.11.(D).
Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2);
(Language Arts, Level: K)
110.3.1.14.(C). Distinguish fiction from nonfiction, including fact and fantasy (K-3);
(Language Arts, Level: 1)
110.3.1.14.(E). Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2);
(Language Arts, Level: 1)
110.4.2.11.(C). Distinguish fiction from nonfiction, including fact and fantasy (K-3);
(Language Arts, Level: 2)
110.4.2.11.(G). Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2);
(Language Arts, Level: 2)
110.5.3.11.(B). Distinguish fiction from nonfiction, including fact and fantasy (K-3);
(Language Arts, Level: 3)
110.5.3.11.(F). Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);
(Language Arts, Level: 3)
110.6.4.12.(D). Recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8);
(Language Arts, Level: 4)
110.6.4.12.(G). Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);
(Language Arts, Level: 4)
110.7.5.12.(D). Recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8);
(Language Arts, Level: 5)
110.7.5.12.(G). Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);
(Language Arts, Level: 5)
Students listen to and view a song describing the main idea, summary, topic, and theme. They must read passages and generalize to identify the central idea.
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110.6.4.10.(F).
Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 4)
110.7.5.10.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 5)
110.22.6.10.(F). Determine a text's main (or major ideas) and how those ideas are supported with details (4-8);
(Language Arts, Level: 6)
110.23.7.10.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 7)
110.24.8.1.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 8)
110.42.7.(F). Identify main ideas and their supporting details;
(Language Arts, Level: 9 - 12)
110.47.5.(G). Summarize texts by identifying main ideas and relevant details;
(Language Arts, Level: 9 - 12)
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.
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110.24.8.12.(A).
Identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8);
(Language Arts, Level: 8)
110.2.K.9.(B). Establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained (K-3);
(Language Arts, Level: K)
110.3.1.12.(B). Establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);
(Language Arts, Level: 1)
110.4.2.9.(B). Establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);
(Language Arts, Level: 2)
110.5.3.9.(B). Establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);
(Language Arts, Level: 3)
110.6.4.8.(C). Read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8).
(Language Arts, Level: 4)
110.7.5.8.(C). Read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8).
(Language Arts, Level: 5)
110.22.6.8.(C). Read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8);
(Language Arts, Level: 6)
110.23.7.8.(C). Read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8);
(Language Arts, Level: 7)
110.24.8.8.(C). Read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8);
(Language Arts, Level: 8)
110.42.8.(A). Read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing;
(Language Arts, Level: 9 - 12)
110.43.8.(A). Read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing;
(Language Arts, Level: 9 - 12)
110.44.8.(A). Read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing;
(Language Arts, Level: 9 - 12)
110.45.9.(A). Read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing;
(Language Arts, Level: 9 - 12)
110.48.1.(B). Read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing.
(Language Arts, Level: 9 - 12)
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.
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110.6.4.3.(C).
Assess how language choice and delivery affect the tone of the message (4-5).
(Language Arts, Level: 4)
110.7.5.3.(C). Assess how language choice and delivery affect the tone of the message (4-5).
(Language Arts, Level: 5)
110.22.6.12.(K). Recognize how style, tone, and mood contribute to the effect of the text (6-8).
(Language Arts, Level: 6)
110.23.7.12.(K). Recognize how style, tone, and mood contribute to the effect of the text (6-8).
(Language Arts, Level: 7)
110.24.8.12.(H). Describe how the author's perspective or point of view affects the text (4-8);
(Language Arts, Level: 8)
110.24.8.12.(K). Recognize how style, tone, and mood contribute to the effect of the text (6-8).
(Language Arts, Level: 8)
110.51.2.(H). Describe how irony, tone, mood, style, and sound of language contribute to the effect of the text;
(Language Arts, Level: 9 - 12)
110.59.3.(A). Read the text to grasp the author's meaning, theme, tone, and purpose;
(Language Arts, Level: 9 - 12)
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.
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110.6.4.10.(L).
Represent text information in different ways such as in outline, timeline, or graphic organizer (4-8).
(Language Arts, Level: 4)
110.6.4.21.(B). organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8);
(Language Arts, Level: 4)
110.7.5.10.(L). Represent text information in different ways such as in outline, timeline, or graphic organizer (4-8).
(Language Arts, Level: 5)
110.7.5.21.(B). organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8);
(Language Arts, Level: 5)
110.22.6.10.(L). Represent text information in different ways such as in outline, timeline, or graphic organizer (4-8);
(Language Arts, Level: 6)
110.22.6.20.(B). organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8);
(Language Arts, Level: 6)
110.23.7.10.(L). Represent text information in different ways such as in outline, timeline, or graphic organizer (4-8);
(Language Arts, Level: 7)
110.23.7.13.(B). Use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);
(Language Arts, Level: 7)
110.23.7.20.(B). organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8);
(Language Arts, Level: 7)
110.24.8.1.(L). Represent text information in different ways such as in outline, timeline, or graphic organizer (4-8);
(Language Arts, Level: 8)
110.24.8.2.(B). organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8);
(Language Arts, Level: 8)
110.25.6.(C). organize and record new information in systematic ways such as notes, charts, and graphic organizers;
(Language Arts, Level: 6 - 8)
110.42.7.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.43.7.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.44.7.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.45.8.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.45.14.(E). organize and record new information in systematic ways such as notes, charts, and graphic organizers;
(Language Arts, Level: 9 - 12)
110.46.2.(E). organize and record new information in systematic ways such as notes, charts, and graphic organizers;
(Language Arts, Level: 9 - 12)
110.47.7.(D). organize and record new information such as notes, charts, and graphic organizers;
(Language Arts, Level: 9 - 12)
110.48.6.(D). organize and record new information in systematic ways such as notes, charts, and graphic organizers; (
(Language Arts, Level: 9 - 12)
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.
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110.6.4.9.(C).
Use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);
(Language Arts, Level: 4)
110.7.5.9.(C). Use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);
(Language Arts, Level: 5)
110.22.6.9.(C). Use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);
(Language Arts, Level: 6)
110.23.7.9.(C). Use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meaning and usage (4-8);
(Language Arts, Level: 7)
110.24.8.9.(C). Use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);
(Language Arts, Level: 8)
110.42.6.(E). Use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meanings and usage;
(Language Arts, Level: 9 - 12)
110.43.6.(E). Use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meanings and usage;
(Language Arts, Level: 9 - 12)
110.44.6.(E). Use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage;
(Language Arts, Level: 9 - 12)
110.45.7.(E). Use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meanings and usage;
(Language Arts, Level: 9 - 12)
110.47.4.(D). Employ reference aids such as glossary, dictionary, thesaurus, and available technology to determine meanings.
(Language Arts, Level: 9 - 12)
110.48.2.(E). Use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage;
(Language Arts, Level: 9 - 12)
Students view a description of narrative story writing including the problem, characters, setting, and solution. They must read stories and identify the key elements.
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110.3.1.14.(H).
Identify the importance of the setting to a story's meaning (1-3);
(Language Arts, Level: 1)
110.4.2.11.(I). Identify the importance of the setting to a story's meaning (1-3);
(Language Arts, Level: 2)
110.5.3.11.(I). Identify the importance of the setting to a story's meaning (1-3);
(Language Arts, Level: 3)
110.6.4.12.(I). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 4)
110.7.5.12.(I). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 5)
110.22.6.12.(G). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 6)
110.23.7.12.(G). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 7)
110.24.8.12.(G). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 8)
Students view a description of graphic story maps including sections for the problem, characters, setting, events, and solution. They read stories or narrative passages and fill in all the sections of the story map.
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110.4.2.9.(I).
Represent text information in different ways, including story maps, graphs, and charts (2-3).
(Language Arts, Level: 2)
110.5.3.9.(I). Represent text information in different ways, including story maps, graphs, and charts (2-3);
(Language Arts, Level: 3)
110.6.4.12.(I). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 4)
110.7.5.12.(I). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 5)
110.22.6.12.(G). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 6)
110.23.7.12.(G). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 7)
110.24.8.12.(G). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 8)
Students listen to and view a song describing the use of K-W-L charts to document what you already know, want to know, and learned after reading a passage. They must fill in the K-W-L charts before and after reading each passage.
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110.4.2.9.(I).
Represent text information in different ways, including story maps, graphs, and charts (2-3).
(Language Arts, Level: 2)
110.5.3.9.(I). Represent text information in different ways, including story maps, graphs, and charts (2-3);
(Language Arts, Level: 3)
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.
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110.23.7.6.(B).
Use structural analysis to identify words, including knowledge of Greek and Latin roots and prefixes/suffixes (7-8);
(Language Arts, Level: 7)
110.24.8.6.(B). Use structural analysis to identify words, including knowledge of Greek and Latin roots and prefixes/suffixes (7-8);
(Language Arts, Level: 8)
110.42.6.(C). Apply meanings of prefixes, roots, and suffixes in order to comprehend;
(Language Arts, Level: 9 - 12)
110.42.6.(D). Research word origins, including Anglo -Saxon, Latin, and Greek words;
(Language Arts, Level: 9 - 12)
110.43.6.(C). Apply meanings of prefixes, roots, and suffixes in order to comprehend;
(Language Arts, Level: 9 - 12)
110.44.6.(C). Apply meanings of prefixes, roots, and suffixes in order to comprehend;
(Language Arts, Level: 9 - 12)
110.45.7.(C). Apply meanings of prefixes, roots, and suffixes in order to comprehend;
(Language Arts, Level: 9 - 12)
110.47.4.(C). Use prefixes, roots, suffixes, word origins, and spelling to understand meanings;
(Language Arts, Level: 9 - 12)
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.
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.
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110.3.1.8.(F).
Use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3);
(Language Arts, Level: 1)
110.4.2.5.(G). Use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3);
(Language Arts, Level: 2)
110.5.3.5.(E). Use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3);
(Language Arts, Level: 3)
110.6.4.9.(B). Draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (4-5);
(Language Arts, Level: 4)
110.22.6.9.(B). Draw on experiences to bring meanings to words in context such as interpreting idioms, multiple-meaning words, and analogies (6-8);
(Language Arts, Level: 6)
110.23.7.9.(B). Draw on experiences to bring meanings to words in context such as interpreting figurative language idioms, multiple-meaning words, and analogies (6-8);
(Language Arts, Level: 7)
110.24.8.9.(B). Draw on experiences to bring meanings to words in context such as interpreting idioms, multiple-meaning words, and analogies (6-8);
(Language Arts, Level: 8)
110.42.6.(B). Rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;
(Language Arts, Level: 9 - 12)
110.43.6.(B). Rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;
(Language Arts, Level: 9 - 12)
110.45.7.(B). Rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;
(Language Arts, Level: 9 - 12)
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.
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110.6.4.10.(K).
Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 4)
110.7.5.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short-answer (4-8);
(Language Arts, Level: 5)
110.22.6.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 6)
110.23.7.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 7)
110.24.8.1.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 8)
110.25.5.(D). Answer different types of questions, including test-like questions such as multiple choice, open-ended, literal, and interpretative;
(Language Arts, Level: 6 - 8)
110.48.5.(E). Answer different types of questions, including test-like questions such as multiple choice, open-ended, literal, and interpretative;
(Language Arts, Level: 9 - 12)
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.
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110.5.3.8.(D).
Demonstrate knowledge of synonyms, antonyms, and multi-meaning words (for example, by sorting, classifying, and identifying related words) (3).
(Language Arts, Level: 3)
110.42.6.(F). Identify the relation of word meanings in analogies, homonyms, synonyms/antonyms, and connotation/denotation.
(Language Arts, Level: 9 - 12)
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.
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110.5.3.8.(D).
Demonstrate knowledge of synonyms, antonyms, and multi-meaning words (for example, by sorting, classifying, and identifying related words) (3).
(Language Arts, Level: 3)
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.
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110.3.1.14.(E).
Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2);
(Language Arts, Level: 1)
110.4.2.10.(A). Respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3);
(Language Arts, Level: 2)
110.5.3.10.(A). Respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning), in writing, and through movement, music, art, and drama (2-3);
(Language Arts, Level: 3)
110.5.3.11.(F). Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);
(Language Arts, Level: 3)
110.6.4.12.(G). Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);
(Language Arts, Level: 4)
110.7.5.12.(G). Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);
(Language Arts, Level: 5)
110.22.6.12.(E). Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);
(Language Arts, Level: 6)
110.23.7.12.(E). Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);
(Language Arts, Level: 7)
110.45.17.(G). Interpret literary texts such as telling stories, and interpreting scenes from narrative or dramatic texts or poems;
(Language Arts, Level: 9 - 12)
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.
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110.6.4.9.
Reading/vocabulary development. acquire an extensive vocabulary through reading and systematic word study.
(Language Arts, Level: 4)
110.6.4.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8).
(Language Arts, Level: 4)
110.7.5.21.(D). Summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-8);
(Language Arts, Level: 5)
110.22.6.9. Reading/vocabulary development. acquire an extensive vocabulary through reading and systematic word study.
(Language Arts, Level: 6)
110.22.6.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 6)
110.22.6.20.(D). Summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-8);
(Language Arts, Level: 6)
110.23.7.9. Reading/vocabulary development. acquire an extensive vocabulary through reading and systematic word study.
(Language Arts, Level: 7)
110.23.7.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 7)
110.24.8.9. Reading/vocabulary development. acquire an extensive vocabulary through reading and systematic word study.
(Language Arts, Level: 8)
110.24.8.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 8)
110.24.8.2.(D). Summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-8);
(Language Arts, Level: 8)
110.47.4.(A). Expand vocabulary by reading, listening, and discussing;
(Language Arts, Level: 9 - 12)
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.
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110.4.2.12.(E).
Interpret and use graphic sources of information such as maps, charts, graphs, and diagrams (2-3);
(Language Arts, Level: 2)
110.5.3.12.(E). Interpret and use graphic sources of information, including maps, charts, graphs, and diagrams (2-3);
(Language Arts, Level: 3)
110.6.4.13.(D). Interpret and use graphic sources of information such as maps, graphs, timelines, tables, and diagrams to address research questions (4-5);
(Language Arts, Level: 4)
110.7.5.13.(D). Interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (4-5);
(Language Arts, Level: 5)
110.3.1.10.(B). Use graphs, charts, signs, captions, and other informational texts to acquire information (1).
(Language Arts, Level: 1)
110.22.6.13.(D). Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions (4-8);
(Language Arts, Level: 6)
110.23.7.13.(D). Interpret and use graphic sources of information such as maps, graphs, timelines or tables to address research questions (4-8);
(Language Arts, Level: 7)
110.24.8.13.(D). Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions (4-8);
(Language Arts, Level: 8)
Students view a description of the subject music. They read textbook style expository passages about music and answer comprehension questions.
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110.6.4.10.(K).
Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 4)
110.7.5.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short-answer (4-8);
(Language Arts, Level: 5)
110.22.6.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 6)
110.23.7.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 7)
110.24.8.1.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 8)
110.48.5.(E). Answer different types of questions, including test-like questions such as multiple choice, open-ended, literal, and interpretative;
(Language Arts, Level: 9 - 12)
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.
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110.4.2.9.(I).
Represent text information in different ways, including story maps, graphs, and charts (2-3).
(Language Arts, Level: 2)
110.5.3.9.(I). Represent text information in different ways, including story maps, graphs, and charts (2-3);
(Language Arts, Level: 3)
110.6.4.12.(I). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 4)
110.7.5.12.(I). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 5)
110.22.6.12.(G). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 6)
110.23.7.12.(G). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 7)
110.24.8.12.(G). Recognize and analyze story plot, setting, and problem resolution (4-8);
(Language Arts, Level: 8)
Students listen to and view a song describing and listing common idioms in context. They read passages containing idioms and identify the correct meaning of each idiom.
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110.22.6.9.(B).
Draw on experiences to bring meanings to words in context such as interpreting idioms, multiple-meaning words, and analogies (6-8);
(Language Arts, Level: 6)
110.23.7.9.(B). Draw on experiences to bring meanings to words in context such as interpreting figurative language idioms, multiple-meaning words, and analogies (6-8);
(Language Arts, Level: 7)
110.24.8.9.(B). Draw on experiences to bring meanings to words in context such as interpreting idioms, multiple-meaning words, and analogies (6-8);
(Language Arts, Level: 8)
110.42.6.(B). Rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;
(Language Arts, Level: 9 - 12)
110.43.6.(B). Rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;
(Language Arts, Level: 9 - 12)
110.45.7.(B). Rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;
(Language Arts, Level: 9 - 12)
110.48.2.(B). Rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;
(Language Arts, Level: 9 - 12)
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.
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110.3.1.12.(F).
Make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 1)
110.4.2.9.(F). Make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 2)
110.5.3.9.(F). Make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 3)
110.6.4.10.(H). Draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);
(Language Arts, Level: 4)
110.7.5.10.(H). Draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);
(Language Arts, Level: 5)
110.22.6.10.(H). Draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);
(Language Arts, Level: 6)
110.23.7.10.(H). Draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);
(Language Arts, Level: 7)
110.24.8.1.(H). Draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);
(Language Arts, Level: 8)
110.25.4.(E). Draw inferences such as conclusions or generalizations from text and support them with text evidence;
(Language Arts, Level: 6 - 8)
110.42.7.(H). Draw inferences such as conclusions, generalizations, and predictions and support them from text;
(Language Arts, Level: 9 - 12)
110.43.7.(G). Draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;
(Language Arts, Level: 9 - 12)
110.44.7.(G). Draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;
(Language Arts, Level: 9 - 12)
110.47.5.(H). Make inferences such as drawing conclusions and making generalizations or predictions, supporting them with text evidence and experience;
(Language Arts, Level: 9 - 12)
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.
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110.6.4.9.(E).
Study word meanings systematically such as across curricular content areas and through current events (4-8).
(Language Arts, Level: 4)
110.22.6.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 6)
110.23.7.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 7)
110.24.8.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 8)
110.25.2.(A). Expand vocabulary by reading, listening, and conversing;
(Language Arts, Level: 6 - 8)
110.47.4.(A). Expand vocabulary by reading, listening, and discussing;
(Language Arts, Level: 9 - 12)
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.
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110.6.4.9.(E).
Study word meanings systematically such as across curricular content areas and through current events (4-8).
(Language Arts, Level: 4)
110.6.4.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 4)
110.22.6.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 6)
110.22.6.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 6)
110.23.7.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 7)
110.23.7.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 7)
110.24.8.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 8)
110.24.8.1.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 8)
110.25.5.(D). Answer different types of questions, including test-like questions such as multiple choice, open-ended, literal, and interpretative;
(Language Arts, Level: 6 - 8)
110.48.5.(E). Answer different types of questions, including test-like questions such as multiple choice, open-ended, literal, and interpretative;
(Language Arts, Level: 9 - 12)
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.
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110.6.4.10.(K).
Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 4)
110.7.5.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short-answer (4-8);
(Language Arts, Level: 5)
110.22.6.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 6)
110.23.7.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 7)
110.24.8.1.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 8)
110.25.5.(D). Answer different types of questions, including test-like questions such as multiple choice, open-ended, literal, and interpretative;
(Language Arts, Level: 6 - 8)
110.48.5.(E). Answer different types of questions, including test-like questions such as multiple choice, open-ended, literal, and interpretative;
(Language Arts, Level: 9 - 12)
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.
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110.6.4.10.(F).
Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 4)
110.7.5.10.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 5)
110.22.6.10.(F). Determine a text's main (or major ideas) and how those ideas are supported with details (4-8);
(Language Arts, Level: 6)
110.23.7.10.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 7)
110.24.8.1.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 8)
110.43.7.(F). Produce summaries of texts by identifying main ideas and their supporting details;
(Language Arts, Level: 9 - 12)
110.44.7.(F). Produce summaries of texts by identifying main ideas and their supporting details;
(Language Arts, Level: 9 - 12)
110.45.8.(F). Produce summaries of texts by identifying main idea and supporting detail;
(Language Arts, Level: 9 - 12)
110.47.5.(G). Summarize texts by identifying main ideas and relevant details;
(Language Arts, Level: 9 - 12)
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.
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110.3.1.12.(F).
Make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 1)
110.4.2.9.(F). Make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 2)
110.5.3.9.(F). Make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 3)
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.
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110.42.11.(G).
Recognize and interpret poetic elements like metaphor, simile, personification, and the effect of sound on meaning;
(Language Arts, Level: 9 - 12)
110.51.2.(I). Determine and explain purposes and effects of figurative language, particularly symbolic and metaphoric;
(Language Arts, Level: 9 - 12)
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.
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110.6.4.12.(J).
Describe how the author's perspective or point of view affects the text (4-8).
(Language Arts, Level: 4)
110.7.5.12.(J). Describe how the author's perspective or point of view affects the text (4-8).
(Language Arts, Level: 5)
110.22.6.12.(H). Describe how the author's perspective or point of view affects the text (4-8);
(Language Arts, Level: 6)
110.23.7.12.(H). Describe how the author's perspective or point of view affects the text (4-8);
(Language Arts, Level: 7)
110.24.8.12.(H). Describe how the author's perspective or point of view affects the text (4-8);
(Language Arts, Level: 8)
Students view a description of forms and applications including blanks, fields, and field headings. They fill in forms such as a job application one field at a time.
Students view a description of the subject biology and learn vocabulary words for this subject. They read textbook style expository passages about biology and answer comprehension questions.
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110.6.4.9.(E).
Study word meanings systematically such as across curricular content areas and through current events (4-8).
(Language Arts, Level: 4)
110.6.4.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 4)
110.22.6.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 6)
110.22.6.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 6)
110.23.7.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 7)
110.23.7.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 7)
110.24.8.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 8)
110.24.8.1.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 8)
110.25.5.(D). Answer different types of questions, including test-like questions such as multiple choice, open-ended, literal, and interpretative;
(Language Arts, Level: 6 - 8)
Students view a description of fact and opinion with examples. They must read short passages and identify ones expressing fact or the author s opinion.
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110.5.3.9.(J).
Distinguish fact from opinion in various texts, including news stories and advertisements (3);
(Language Arts, Level: 3)
110.6.4.10.(J). Distinguish fact and opinion in various texts (4-8);
(Language Arts, Level: 4)
110.7.5.10.(J). Distinguish fact and opinion in various texts (4-8);
(Language Arts, Level: 5)
110.22.6.10.(J). Distinguish fact and opinion in various texts (4-8);
(Language Arts, Level: 6)
110.23.7.10.(J). Distinguish fact and opinion in various texts (4-8);
(Language Arts, Level: 7)
110.24.8.1.(J). Distinguish fact and opinion in various texts (4-8);
(Language Arts, Level: 8)
Students learn how to predict what will happen next based on items in a passage. They read passages and make predictions, and then confirm their predictions after further reading.
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110.3.1.12.(F).
Make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 1)
110.4.2.9.(F). Make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 2)
110.5.3.9.(F). Make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 3)
110.42.7.(H). Draw inferences such as conclusions, generalizations, and predictions and support them from text;
(Language Arts, Level: 9 - 12)
110.43.7.(G). Draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;
(Language Arts, Level: 9 - 12)
110.44.7.(G). Draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;
(Language Arts, Level: 9 - 12)
110.47.5.(H). Make inferences such as drawing conclusions and making generalizations or predictions, supporting them with text evidence and experience;
(Language Arts, Level: 9 - 12)
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.
-
110.6.4.9.(E).
Study word meanings systematically such as across curricular content areas and through current events (4-8).
(Language Arts, Level: 4)
110.22.6.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 6)
110.23.7.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 7)
110.24.8.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 8)
110.25.2.(A). Expand vocabulary by reading, listening, and conversing;
(Language Arts, Level: 6 - 8)
110.47.4.(A). Expand vocabulary by reading, listening, and discussing;
(Language Arts, Level: 9 - 12)
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.
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110.42.7.(D).
Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.43.7.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.44.7.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.45.8.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
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.
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110.6.4.12.(H).
Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);
(Language Arts, Level: 4)
110.7.5.12.(G). Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);
(Language Arts, Level: 5)
110.7.5.12.(H). Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);
(Language Arts, Level: 5)
110.22.6.8.(B). Select varied sources such as plays, anthologies, novels, textbooks, poetry, newspapers, manuals, and electronic texts when reading for information or pleasure (6-8);
(Language Arts, Level: 6)
110.22.6.12.(F). Analyze characters, including their traits, motivations, conflicts, points of view, relationships and changes they undergo (4-8);
(Language Arts, Level: 6)
110.23.7.8.(B). Select varied sources such as plays, anthologies, novels, textbooks, poetry, newspapers, manuals, and electronic texts when reading for information or pleasure (6-8);
(Language Arts, Level: 7)
110.23.7.12.(F). Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);
(Language Arts, Level: 7)
110.24.8.8.(B). Select varied sources such as plays, anthologies, novels, textbooks, poetry, newspapers, manuals, and electronic texts when reading for information or pleasure (6-8);
(Language Arts, Level: 8)
110.24.8.12.(E). Understand literary forms by recognizing and distinguishing among such types of text as myths, fables, tall tales, limericks, plays, biographies, autobiographies, tragedy, and comedy (8);
(Language Arts, Level: 8)
110.24.8.12.(F). Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);
(Language Arts, Level: 8)
110.42.11.(H). Understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.
(Language Arts, Level: 9 - 12)
110.43.11.(F). Understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, d dialect, and comic relief as appropriate to the selections being read.
(Language Arts, Level: 9 - 12)
110.44.11.(F). Understand literary forms and terms such as author, drama, biography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.
(Language Arts, Level: 9 - 12)
110.45.12.(G). Understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.
(Language Arts, Level: 9 - 12)
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.
-
110.6.4.9.(E).
Study word meanings systematically such as across curricular content areas and through current events (4-8).
(Language Arts, Level: 4)
110.6.4.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 4)
110.22.6.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 6)
110.22.6.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 6)
110.23.7.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 7)
110.24.8.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 8)
110.24.8.1.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 8)
110.25.5.(D). Answer different types of questions, including test-like questions such as multiple choice, open-ended, literal, and interpretative;
(Language Arts, Level: 6 - 8)
110.48.5.(E). Answer different types of questions, including test-like questions such as multiple choice, open-ended, literal, and interpretative;
(Language Arts, Level: 9 - 12)
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.
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110.6.4.10.(F).
Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 4)
110.7.5.10.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 5)
110.22.6.10.(F). Determine a text's main (or major ideas) and how those ideas are supported with details (4-8);
(Language Arts, Level: 6)
110.23.7.10.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 7)
110.24.8.1.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 8)
110.25.6.(C). organize and record new information in systematic ways such as notes, charts, and graphic organizers;
(Language Arts, Level: 6 - 8)
110.42.7.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.42.7.(F). Identify main ideas and their supporting details;
(Language Arts, Level: 9 - 12)
110.43.7.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.44.7.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.45.8.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.47.5.(G). Summarize texts by identifying main ideas and relevant details;
(Language Arts, Level: 9 - 12)
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.
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110.3.1.12.(F).
Make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 1)
110.4.2.9.(F). Make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 2)
110.5.3.9.(F). Make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 3)
110.47.5.(H). Make inferences such as drawing conclusions and making generalizations or predictions, supporting them with text evidence and experience;
(Language Arts, Level: 9 - 12)
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.
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.
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110.43.11.(A).
Compare and contrast varying aspects of texts such as themes, conflicts, and allusions;
(Language Arts, Level: 9 - 12)
110.44.11.(A). Compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts;
(Language Arts, Level: 9 - 12)
110.45.12.(A). Compare and contrast elements of texts such as themes, conflicts, and allusions both within and across texts;
(Language Arts, Level: 9 - 12)
110.51.2.(A). Compare and contrast varying aspects of texts such as themes, conflicts, and allusions;
(Language Arts, Level: 9 - 12)
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.
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110.6.4.9.
Reading/vocabulary development. acquire an extensive vocabulary through reading and systematic word study.
(Language Arts, Level: 4)
110.6.4.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8).
(Language Arts, Level: 4)
110.22.6.9. Reading/vocabulary development. acquire an extensive vocabulary through reading and systematic word study.
(Language Arts, Level: 6)
110.22.6.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 6)
110.23.7.9. Reading/vocabulary development. acquire an extensive vocabulary through reading and systematic word study.
(Language Arts, Level: 7)
110.24.8.9. Reading/vocabulary development. acquire an extensive vocabulary through reading and systematic word study.
(Language Arts, Level: 8)
110.24.8.9.(E). Study word meanings systematically such as across curricular content areas and through current events (4-8);
(Language Arts, Level: 8)
110.25.2.(A). Expand vocabulary by reading, listening, and conversing;
(Language Arts, Level: 6 - 8)
110.45.7.(A). Expand vocabulary through wide reading, listening, and discussing;
(Language Arts, Level: 9 - 12)
110.47.4.(A). Expand vocabulary by reading, listening, and discussing;
(Language Arts, Level: 9 - 12)
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.
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110.6.4.21.(C).
Take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8);
(Language Arts, Level: 4)
110.7.5.21.(C). Take notes from relevant and authoritative sources such as guest speakers, periodicals, or on-line searches (4-8);
(Language Arts, Level: 5)
110.22.6.20.(C). Take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8);
(Language Arts, Level: 6)
110.23.7.20.(C). Take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8);
(Language Arts, Level: 7)
110.24.8.2.(C). Take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8);
(Language Arts, Level: 8)
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.
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110.6.4.10.(F).
Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 4)
110.7.5.10.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 5)
110.22.6.10.(F). Determine a text's main (or major ideas) and how those ideas are supported with details (4-8);
(Language Arts, Level: 6)
110.23.7.10.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 7)
110.24.8.1.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 8)
110.42.7.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.42.7.(F). Identify main ideas and their supporting details;
(Language Arts, Level: 9 - 12)
110.43.7.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.44.7.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.45.8.(D). Construct images such as graphic organizers based on text descriptions and text structures;
(Language Arts, Level: 9 - 12)
110.47.5.(G). Summarize texts by identifying main ideas and relevant details;
(Language Arts, Level: 9 - 12)
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.
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110.22.6.10.(M).
Use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8).
(Language Arts, Level: 6)
110.23.7.10.(M). Use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8).
(Language Arts, Level: 7)
110.24.8.1.(M). Use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8).
(Language Arts, Level: 8)
110.25.5.(B). Use various strategies to understand and recall text information such as previewing, skimming, using graphic aids and headings, rereading, and reviewing;
(Language Arts, Level: 6 - 8)
110.25.5.(E). Practice test-taking skills by previewing questions, skimming texts, reading carefully, and revisiting questions.
(Language Arts, Level: 6 - 8)
110.42.7.(I). Use study strategies such as skimming and scanning, note taking, outlining, and using study-guide questions to better understand texts;
(Language Arts, Level: 9 - 12)
110.43.7.(H). Use study strategies such as skimming and scanning, note taking, outlining, and using study-guide questions to better understand texts;
(Language Arts, Level: 9 - 12)
110.47.5.(F). organize, learn, and recall important ideas from texts and oral presentations such as note taking, outlining, using learning logs, rereading, scanning, and skimming;
(Language Arts, Level: 9 - 12)
110.48.5.(A). Learn and recall ideas and concepts from text such as previewing, skimming, scanning, rereading, and asking questions;
(Language Arts, Level: 9 - 12)
Students view a description of a career or permanent occupation, and learn vocabulary words for careers. They read passages that describe careers and then fill in the boxes of a flowchart describing the step-by-step process.
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.
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110.6.4.5.(E).
Give precise directions and instructions such as in games and tasks (4-5);
(Language Arts, Level: 4)
110.7.5.5.(E). Give precise directions and instructions such as for games and tasks (4-5);
(Language Arts, Level: 5)
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.
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110.6.4.10.(F).
Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 4)
110.6.4.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 4)
110.7.5.10.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 5)
110.22.6.10.(F). Determine a text's main (or major ideas) and how those ideas are supported with details (4-8);
(Language Arts, Level: 6)
110.22.6.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 6)
110.23.7.10.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 7)
110.23.7.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 7)
110.24.8.1.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 8)
110.24.8.1.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 8)
Students follow multi-step written directions and instructions to find a missing certificate in an old mansion.
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110.6.4.10.(K).
Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 4)
110.7.5.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short-answer (4-8);
(Language Arts, Level: 5)
110.22.6.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 6)
110.23.7.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 7)
110.24.8.1.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 8)
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.
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111.15.3.1.(A).
Use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999;
(Mathematics, Level: 3)
111.15.3.1.(B). Use place value to compare and order whole numbers through 9,999;
(Mathematics, Level: 3)
111.16.4.1.(A). Use place value to read, write, compare, and order whole numbers through the millions place;
(Mathematics, Level: 4)
Students listen to and view a description of the number line, positive numbers, negative numbers, integers, whole numbers, and real numbers. Students identify points on the number line including positive, negative, integer, whole, and real numbers.
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111.22.6.1.(A).
Compare and order non-negative rational numbers;
(Mathematics, Level: 6)
111.23.7.1.(A). Compare and order integers and positive rational numbers;
(Mathematics, Level: 7)
111.24.8.1.(A). Compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals;
(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.
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111.13.1.1.(A).
Compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models;
(Mathematics, Level: 1)
111.14.2.1.(A). Use concrete models to represent, compare, and order whole numbers (through 999), read the numbers, and record the comparisons using numbers and symbols (>, <, =).
(Mathematics, Level: 2)
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.
-
111.13.1.3.(A).
Model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences;
(Mathematics, Level: 1)
111.13.1.3.(B). Learn and apply basic addition facts (sums to 18) using concrete models.
(Mathematics, Level: 1)
111.14.2.3.(A). Recall and apply basic addition facts (sums to 18);
(Mathematics, Level: 2)
111.14.2.5.(C). Use patterns to develop strategies to remember basic addition facts;
(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.
-
111.13.1.3.(A).
Model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences;
(Mathematics, Level: 1)
111.13.1.3.(B). Learn and apply basic addition facts (sums to 18) using concrete models.
(Mathematics, Level: 1)
111.14.2.3.(A). Recall and apply basic addition facts (sums to 18);
(Mathematics, Level: 2)
111.14.2.5.(C). Use patterns to develop strategies to remember basic addition facts;
(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.
-
111.14.2.3.(B).
Select addition or subtraction and solve problems using two-digit numbers, whether or not regrouping is necessary;
(Mathematics, Level: 2)
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.
-
111.14.2.3.(B).
Select addition or subtraction and solve problems using two-digit numbers, whether or not regrouping is necessary;
(Mathematics, Level: 2)
111.15.3.3.(A). Model addition and subtraction using pictures, words, and numbers;
(Mathematics, Level: 3)
111.16.4.3.(A). Use addition and subtraction to solve problems involving whole numbers;
(Mathematics, Level: 4)
111.17.5.3.(A). Use addition and subtraction to solve problems involving whole numbers and decimals;
(Mathematics, Level: 5)
111.22.6.2.(A). Model addition and subtraction situations involving fractions with objects, pictures, words, and numbers;
(Mathematics, Level: 6)
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.
-
111.16.4.4.(C).
Recall and apply multiplication facts through 12 x 12;
(Mathematics, Level: 4)
111.17.5.3.(B). Use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology);
(Mathematics, Level: 5)
111.23.7.2.(C). Use models to add, subtract, multiply, and divide integers and connect the actions to algorithms;
(Mathematics, Level: 7)
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.
-
111.16.4.4.(C).
Recall and apply multiplication facts through 12 x 12;
(Mathematics, Level: 4)
111.17.5.3.(B). Use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology);
(Mathematics, Level: 5)
111.23.7.2.(C). Use models to add, subtract, multiply, and divide integers and connect the actions to algorithms;
(Mathematics, Level: 7)
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.
-
111.16.4.4.(D).
Use multiplication to solve problems involving two-digit numbers;
(Mathematics, Level: 4)
111.17.5.3.(B). Use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology);
(Mathematics, Level: 5)
111.23.7.2.(C). Use models to add, subtract, multiply, and divide integers and connect the actions to algorithms;
(Mathematics, Level: 7)
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.
-
111.16.4.4.(B).
Represent multiplication and division situations in picture, word, and number form;
(Mathematics, Level: 4)
111.17.5.3.(C). Use division to solve problems involving whole numbers (no more than two-digit divisors and three-digit dividends without technology);
(Mathematics, Level: 5)
111.23.7.2.(C). Use models to add, subtract, multiply, and divide integers and connect the actions to algorithms;
(Mathematics, Level: 7)
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.
-
111.15.3.3.(A).
Model addition and subtraction using pictures, words, and numbers;
(Mathematics, Level: 3)
111.17.5.3.(A). Use addition and subtraction to solve problems involving whole numbers and decimals;
(Mathematics, Level: 5)
111.22.6.2.(A). Model addition and subtraction situations involving fractions with objects, pictures, words, and numbers;
(Mathematics, Level: 6)
Students listen to and view a signed multiplication song video describing how to multiply and divide positive and negative integers. Students solve multiplication and division problems with signed numbers positive and negative step by step.
-
111.16.4.4.(E).
Use division to solve problems involving one-digit divisors.
(Mathematics, Level: 4)
111.23.7.2.(C). Use models to add, subtract, multiply, and divide integers and connect the actions to algorithms;
(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.
-
111.14.2.2.(A).
Name fractional parts of a whole object (not to exceed twelfths) when given a concrete representation;
(Mathematics, Level: 2)
111.14.2.2.(B). Name fractional parts of a set of objects (not to exceed twelfths) when given a concrete representation.
(Mathematics, Level: 2)
111.15.3.2. Number, operation, and quantitative reasoning. use fraction names and symbols to describe fractional parts of whole objects or sets of objects.
(Mathematics, Level: 3)
111.15.3.2.(A). Construct concrete models of fractions;
(Mathematics, Level: 3)
111.15.3.2.(B). Compare fractional parts of whole objects or sets of objects in a problem situation using concrete models;
(Mathematics, Level: 3)
111.15.3.2.(C). Use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 12 or less;
(Mathematics, Level: 3)
111.15.3.2.(D). Construct concrete models of equivalent fractions for fractional parts of whole objects.
(Mathematics, Level: 3)
111.16.4.2.(A). Generate equivalent fractions using concrete and pictorial models;
(Mathematics, Level: 4)
111.17.5.2.(A). Generate equivalent fractions;
(Mathematics, Level: 5)
Students listen to and view a description of factors, factorization, and multiples. Students create a list of factors of a number, and a list of multiples of a number.
-
111.16.4.4.(A).
Model factors and products using arrays and area models;
(Mathematics, Level: 4)
111.17.5.3.(D). Identify prime factors of a whole number and common factors of a set of whole numbers;
(Mathematics, Level: 5)
111.22.6.1.(E). Identify factors and multiples including common factors and common multiples.
(Mathematics, Level: 6)
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.
-
111.16.4.4.(A).
Model factors and products using arrays and area models;
(Mathematics, Level: 4)
111.17.5.3.(D). Identify prime factors of a whole number and common factors of a set of whole numbers;
(Mathematics, Level: 5)
111.17.5.5.(C). Identify prime and composite numbers using concrete models and patterns in factor pairs.
(Mathematics, Level: 5)
111.22.6.1.(E). Identify factors and multiples including common factors and common multiples.
(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.
-
111.17.5.2.(B).
Compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators;
(Mathematics, Level: 5)
Students listen to and view a description of how to multiply fractions, and how to divide fractions by inverting the divisor and multiplying. Students solve problems by multiplying and dividing fractions step by step.
-
111.23.7.2.(A).
Represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers;
(Mathematics, Level: 7)
111.23.7.2.(B). Use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;
(Mathematics, Level: 7)
Students listen to and view a description of the process or algorithm for the addition and subtraction of fractions using the least common denominator, or LCD. Students add and subtract fractions step by step by finding the least common multiple, converting fractions to the LCD, and adding the numerators.
-
111.17.5.2.(B).
Compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators;
(Mathematics, Level: 5)
111.17.5.3.(E). Model and record addition and subtraction of fractions with like denominators in problem-solving situations.
(Mathematics, Level: 5)
111.22.6.2.(A). Model addition and subtraction situations involving fractions with objects, pictures, words, and numbers;
(Mathematics, Level: 6)
111.22.6.2.(B). Use addition and subtraction to solve problems involving fractions and decimals;
(Mathematics, Level: 6)
111.23.7.2.(A). Represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers;
(Mathematics, Level: 7)
111.23.7.2.(B). Use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;
(Mathematics, Level: 7)
Students listen to and view a decimal place value song describing the tenths, hundredths, and thousandths place in numbers of one, two, and three decimal places. Students identify spoken and written numbers with up to three decimal places and round and compare decimal numbers.
-
111.16.4.1.(B).
Use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete models.
(Mathematics, Level: 4)
111.17.5.1.(B). Use place value to read, write, compare, and order decimals through the thousandths place.
(Mathematics, Level: 5)
Students listen to and view a description of how to add and subtract decimal numbers by lining up the decimal point, adding, and placing the decimal point in the answer. Students solve problems with the addition and subtractions of decimal numbers.
-
111.16.4.3.(B).
Add and subtract decimals to the hundredths place using concrete and pictorial models.
(Mathematics, Level: 4)
111.17.5.3.(A). Use addition and subtraction to solve problems involving whole numbers and decimals;
(Mathematics, Level: 5)
111.22.6.2.(B). Use addition and subtraction to solve problems involving fractions and decimals;
(Mathematics, Level: 6)
111.23.7.2.(B). Use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;
(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.
-
111.23.7.2.(A).
Represent multiplication and division situations involving fractions and decimals with concrete models, pictures, words, and numbers;
(Mathematics, Level: 7)
111.23.7.2.(B). Use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;
(Mathematics, Level: 7)
Students listen to and view a description of percentages and how to convert percentages to and from fractions and decimals. Students calculate the percentage of quantities and solve problems converting percentages, fractions, and decimals.
-
111.22.6.3.(B).
Represent ratios and percents with concrete models, fractions, and decimals
(Mathematics, Level: 6)
111.23.7.1.(B). Convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator
(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.
-
111.23.7.3.(A).
Estimate and find solutions to application problems involving percent
(Mathematics, Level: 7)
111.24.8.3.(B). Estimate and find solutions to application problems involving percents and proportional relationships such as similarity and rates.
(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.
-
111.23.7.2.(E).
Simplify numerical expressions involving order of operations and exponents;
(Mathematics, Level: 7)
Students listen to and view a song video describing exponent rules and properties: multiplying and dividing two exponents with a common base, taking an exponent of an exponent, and evaluating negative exponents. Students solve exponent problems by matching an exponent problem with the applied rule and the answer.
-
111.23.7.2.(E).
Simplify numerical expressions involving order of operations and exponents;
(Mathematics, Level: 7)
111.24.8.1.(D). Express numbers in scientific notation, including negative exponents, in appropriate problem situations using a calculator.
(Mathematics, Level: 8)
111.32.d.3.(A). Use patterns to generate the laws of exponents and applies them in problem-solving situations.
(Mathematics, Level: 9 - 12)
111.33.b.2.(A). Use tools including matrices, factoring, and properties of exponents to simplify expressions and transform and solve equations.
(Mathematics, Level: 9 - 12)
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.
-
111.23.7.1.(C).
Represent squares and square roots using geometric models.
(Mathematics, Level: 7)
111.33.d.4.(D). Solve square root equations and inequalities using graph, tables, and algebraic methods.
(Mathematics, Level: 9 - 12)
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.
-
111.24.8.1.(D).
Express numbers in scientific notation, including negative exponents, in appropriate problem situations using a calculator.
(Mathematics, Level: 8)
Students listen to and view a description of algebra basics including variables, constants, coefficients, evaluating expressions, and substitution. Students identify the terminology for each part of an equation and substitute values to evaluate expressions.
-
111.22.6.4.
Patterns, relationships, and algebraic thinking. use letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes.
(Mathematics, Level: 6)
111.22.6.5. Patterns, relationships, and algebraic thinking. use letters to represent an unknown in an equation.
(Mathematics, Level: 6)
111.24.8.5.(B). Use an algebraic expression to find any term in a sequence.
(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.
-
111.23.7.2.(E).
Simplify numerical expressions involving order of operations and exponents;
(Mathematics, Level: 7)
Students listen to and view a description of how to simplify algebra expressions using the distributive property and how to combine like terms. Students distribute and combine like terms to simplify expressions.
-
111.23.7.2.(E).
Simplify numerical expressions involving order of operations and exponents;
(Mathematics, Level: 7)
111.24.8.5.(B). Use an algebraic expression to find any term in a sequence.
(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.
-
111.23.7.5.(A).
Use concrete models to solve equations and use symbols to record the actions
(Mathematics, Level: 7)
Students listen to and view a description of ratio and proportion, and learn to solve proportion problems through cross-multiplication. Students solve ratio and proportion problems step-by-step.
-
111.22.6.3.(A).
Use ratios to describe proportional situations;
(Mathematics, Level: 6)
111.22.6.3.(B). Represent ratios and percents with concrete models, fractions, and decimals
(Mathematics, Level: 6)
111.22.6.3.(C). Use ratios to make predictions in proportional situations.
(Mathematics, Level: 6)
111.23.7.2.(D). Use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;
(Mathematics, Level: 7)
111.24.8.3.(B). Estimate and find solutions to application problems involving percents and proportional relationships such as similarity and rates.
(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.
-
111.13.1.11.(C).
Select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem;
(Mathematics, Level: 1)
111.14.2.12.(C). Select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem;
(Mathematics, Level: 2)
111.15.3.15.(C). Select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem;
(Mathematics, Level: 3)
111.16.4.14.(C). Select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem;
(Mathematics, Level: 4)
111.17.5.14.(C). Select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem;
(Mathematics, Level: 5)
111.22.6.2.(D). Estimate and round to approximate reasonable results and to solve problems where exact answers are not required.
(Mathematics, Level: 6)
111.24.8.5.(A). Estimate, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations
(Mathematics, Level: 8)
Students view a description of bar graphs, pie charts, and line graphs, including the concepts of largest and smallest value. Students answer word problems by analyzing a variety of charts and graphs.
-
111.12.K.12.
Probability and statistics. construct and use graphs of real objects or pictures to answer questions.
(Mathematics, Level: K)
111.12.K.12.(A). Construct graphs using real objects or pictures in order to answer questions;
(Mathematics, Level: K)
111.12.K.12.(B). Use information from a graph of real objects or pictures in order to answer questions.
(Mathematics, Level: K)
111.13.1.9.(B). Use organized data to construct real object graphs, picture graphs, and bar-type graphs.
(Mathematics, Level: 1)
111.13.1.10.(A). Draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs;
(Mathematics, Level: 1)
111.14.2.11.(A). Construct picture graphs and bar-type graphs;
(Mathematics, Level: 2)
111.14.2.11.(B). Draw conclusions and answer questions based on picture graphs and bar-type graphs;
(Mathematics, Level: 2)
111.15.3.14.(A). Collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;
(Mathematics, Level: 3)
111.15.3.14.(B). Interpret information from pictographs and bar graphs;
(Mathematics, Level: 3)
111.16.4.13.(C). Interpret bar graphs.
(Mathematics, Level: 4)
111.17.5.13.(A). Use tables of related number pairs to make line graphs;
(Mathematics, Level: 5)
111.24.8.5. Patterns, relationships, and algebraic thinking. use graphs, tables, and algebraic representations to make predictions and solve problems.
(Mathematics, Level: 8)
111.24.8.5.(A). Estimate, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations
(Mathematics, Level: 8)
111.24.8.12.(C). Construct circle graphs, bar graphs, and histograms, with and without technology.
(Mathematics, Level: 8)
Students view a description and listen to a song video explaining coordinate graphs. Students learn about the x-axis, y-axis, the four quadrants, and plotting an ordered pair (x,y) as a point on a coordinate plane. Students plot the location of an ordered pair on a coordinate graph and identify the correct quadrant for a point.
-
111.17.5.9.
Geometry and spatial reasoning. recognize the connection between ordered pairs of numbers and locations of points on a plane.
(Mathematics, Level: 5)
111.17.5.9. Locate and name points on a coordinate grid using ordered pairs of whole numbers.
(Mathematics, Level: 5)
111.22.6.7. Is expected to locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers.
(Mathematics, Level: 6)
111.23.7.7.(A). Locate and name points on a coordinate plane using ordered pairs of integers
(Mathematics, Level: 7)
111.24.8.6.(B). Graph dilations, reflections, and translations on a coordinate plane.
(Mathematics, Level: 8)
111.24.8.7.(D). Locate and name points on a coordinate plane using ordered pairs of rational numbers.
(Mathematics, Level: 8)
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.
-
111.14.2.8.
Use whole numbers to locate and name points on a line.
(Mathematics, Level: 2)
111.15.3.10.(A). Locate and name points on a line using whole numbers and fractions such as halves.
(Mathematics, Level: 3)
111.16.4.8. Geometry and spatial reasoning. identify and describe lines, shapes, and solids using formal geometric language.
(Mathematics, Level: 4)
111.16.4.10. Locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths.
(Mathematics, Level: 4)
111.24.8.5.(A). Estimate, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations
(Mathematics, Level: 8)
111.32.c.2.(A). Develop the concept of slope as rate of change and determine slopes from graph, tables, and algebraic representations.
(Mathematics, Level: 9 - 12)
111.32.c.2.(B). Interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graph.
(Mathematics, Level: 9 - 12)
111.32.c.2.(D). Graph and writes equations of lines given characteristics such as two points, a point and a slope, or a slope and y-intercept.
(Mathematics, Level: 9 - 12)
111.32.c.2.(F). Interpret and predicts the effects of changing slope and y-intercept in applied situations.
(Mathematics, Level: 9 - 12)
Students listen to and view description of scatterplots. Students learn how to determine the relationship between two variables from the best fit curve through the data points: direct correlation linear, inverse or negative correlation, non-linear curved, or random with no correlation.
-
111.24.8.4.
Is expected to generate a different representation given one representation of data such as a table, graph, equation, or verbal description.
(Mathematics, Level: 8)
111.24.8.12.(B). Draw conclusions and make predictions by analyzing trends in scatterplots
(Mathematics, Level: 8)
111.33.b.1.(B). In solving problems, collects data and records results, organizes the data, make scatterplots, fits the curves to the appropriate parent function, interpret the results, and proceeds to model, predict, and make decisions and critical judgments.
(Mathematics, Level: 9 - 12)
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.
-
111.33.c.1.(A).
Identify and sketches graph of parent functions, including linear (y = x), quadratic (y = x2), square root, inverse (y = 1/x), exponential (y = ax), and logarithmic (y = logax) functions.
(Mathematics, Level: 9 - 12)
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.
-
111.13.1.7.(A).
Estimate and measure length, capacity, and weight of objects using nonstandard units;
(Mathematics, Level: 1)
111.14.2.9.(B). Measure length, capacity, and weight using concrete models that approximate standard units;
(Mathematics, Level: 2)
111.15.3.11.(A). Estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter, and meter;
(Mathematics, Level: 3)
111.15.3.13. Measure to solve problems involving length, area, temperature, and time.
(Mathematics, Level: 3)
111.16.4.11.(A). Estimate and measure weight using standard units including ounces, pounds, grams, and kilograms;
(Mathematics, Level: 4)
111.16.4.12. Measure to solve problems involving length, including perimeter, time, temperature, and area.
(Mathematics, Level: 4)
111.17.5.11.(A). Measure to solve problems involving length (including perimeter), weight, capacity, time, temperature, and area;
(Mathematics, Level: 5)
111.17.5.11.(B). Describe numerical relationships between units of measure within the same measurement system such as an inch is one-twelfth of a foot.
(Mathematics, Level: 5)
111.22.6.8. Measurement. solve application problems involving estimation and measurement of length, area, time, temperature, capacity, weight, and angles.
(Mathematics, Level: 6)
111.22.6.8.(A). Estimate measurements and evaluate reasonableness of results;
(Mathematics, Level: 6)
111.22.6.8.(B). Select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter and circumference), area, time, temperature, capacity, and weight;
(Mathematics, Level: 6)
111.22.6.8.(D). Convert measures within the same measurement system (customary and metric) based on relationships between units.
(Mathematics, Level: 6)
111.23.7.9. Is expected to estimate measurements and solve application problems involving length (including perimeter and circumference), area, and volume.
(Mathematics, Level: 7)
111.24.8.8.(C). Estimate answers and use formulas to solve application problems involving surface area and volume.
(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.
-
111.15.3.13.
Measure to solve problems involving length, area, temperature, and time.
(Mathematics, Level: 3)
111.16.4.11.(A). Estimate and measure weight using standard units including ounces, pounds, grams, and kilograms;
(Mathematics, Level: 4)
111.16.4.11.(B). Estimate and measure capacity using standard units including milliliters, liters, cups, pints, quarts, and gallons.
(Mathematics, Level: 4)
111.17.5.11.(B). Describe numerical relationships between units of measure within the same measurement system such as an inch is one-twelfth of a foot.
(Mathematics, Level: 5)
111.22.6.8.(D). Convert measures within the same measurement system (customary and metric) based on relationships between units.
(Mathematics, Level: 6)
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.
-
111.14.2.9.(C).
Describe activities that take approximately one second, one minute, and one hour.
(Mathematics, Level: 2)
111.15.3.13. Measure to solve problems involving length, area, temperature, and time.
(Mathematics, Level: 3)
111.16.4.12. Measure to solve problems involving length, including perimeter, time, temperature, and area.
(Mathematics, Level: 4)
111.17.5.11.(A). Measure to solve problems involving length (including perimeter), weight, capacity, time, temperature, and area;
(Mathematics, Level: 5)
111.22.6.8. Measurement. solve application problems involving estimation and measurement of length, area, time, temperature, capacity, weight, and angles.
(Mathematics, Level: 6)
111.22.6.8.(B). Select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter and circumference), area, time, temperature, capacity, and weight;
(Mathematics, Level: 6)
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.
-
111.22.6.2.(C).
Use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates
(Mathematics, Level: 6)
111.23.7.2.(D). Use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio;
(Mathematics, Level: 7)
111.24.8.2.(D). Use multiplication by a constant factor (unit rate) to represent proportional relationships; for example, the arm span of a gibbon is about 1.4 times its height, a = 1.4h.
(Mathematics, Level: 8)
111.24.8.3.(B). Estimate and find solutions to application problems involving percents and proportional relationships such as similarity and rates.
(Mathematics, Level: 8)
111.36.7.(B). Analyze and compare coverage options and rates in insurance
(Mathematics, Level: 9 - 12)
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.
-
111.16.4.8.(A).
Identify right, acute, and obtuse angles;
(Mathematics, Level: 4)
111.16.4.8.(B). Identify models of parallel and perpendicular lines;
(Mathematics, Level: 4)
111.22.6.6.(A). Use angle measurements to classify angles as acute, obtuse, or right;
(Mathematics, Level: 6)
111.23.7.6.(A). Use angle measurements to classify pairs of angles as complementary or supplementary;
(Mathematics, Level: 7)
111.34.e.2.(A). Based on explorations and using concrete models, formulates and tests conjectures about the properties of parallel and perpendicular lines.
(Mathematics, Level: 9 - 12)
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.
-
111.16.4.8.(A).
Identify right, acute, and obtuse angles;
(Mathematics, Level: 4)
111.22.6.6.(A). Use angle measurements to classify angles as acute, obtuse, or right;
(Mathematics, Level: 6)
111.22.6.6.(B). Identify relationships involving angles in triangles and quadrilaterals
(Mathematics, Level: 6)
111.23.7.6.(B). Use properties to classify shapes including triangles, quadrilaterals, pentagons, and circles;
(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.
-
111.24.8.7.(C).
Use pictures or models to demonstrate the Pythagorean Theorem
(Mathematics, Level: 8)
111.24.8.9.(A). Use the Pythagorean Theorem to solve real-life problems
(Mathematics, Level: 8)
111.34.c.3. Identify and applies patterns from right triangles to solve problems, including special right triangles (45-45-90 and 30-60-90) and triangles whose sides are Pythagorean triples.
(Mathematics, Level: 9 - 12)
111.34.e.1.(C). Develop, extend, and use the Pythagorean Theorem.
(Mathematics, Level: 9 - 12)
111.34.f.3. In a variety of ways, develop, applies, and justify triangle similarity relationships, such as right triangle ratios, trigonometric ratios, and Pythagorean triples.
(Mathematics, Level: 9 - 12)
Students listen to and view a description of common polygons including a triangle, quadrilateral, pentagon, hexagon, heptagon, and octagon. Students listen to and view a song video describing quadrilaterals including the square, rectangle, rhombus, trapezoid, and parallelogram. Students solve problems to find the perimeter and area of various polygons.
-
111.22.6.6.(B).
Identify relationships involving angles in triangles and quadrilaterals
(Mathematics, Level: 6)
111.23.7.6.(B). Use properties to classify shapes including triangles, quadrilaterals, pentagons, and circles;
(Mathematics, Level: 7)
111.34.c.1. Use numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles.
(Mathematics, Level: 9 - 12)
111.34.e.1. Extend measurement concepts to find area, perimeter, and volume in problem situations.
(Mathematics, Level: 9 - 12)
111.34.e.1.(A). find areas of regular polygons and composite figures.
(Mathematics, Level: 9 - 12)
Students listen to and view a song video describing circles including pi , center, radius, diameter, circumference, and area. Students learn the formulas for the area and circumference of a circle. Students solve circle real world word problems with figures using a four-step structured method.
-
111.22.6.6.(C).
Describe the relationship between radius, diameter, and circumference of a circle.
(Mathematics, Level: 6)
111.34.b.2.(B). Make and verifies conjectures about angles, lines, polygons, circles, and three-dimensional figures, choosing from a variety of approaches such as coordinate, transformational, or axiomatic.
(Mathematics, Level: 9 - 12)
Students listen to and view a song video describing solid figures including the rectangular solid, cube, cylinder, sphere, and cone. Students learn about the edges and faces of three-dimensional objects, and learn the formulas for surface area and volume of key solid figures. Students solve problems to identify solid figures and calculate number of faces, surface area, and volume.
-
111.16.4.8.(C).
Describe shapes and solids in terms of vertices, edges, and faces.
(Mathematics, Level: 4)
111.23.7.6.(C). Use properties to classify solids, including pyramids, cones, prisms, and cylinders
(Mathematics, Level: 7)
111.24.8.8.(A). find surface area of prisms and cylinders using concrete models and nets (two-dimensional models);
(Mathematics, Level: 8)
111.24.8.8.(B). Connect models to formulas for volume of prisms, cylinders, pyramids, and cones
(Mathematics, Level: 8)
111.24.8.8.(C). Estimate answers and use formulas to solve application problems involving surface area and volume.
(Mathematics, Level: 8)
111.24.8.8.(A). find surface area of prisms and cylinders using concrete models and nets (two-dimensional models);
(Mathematics, Level: 8)
111.34.e.1.(D). find surface areas and volumes of prisms, pyramids, spheres, cones, and cylinders in problem situations.
(Mathematics, Level: 9 - 12)
111.34.f.4. Describe the effect on perimeter, area, and volume when length, width, or height of a three-dimensional solid is changed and applies this idea in solving problems.
(Mathematics, Level: 9 - 12)
Students listen to and view a description of symmetry and transform, including reflection across a mirror line, rotation, and translation. Students solve problems with figures to identify the type of symmetry.
-
111.15.3.9.(B).
Create shapes with lines of symmetry using concrete models and technology;
(Mathematics, Level: 3)
111.15.3.9.(C). Identify lines of symmetry in shapes.
(Mathematics, Level: 3)
111.16.4.9. Geometry and spatial reasoning. connect transformations to congruence and symmetry.
(Mathematics, Level: 4)
111.16.4.9.(A). Demonstrate translations, reflections, and rotations using concrete models;
(Mathematics, Level: 4)
111.16.4.9.(B). Use translations, reflections, and rotations to verify that two shapes are congruent;
(Mathematics, Level: 4)
111.16.4.9.(C). Use reflections to verify that a shape has symmetry.
(Mathematics, Level: 4)
111.17.5.8.(A). Sketch the results of translations, rotations, and reflections;
(Mathematics, Level: 5)
111.34.e.3.(A). Use congruence transformations to make conjectures and justify properties of geometric figures.
(Mathematics, Level: 9 - 12)
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.
-
111.17.5.13.(B).
Describe characteristics of data presented in tables and graphs including the shape and spread of the data and the middle number;
(Mathematics, Level: 5)
111.17.5.13.(C). Graph a given set of data using an appropriate graphical representation such as a picture or line.
(Mathematics, Level: 5)
111.22.6.10.(B). Use median, mode, and range to describe data;
(Mathematics, Level: 6)
111.23.7.12. Probability and statistics. use measures of central tendency and range to describe a set of data.
(Mathematics, Level: 7)
111.23.7.12.(A). Describe a set of data using mean, median, mode, and range
(Mathematics, Level: 7)
111.23.7.12.(B). Choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation.
(Mathematics, Level: 7)
111.24.8.12.(A). Select the appropriate measure of central tendency to describe a set of data for a particular purpose;
(Mathematics, Level: 8)
111.36.2.(B). Analyze numerical data using measures of central tendency, variability, and correlation in order to make inferences;
(Mathematics, Level: 9 - 12)
Student listen to and view a description of percentiles, quartiles, the min or minimum, and the max or maximum. Student learn how to create a box-and-whisker plot from a data set using the min, lower quartile Q1, median, upper quartile Q3, and max. Students solve problems computing the min, Q1, median, Q3, and max from a data set and making a box and whisker plot.
-
111.15.3.14.(A).
Collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;
(Mathematics, Level: 3)
111.17.5.13.(B). Describe characteristics of data presented in tables and graphs including the shape and spread of the data and the middle number;
(Mathematics, Level: 5)
111.17.5.13.(C). Graph a given set of data using an appropriate graphical representation such as a picture or line.
(Mathematics, Level: 5)
111.23.7.12.(A). Describe a set of data using mean, median, mode, and range
(Mathematics, Level: 7)
111.23.7.12.(B). Choose among mean, median, mode, or range to describe a set of data and justify the choice for a particular situation.
(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.
-
111.15.3.14.
Probability and statistics. solve problems by collecting, organizing, displaying, and interpreting sets of data.
(Mathematics, Level: 3)
111.15.3.14.(C). Use data to describe events as more likely, less likely, or equally likely.
(Mathematics, Level: 3)
111.16.4.13. Probability and statistics. solve problems by collecting, organizing, displaying, and interpreting sets of data.
(Mathematics, Level: 4)
111.17.5.13. Probability and statistics. solve problems by collecting, organizing, displaying, and interpreting sets of data.
(Mathematics, Level: 5)
111.17.5.13.(B). Describe characteristics of data presented in tables and graphs including the shape and spread of the data and the middle number;
(Mathematics, Level: 5)
111.17.5.13.(C). Graph a given set of data using an appropriate graphical representation such as a picture or line.
(Mathematics, Level: 5)
111.36.2.(A). Interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, and scatterplots to draw conclusions from the data;
(Mathematics, Level: 9 - 12)
Students listen to and view a description of probability basics including events, outcomes, success, and how to calculate probability. Students solve basic probability problems using a three-step method to find total outcomes, successful outcomes, and the ratio for the probability as a fraction, decimal, or percent.
-
111.16.4.13.(A).
List all possible outcomes of a probability experiment such as tossing a coin;
(Mathematics, Level: 4)
111.16.4.13.(B). Use a pair of numbers to compare favorable outcomes to all possible outcomes such as four heads out of six tosses of a coin;
(Mathematics, Level: 4)
111.17.5.12. Probability and statistics. describe and predict the results of a probability experiment.
(Mathematics, Level: 5)
111.22.6.9. Probability and statistics. use experimental and theoretical probability to make predictions.
(Mathematics, Level: 6)
111.22.6.9.(B). find the probabilities of a simple event and its complement and describe the relationship between the two.
(Mathematics, Level: 6)
111.23.7.10. Probability and statistics. recognize that a physical or mathematical model can be used to describe the probability of real-life events.
(Mathematics, Level: 7)
111.23.7.10.(B). find the approximate probability of a compound event through experimentation.
(Mathematics, Level: 7)
111.24.8.11. Probability and statistics. apply concepts of theoretical and experimental probability to make predictions.
(Mathematics, Level: 8)
111.24.8.11.(A). find the probabilities of compound events (dependent and independent);
(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.
-
111.23.7.10.(A).
Construct sample spaces for compound events (dependent and independent)
(Mathematics, Level: 7)
111.24.8.11.(A). find the probabilities of compound events (dependent and independent);
(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.
-
111.16.4.13.(A).
List all possible outcomes of a probability experiment such as tossing a coin;
(Mathematics, Level: 4)
111.22.6.9.(A). Construct sample spaces using lists, tree diagrams, and combinations
(Mathematics, Level: 6)
111.24.8.5.(A). Estimate, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations
(Mathematics, Level: 8)
111.32.b.1.(D). Represents relationships among quantities using concrete models, tables, graph, diagrams, verbal descriptions, equations, and inequalities.
(Mathematics, Level: 9 - 12)
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.
-
111.12.K.13.(B).
Use a problem-solving model, with guidance, that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(Mathematics, Level: K)
111.13.1.11.(B). Use a problem-solving model, with guidance as needed, that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(Mathematics, Level: 1)
111.14.2.12.(B). Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(Mathematics, Level: 2)
111.15.3.15.(B). Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(Mathematics, Level: 3)
111.15.3.15.(C). Select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem;
(Mathematics, Level: 3)
111.16.4.14.(B). Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(Mathematics, Level: 4)
111.16.4.14.(C). Select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem;
(Mathematics, Level: 4)
111.17.5.14.(B). Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(Mathematics, Level: 5)
111.17.5.14.(C). Select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem;
(Mathematics, Level: 5)
111.22.6.11.(B). Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(Mathematics, Level: 6)
111.22.6.11.(C). Select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
(Mathematics, Level: 6)
111.23.7.13.(B). Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(Mathematics, Level: 7)
111.23.7.13.(C). Select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
(Mathematics, Level: 7)
111.24.8.14.(B). Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(Mathematics, Level: 8)
111.24.8.14.(C). Select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
(Mathematics, Level: 8)
Students listen to and view a description of mathematical conjectures and patterns. Students make conjectures to solve word problems involving patterns and sequences.
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.
-
111.15.3.5.(A).
Round two-digit numbers to the nearest ten and three-digit numbers to the nearest hundred;
(Mathematics, Level: 3)
111.15.3.5.(B). Estimate sums and differences beyond basic facts.
(Mathematics, Level: 3)
111.16.4.5.(A). Round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations;
(Mathematics, Level: 4)
111.17.5.4.(B). Estimate to solve problems where exact answers are not required.
(Mathematics, Level: 5)
111.22.6.2.(D). Estimate and round to approximate reasonable results and to solve problems where exact answers are not required.
(Mathematics, Level: 6)
111.22.6.8.(A). Estimate measurements and evaluate reasonableness of results;
(Mathematics, Level: 6)
Students listen to and view three songs that present the phonics letter sounds A to I with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.
-
110.3.1.7.(D).
Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.2.K.7.(A). Name and identify each letter of the alphabet (K-1);
(Language Arts, Level: K)
110.2.K.7.(B). Understand that written words are composed of letters that represent sounds (K-1);
(Language Arts, Level: K)
110.3.1.7.(A). Name and identify each letter of the alphabet (K-1);
(Language Arts, Level: 1)
110.3.1.7.(B). Understand that written words are composed of letters that represent sounds (K-1);
(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.
-
110.2.K.6.(E).
Blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K);
(Language Arts, Level: K)
110.2.K.7.(B). Understand that written words are composed of letters that represent sounds (K-1);
(Language Arts, Level: K)
110.2.K.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1).
(Language Arts, Level: K)
110.3.1.6.(E). Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(B). Understand that written words are composed of letters that represent sounds (K-1);
(Language Arts, Level: 1)
110.3.1.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
110.3.1.7.(F). Decode by using all letter-sound correspondences within regularly spelled words (1-3);
(Language Arts, Level: 1)
110.3.1.8.(A). Decode by using all letter-sound correspondences within a word (1-3);
(Language Arts, Level: 1)
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-I. They match sentences with pictures and fill in missing words in sentences.
-
110.2.K.6.(A).
Demonstrate the concept of word by dividing spoken sentences into individual words (K-1);
(Language Arts, Level: K)
110.3.1.6.(A). Demonstrate the concept of word by dividing spoken sentences into individual words (K-1);
(Language Arts, Level: 1)
110.3.1.7.(G). Use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) (1).
(Language Arts, Level: 1)
110.3.1.8.(E). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 1)
Students listen to and view three songs that present the phonics letter sounds J to R with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.
-
110.3.1.7.(D).
Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.2.K.7.(A). Name and identify each letter of the alphabet (K-1);
(Language Arts, Level: K)
110.2.K.7.(B). Understand that written words are composed of letters that represent sounds (K-1);
(Language Arts, Level: K)
110.3.1.7.(A). Name and identify each letter of the alphabet (K-1);
(Language Arts, Level: 1)
110.3.1.7.(B). Understand that written words are composed of letters that represent sounds (K-1);
(Language Arts, Level: 1)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-R in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
-
110.2.K.6.(E).
Blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K);
(Language Arts, Level: K)
110.2.K.7.(B). Understand that written words are composed of letters that represent sounds (K-1);
(Language Arts, Level: K)
110.2.K.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1).
(Language Arts, Level: K)
110.3.1.6.(E). Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(B). Understand that written words are composed of letters that represent sounds (K-1);
(Language Arts, Level: 1)
110.3.1.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
110.3.1.7.(F). Decode by using all letter-sound correspondences within regularly spelled words (1-3);
(Language Arts, Level: 1)
110.3.1.8.(A). Decode by using all letter-sound correspondences within a word (1-3);
(Language Arts, Level: 1)
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-R. They match sentences with pictures and fill in missing words in sentences.
-
110.2.K.6.(A).
Demonstrate the concept of word by dividing spoken sentences into individual words (K-1);
(Language Arts, Level: K)
110.3.1.6.(A). Demonstrate the concept of word by dividing spoken sentences into individual words (K-1);
(Language Arts, Level: 1)
110.3.1.7.(G). Use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) (1).
(Language Arts, Level: 1)
110.3.1.8.(E). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 1)
Students view three songs that present the phonics letter sounds S to Z with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students demonstrate letter-sound recognition by selecting pictures to match letters until mastery is achieved.
-
110.2.K.7.(A).
Name and identify each letter of the alphabet (K-1);
(Language Arts, Level: K)
110.2.K.7.(B). Understand that written words are composed of letters that represent sounds (K-1);
(Language Arts, Level: K)
110.3.1.7.(A). Name and identify each letter of the alphabet (K-1);
(Language Arts, Level: 1)
110.3.1.7.(B). Understand that written words are composed of letters that represent sounds (K-1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-Z in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
-
110.2.K.6.(E).
Blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K);
(Language Arts, Level: K)
110.2.K.7.(B). Understand that written words are composed of letters that represent sounds (K-1);
(Language Arts, Level: K)
110.2.K.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1).
(Language Arts, Level: K)
110.3.1.6.(E). Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(B). Understand that written words are composed of letters that represent sounds (K-1);
(Language Arts, Level: 1)
110.3.1.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
110.3.1.7.(F). Decode by using all letter-sound correspondences within regularly spelled words (1-3);
(Language Arts, Level: 1)
110.3.1.8.(A). Decode by using all letter-sound correspondences within a word (1-3);
(Language Arts, Level: 1)
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-Z. They match sentences with pictures and fill in missing words in sentences.
-
110.2.K.6.(A).
Demonstrate the concept of word by dividing spoken sentences into individual words (K-1);
(Language Arts, Level: K)
110.3.1.6.(A). Demonstrate the concept of word by dividing spoken sentences into individual words (K-1);
(Language Arts, Level: 1)
110.3.1.7.(G). Use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) (1).
(Language Arts, Level: 1)
110.3.1.8.(E). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 1)
Students listen to and view a short vowel song presenting each vowel sound with a matching word and picture. They select missing short vowels in three-letter C-V-C words to match a picture until mastery is achieved.
-
110.2.K.7.(C).
Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1).
(Language Arts, Level: K)
110.3.1.6.(F). Segment one-syllable spoken words into individual phonemes, including three and four phoneme words, clearly producing beginning, medial, and final sounds (K-1).
(Language Arts, Level: 1)
110.3.1.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
Students listen to and view two songs presenting common ending or final consonant blends and diagraphs with example words. They decode words and select matching pictures until mastery is achieved.
-
110.3.1.6.(E).
Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
110.3.1.7.(F). Decode by using all letter-sound correspondences within regularly spelled words (1-3);
(Language Arts, Level: 1)
110.3.1.8.(A). Decode by using all letter-sound correspondences within a word (1-3);
(Language Arts, Level: 1)
110.3.1.20.(A). Write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3);
(Language Arts, Level: 1)
110.4.2.5.(A). Decode by using all letter-sound correspondences within a word (1-3);
(Language Arts, Level: 2)
110.4.2.16.(B). Write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3);
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences containing words with ending or final consonant blends and diagraphs and select the correct final word to complete the sentence.
-
110.3.1.6.(E).
Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.3.1.7.(F). Decode by using all letter-sound correspondences within regularly spelled words (1-3);
(Language Arts, Level: 1)
110.3.1.7.(G). Use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) (1).
(Language Arts, Level: 1)
110.3.1.8.(A). Decode by using all letter-sound correspondences within a word (1-3);
(Language Arts, Level: 1)
110.3.1.8.(E). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 1)
110.4.2.5.(A). Decode by using all letter-sound correspondences within a word (1-3);
(Language Arts, Level: 2)
Students listen to and view a song which present the silent E or magic E rule and long vowel sounds. They must listen to words and select either the short vowel C-V-C word or the corresponding long vowel word with a final silent E added at the end.
-
110.2.K.7.(C).
Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1).
(Language Arts, Level: K)
110.3.1.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
110.3.1.8.(A). Decode by using all letter-sound correspondences within a word (1-3);
(Language Arts, Level: 1)
110.4.2.5.(B). Blend initial letter -sounds with common vowel spelling patterns to read words (1-3);
(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.
-
110.2.K.6.(A).
Demonstrate the concept of word by dividing spoken sentences into individual words (K-1);
(Language Arts, Level: K)
110.3.1.6.(A). Demonstrate the concept of word by dividing spoken sentences into individual words (K-1);
(Language Arts, Level: 1)
110.3.1.6.(E). Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.8.(E). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 1)
110.3.1.8.(G). Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
(Language Arts, Level: 1)
110.4.2.5.(H). Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
(Language Arts, Level: 2)
Students listen to and view a song presenting the first of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.
-
110.4.2.5.(B).
Blend initial letter -sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 2)
110.2.K.6.(D). Identify and isolate the initial and final sound of a spoken word (K-1);
(Language Arts, Level: K)
110.2.K.6.(E). Blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K);
(Language Arts, Level: K)
110.2.K.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1).
(Language Arts, Level: K)
110.3.1.6.(D). Identify and isolate the initial and final sound of a spoken word (K-1);
(Language Arts, Level: 1)
110.3.1.6.(E). Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.6.(F). Segment one-syllable spoken words into individual phonemes, including three and four phoneme words, clearly producing beginning, medial, and final sounds (K-1).
(Language Arts, Level: 1)
110.3.1.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
Students listen to and view a sight word song with three new words. They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.
-
110.3.1.6.(E).
Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.8.(E). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 1)
110.4.2.5.(B). Blend initial letter -sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 2)
110.4.2.5.(H). Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
(Language Arts, Level: 2)
110.5.3.5.(F). Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
(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.
-
110.2.K.6.(E).
Blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K);
(Language Arts, Level: K)
110.2.K.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1).
(Language Arts, Level: K)
110.3.1.6.(E). Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
110.4.2.5.(B). Blend initial letter -sounds with common vowel spelling patterns to read words (1-3);
(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.
-
110.3.1.6.(E).
Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.8.(E). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 1)
110.4.2.5.(B). Blend initial letter -sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 2)
110.4.2.5.(C). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 2)
Students listen to and view a song presenting the second of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
-
110.3.1.6.(E).
Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
110.4.2.5.(B). Blend initial letter -sounds with common vowel spelling patterns to read words (1-3);
(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.
-
110.3.1.6.(E).
Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
110.3.1.7.(G). Use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) (1).
(Language Arts, Level: 1)
110.3.1.8.(E). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 1)
110.3.1.8.(G). Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
(Language Arts, Level: 1)
110.4.2.5.(B). Blend initial letter -sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 2)
110.4.2.5.(H). Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
(Language Arts, Level: 2)
Students listen to and view a song presenting the second of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.
-
110.2.K.7.(C).
Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1).
(Language Arts, Level: K)
110.3.1.6.(E). Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(C). Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
110.4.2.5.(B). Blend initial letter -sounds with common vowel spelling patterns to read words (1-3);
(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.
-
110.3.1.6.(E).
Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
110.3.1.7.(G). Use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) (1).
(Language Arts, Level: 1)
110.3.1.8.(A). Decode by using all letter-sound correspondences within a word (1-3);
(Language Arts, Level: 1)
110.3.1.8.(E). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 1)
110.3.1.8.(G). Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
(Language Arts, Level: 1)
110.4.2.5.(A). Decode by using all letter-sound correspondences within a word (1-3);
(Language Arts, Level: 2)
110.4.2.5.(B). Blend initial letter -sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 2)
110.4.2.5.(H). Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
(Language Arts, Level: 2)
Students listen to and view a song presenting the third of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
-
110.3.1.6.(E).
Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
110.3.1.8.(A). Decode by using all letter-sound correspondences within a word (1-3);
(Language Arts, Level: 1)
110.3.1.8.(E). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 1)
110.4.2.5.(A). Decode by using all letter-sound correspondences within a word (1-3);
(Language Arts, Level: 2)
110.4.2.5.(B). Blend initial letter -sounds with common vowel spelling patterns to read words (1-3);
(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.
-
110.3.1.6.(E).
Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.3.1.7.(E). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 1)
110.3.1.7.(G). Use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) (1).
(Language Arts, Level: 1)
110.3.1.8.(E). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 1)
110.3.1.8.(G). Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
(Language Arts, Level: 1)
110.4.2.5.(B). Blend initial letter -sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 2)
110.4.2.5.(C). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 2)
110.4.2.5.(H). Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
(Language Arts, Level: 2)
110.5.3.5.(F). Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
(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.
-
110.3.1.6.(E).
Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.4.2.5.(B). Blend initial letter -sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 2)
110.5.3.5.(B). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(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.
-
110.3.1.6.(E).
Blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1);
(Language Arts, Level: 1)
110.3.1.7.(D). Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; vowel digraphs and diphthongs such as ea, ie, ee (1);
(Language Arts, Level: 1)
110.3.1.7.(G). Use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) (1).
(Language Arts, Level: 1)
110.3.1.8.(E). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 1)
110.4.2.5.(B). Blend initial letter -sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 2)
110.4.2.5.(C). Recognize high frequency irregular words such as said, was, where, and is (1-2);
(Language Arts, Level: 2)
110.4.2.5.(H). Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
(Language Arts, Level: 2)
110.5.3.5.(B). Blend initial letter-sounds with common vowel spelling patterns to read words (1-3);
(Language Arts, Level: 3)
110.5.3.5.(F). Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
(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.
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.
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110.2.K.1.(C).
Participate in rhymes, songs, conversations, and discussions (K-3);
(Language Arts, Level: K)
110.2.K.1.(F). Identify the musical elements of literary language such as its rhymes or repeated sounds (K-1).
(Language Arts, Level: K)
110.2.K.6.(C). Produce rhyming words and distinguish rhyming words from non-rhyming words (K-1);
(Language Arts, Level: K)
110.3.1.6.(C). Produce rhyming words and distinguish rhyming words from non-rhyming words (K-1);
(Language Arts, Level: 1)
110.3.1.8.(B). Use common spelling patterns to read words (1);
(Language Arts, Level: 1)
110.3.1.8.(C). Use structural cues to recognize words such as compounds, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 1)
110.3.1.8.(D). Identify multisyllabic words by using common syllable patterns (1-3);
(Language Arts, Level: 1)
110.4.2.5.(D). Identify multisyllabic words by using common syllable patterns (1-3);
(Language Arts, Level: 2)
110.4.2.5.(E). Use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 2)
110.5.3.5.(C). Identify multisyllabic words by using common syllable patterns (1-3);
(Language Arts, Level: 3)
110.5.3.5.(D). Use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3);
(Language Arts, Level: 3)
Students read sentences containing words from common word families and then identify whether they are true or false.
-
110.3.1.8.(C).
Use structural cues to recognize words such as compounds, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 1)
110.4.2.5.(E). Use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 2)
110.5.3.5.(D). Use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3);
(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.
-
110.2.K.1.(C).
Participate in rhymes, songs, conversations, and discussions (K-3);
(Language Arts, Level: K)
110.2.K.1.(F). Identify the musical elements of literary language such as its rhymes or repeated sounds (K-1).
(Language Arts, Level: K)
110.2.K.6.(C). Produce rhyming words and distinguish rhyming words from non-rhyming words (K-1);
(Language Arts, Level: K)
110.3.1.6.(C). Produce rhyming words and distinguish rhyming words from non-rhyming words (K-1);
(Language Arts, Level: 1)
110.3.1.8.(D). Identify multisyllabic words by using common syllable patterns (1-3);
(Language Arts, Level: 1)
110.4.2.5.(D). Identify multisyllabic words by using common syllable patterns (1-3);
(Language Arts, Level: 2)
110.5.3.5.(C). Identify multisyllabic words by using common syllable patterns (1-3);
(Language Arts, Level: 3)
110.5.3.5.(D). Use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3);
(Language Arts, Level: 3)
Students read sentences containing words from common word families and then identify whether they are true or false.
-
110.3.1.8.(C).
Use structural cues to recognize words such as compounds, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 1)
110.4.2.5.(E). Use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 2)
110.5.3.5.(D). Use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3);
(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.
-
110.2.K.6.(B).
Identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);
(Language Arts, Level: K)
110.2.K.6.(E). Blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K);
(Language Arts, Level: K)
110.3.1.6.(B). Identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);
(Language Arts, Level: 1)
110.3.1.8.(C). Use structural cues to recognize words such as compounds, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 1)
110.4.2.5.(E). Use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 2)
110.4.2.5.(F). Use structural cues such as prefixes and suffixes to recognize words, for example, un-and -ly (2);
(Language Arts, Level: 2)
110.5.3.5.(D). Use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3);
(Language Arts, Level: 3)
Students view a description of suffixes. They listen to a word and attach the correct suffix from a list of suffixes to the base or root word.
-
110.2.K.6.(B).
Identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);
(Language Arts, Level: K)
110.3.1.6.(B). Identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);
(Language Arts, Level: 1)
110.3.1.8.(C). Use structural cues to recognize words such as compounds, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 1)
110.4.2.5.(E). Use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 2)
110.4.2.5.(F). Use structural cues such as prefixes and suffixes to recognize words, for example, un-and -ly (2);
(Language Arts, Level: 2)
110.5.3.5.(D). Use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3);
(Language Arts, Level: 3)
Students view a description of compound words. They listen to a compound word and attach the correct initial word from a list to the ending word.
-
110.2.K.6.(B).
Identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);
(Language Arts, Level: K)
110.2.K.6.(E). Blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K);
(Language Arts, Level: K)
110.3.1.6.(B). Identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);
(Language Arts, Level: 1)
110.3.1.8.(C). Use structural cues to recognize words such as compounds, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 1)
110.4.2.5.(E). Use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 2)
Students read sentences and choose the correct word to complete them from among words with prefixes, words with suffixes, and compound words.
-
110.3.1.8.(C).
Use structural cues to recognize words such as compounds, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 1)
110.4.2.5.(E). Use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, ed, and -ing (1-2);
(Language Arts, Level: 2)
110.4.2.5.(F). Use structural cues such as prefixes and suffixes to recognize words, for example, un-and -ly (2);
(Language Arts, Level: 2)
110.5.3.5.(D). Use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3);
(Language Arts, Level: 3)
Students listen to and view a song presenting a method for decoding long words or multi-syllable words by separating the syllables, sounding out each syllable, and blending together the sounds. They must listen to long words and select them from a list of words.
-
110.2.K.6.(B).
Identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);
(Language Arts, Level: K)
110.3.1.6.(B). Identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);
(Language Arts, Level: 1)
110.3.1.8.(D). Identify multisyllabic words by using common syllable patterns (1-3);
(Language Arts, Level: 1)
110.4.2.5.(D). Identify multisyllabic words by using common syllable patterns (1-3);
(Language Arts, Level: 2)
Students view a description of contractions. They read two words and then select the matching contraction with the correct apostrophe and eliminated letters.
-
110.5.3.15.(B).
Use capitalization and punctuation such as commas in a series, apostrophes in contractions such as can't and possessives such as Robin's, quotation marks, proper nouns, and abbreviations with increasing accuracy (3).
(Language Arts, Level: 3)
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.
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110.2.K.4.(A).
Learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1);
(Language Arts, Level: K)
110.3.1.4.(A). Learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1);
(Language Arts, Level: 1)
Students listen to and view a song presenting the word categories of days of the week and months of the year. They read invitations and identify the time and details of the invite.
-
110.2.K.4.(A).
Learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1);
(Language Arts, Level: K)
110.3.1.4.(A). Learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1);
(Language Arts, Level: 1)
Students read and follow multiple-step written instructions and select the correct directions on maps, signs, diagrams and illustrations to navigate to a house.
-
110.3.1.12.(B).
Establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);
(Language Arts, Level: 1)
110.4.2.9.(B). Establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);
(Language Arts, Level: 2)
110.4.2.12.(E). Interpret and use graphic sources of information such as maps, charts, graphs, and diagrams (2-3);
(Language Arts, Level: 2)
110.5.3.9.(B). Establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);
(Language Arts, Level: 3)
110.5.3.12.(E). Interpret and use graphic sources of information, including maps, charts, graphs, and diagrams (2-3);
(Language Arts, Level: 3)
110.6.4.5.(E). Give precise directions and instructions such as in games and tasks (4-5);
(Language Arts, Level: 4)
110.6.4.13.(D). Interpret and use graphic sources of information such as maps, graphs, timelines, tables, and diagrams to address research questions (4-5);
(Language Arts, Level: 4)
Students read and follow multiple-step written instructions and select the correct actions on signs, diagrams and illustrations to operate a gasoline pump and a television remote control.
-
110.3.1.12.(B).
Establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);
(Language Arts, Level: 1)
110.4.2.9.(B). Establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);
(Language Arts, Level: 2)
110.5.3.9.(B). Establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);
(Language Arts, Level: 3)
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.
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110.5.3.9.(K).
Practice different kinds of questions and tasks, including test-like comprehension questions (3).
(Language Arts, Level: 3)
110.6.4.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 4)
110.7.5.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short-answer (4-8);
(Language Arts, Level: 5)
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.
Students read one paragraph passages and answer multiple-choice questions to compare and contrast the similarities and differences of information on the same topic.
-
110.3.1.12.(G).
Identify similarities and differences across texts such as in topics, characters, and problems (1-2).
(Language Arts, Level: 1)
110.4.2.9.(G). Identify similarities and differences across texts such as in topics, characters, and problems (1-2);
(Language Arts, Level: 2)
110.5.3.9.(G). Identify similarities and differences across texts such as in topics, characters, and themes (3);
(Language Arts, Level: 3)
110.6.4.11.(D). Connect, compare, and contrast ideas, themes, and issues across text (4-8).
(Language Arts, Level: 4)
110.7.5.11.(D). Connect, compare, and contrast ideas, themes, and issues across text (4-8).
(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.
-
110.3.1.12.(F).
Make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 1)
110.4.2.9.(F). Make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 2)
110.5.3.9.(F). Make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 3)
110.6.4.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);
(Language Arts, Level: 4)
110.7.5.10.(K). Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short-answer (4-8);
(Language Arts, Level: 5)
Students view a description of fact and opinion. They read sentences and select whether they represent a fact or the opinion of the author.
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110.5.3.9.(J).
Distinguish fact from opinion in various texts, including news stories and advertisements (3);
(Language Arts, Level: 3)
110.6.4.2.(C). Distinguish between the speaker's opinion and verifiable fact (4-8);
(Language Arts, Level: 4)
110.6.4.10.(J). Distinguish fact and opinion in various texts (4-8);
(Language Arts, Level: 4)
110.7.5.2.(C). Distinguish between the speaker's opinion and verifiable fact (4-8);
(Language Arts, Level: 5)
110.7.5.10.(J). Distinguish fact and opinion in various texts (4-8);
(Language Arts, Level: 5)
Students listen to and view a song describing the main idea and details of a paragraph, with an example paragraph and structure diagram. They must read a paragraph and identify the main idea, summary, central idea, theme, or topic.
-
110.6.4.10.(F).
Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 4)
110.7.5.10.(F). Determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
(Language Arts, Level: 5)
110.3.1.5.(K). Recognize the distinguishing features of a paragraph (1).
(Language Arts, Level: 1)
110.6.4.1.(C). Understand the major ideas and supporting evidence in spoken messages (4-8).
(Language Arts, Level: 4)
Students view a description of conclusions and inferences. They read one paragraph passages and answer multiple-choice questions including making inferences and predicting outcomes.
-
110.3.1.12.(F).
Make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 1)
110.4.2.9.(F). Make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 2)
110.5.3.9.(F). Make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3);
(Language Arts, Level: 3)
110.3.1.15.(C). Draw conclusions from information gathered (K-3);
(Language Arts, Level: 1)
110.6.4.10.(H). Draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);
(Language Arts, Level: 4)
110.7.5.10.(H). Draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);
(Language Arts, Level: 5)
Students read multiple-step written instructions and perform tasks to clean up a messy room.
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110.6.4.5.(E).
Give precise directions and instructions such as in games and tasks (4-5);
(Language Arts, Level: 4)
110.7.5.5.(E). Give precise directions and instructions such as for games and tasks (4-5);
(Language Arts, Level: 5)
Students read multiple-step written instructions and perform tasks to create a music video.
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110.6.4.5.(E).
Give precise directions and instructions such as in games and tasks (4-5);
(Language Arts, Level: 4)
110.7.5.5.(E). Give precise directions and instructions such as for games and tasks (4-5);
(Language Arts, Level: 5)