Alignment Report by Resource
Virginia State Learning Standards
Reading Upgrade, Comprehension Upgrade, Math Upgrade On-Line Courses
Published by Learning Upgrade LLC
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.
1.7.a). Use titles and pictures.
(Language Arts, Level: 1)
2.9.a). Use a table of contents.
(Language Arts, Level: 2)
CU02-Format, Types of Text
Students view a description of formats including fiction and non-fiction, narrative and expository, and books, drama / plays, or novels. They distinguish between common forms of literature.
3.4.a). Preview and use text formats.
(Language Arts, Level: 3)
7.5.b). Compare and contrast forms, including short stories, novels, plays, folk literature, poetry, essays, and biographies.
(Language Arts, Level: 7)
9.3.b). Identify the characteristics that distinguish literary forms.
(Language Arts, Level: 9)
CU03-Main Idea
Students listen to and view a song describing the main idea, summary, topic, and theme. They must read passages and generalize to identify the central idea.
1.9.h). Identify the topic or main idea.
(Language Arts, Level: 1)
3.9.b). Focus on a central idea.
(Language Arts, Level: 3)
4.5.f). Summarize content of selection, identifying important ideas and providing details for each important idea.
(Language Arts, Level: 4)
6.5.e). Organize the main idea and details to form a summary.
(Language Arts, Level: 6)
8.5.b). Describe inferred main ideas or themes using evidence from the text as support.
(Language Arts, Level: 8)
CU04-Author's Purpose
Students listen to and view a song describing the author s purpose, including writing to inform, narrate, persuade, describe, and entertain. They must read passages and identify the author s purpose.
3.5.e). Identify authorís purpose.
(Language Arts, Level: 3)
3.6.a). Identify the authorís purpose.
(Language Arts, Level: 3)
4.4.a). Explain the author's purpose.
(Language Arts, Level: 4)
4.4.b). Describe how the choice of language, setting, and information contributes to the authorís purpose.
(Language Arts, Level: 4)
4.5.c). Explain the authorís purpose.
(Language Arts, Level: 4)
5.8.c). Demonstrate awareness of intended audience.
(Language Arts, Level: 5)
7.6.d). Identify the source, viewpoint, and purpose of texts.
(Language Arts, Level: 7)
CU05-Tone, Mood and Attitude
Students listen to and view a song describing the author s tone, mood and attitude. They must read passages and identify the author s tone and attitude.
8.5.c). Describe how authors use characters, conflict, point of view, and tone to create meaning.
(Language Arts, Level: 8)
CU06-Expository Organizers
Students view a description of graphic expository organizers including the sections for title, purpose, main idea, details, and conclusion. They must read informational passages and fill in all the sections of the organizer.
6.5.e). Organize the main idea and details to form a summary.
(Language Arts, Level: 6)
6.7.a). Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
(Language Arts, Level: 6)
7.7.b). Use graphic organizers to organize information.
(Language Arts, Level: 7)
7.9.a). Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
(Language Arts, Level: 7)
8.8.a). Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
(Language Arts, Level: 8)
CU07-Reference Books
Students view a description if reference books and materials including the encyclopedia, dictionary, atlas, thesaurus. They must read a request for information and decide which reference materials would contain the information.
2.9. demonstrate comprehension of information in reference materials.
(Language Arts, Level: 2)
2.9.c). Use dictionaries and indices.
(Language Arts, Level: 2)
3.7.a). Use dictionary, glossary, thesaurus, encyclopedia, and other reference books, including online reference materials.
(Language Arts, Level: 3)
4.3.d). Use word-reference materials including the glossary, dictionary, and thesaurus.
(Language Arts, Level: 4)
5.4.c). Use dictionary, glossary, thesaurus, and other word-reference materials.
(Language Arts, Level: 5)
7.7. apply knowledge of appropriate reference materials.
(Language Arts, Level: 7)
CU08-Narrative Writing
Students view a description of narrative story writing including the problem, characters, setting, and solution. They must read stories and identify the key elements.
2.8.f). Describe characters, setting, and important events in fiction and poetry.
(Language Arts, Level: 2)
6.4.a). Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
(Language Arts, Level: 6)
7.5.a). Describe setting, character development, plot structure, theme, and conflict.
(Language Arts, Level: 7)
CU09-Story Maps
Students view a description of graphic story maps including sections for the problem, characters, setting, events, and solution. They read stories or narrative passages and fill in all the sections of the story map.
2.8.f). Describe characters, setting, and important events in fiction and poetry.
(Language Arts, Level: 2)
3.5.g). Draw conclusions about character and plot.
(Language Arts, Level: 3)
6.4.a). Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
(Language Arts, Level: 6)
7.5.a). Describe setting, character development, plot structure, theme, and conflict.
(Language Arts, Level: 7)
7.7.b). Use graphic organizers to organize information.
(Language Arts, Level: 7)
CU10-K-W-L Charts
Students listen to and view a song describing the use of K-W-L charts to document what you already know, want to know, and learned after reading a passage. They must fill in the K-W-L charts before and after reading each passage.
4.5.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 4)
4.5.g). Describe relationship between content and previously learned concepts or skills.
(Language Arts, Level: 4)
5.6.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 5)
5.7.b). Organize information on charts, maps, and graphs.
(Language Arts, Level: 5)
7.7.b). Use graphic organizers to organize information.
(Language Arts, Level: 7)
CU11-Greek and Latin Root Words
Students listen to and view a song describing and listing common greek and latin root words. They must identify the root word from a set of words and then identify the meaning of the root word.
4.3.c). Use knowledge of word origins; synonyms, antonyms, and homonyms; and multiple meanings of words.
(Language Arts, Level: 4)
5.4.b). Use knowledge of root words, prefixes, and suffixes.
(Language Arts, Level: 5)
6.3.a). Identify word origins, derivations, and inflections.
(Language Arts, Level: 6)
7.4.a). Use roots and affixes to expand vocabulary.
(Language Arts, Level: 7)
8.4. apply knowledge of word origins, derivations, inflections, analogies, and figurative language to extend vocabulary development.
(Language Arts, Level: 8)
CU12-Homophones
Students listen to and view a song describing and listing common homophones, or words with the same sound and a different meaning. They must fill in sentences with the correct word from several homophones.
3.3.b). Use knowledge of homophones.
(Language Arts, Level: 3)
4.8.h). Use correct spelling for frequently used words, including common homophones.
(Language Arts, Level: 4)
CU13-Context Clues
Students listen to and view a song describing how to use sentence and word context clues to help find or predict the meaning of unknown or unfamiliar words. They must identify the meaning of words in the context of passages from several possible meanings.
3.4.d). Use context to clarify meaning of unfamiliar words.
(Language Arts, Level: 3)
4.3.a). Use context to clarify meanings of unfamiliar words.
(Language Arts, Level: 4)
5.4.a). Use context to clarify meaning of unfamiliar words.
(Language Arts, Level: 5)
6.3.c). Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
(Language Arts, Level: 6)
6.5.c). Use context to determine meanings of unfamiliar words and technical vocabulary.
(Language Arts, Level: 6)
8.4.b). Use context, structure, and connotations to determine meaning of words and phrases.
(Language Arts, Level: 8)
CU14-Question Answer Relationships QAR
Students view a description of QAR, or question answer relationships, including right there, think and search, author and me, and on my own. They must read passages and answer each type of question.
2.8.e). Locate information to answer questions.
(Language Arts, Level: 2)
3.6.c). Ask and answer questions about what is read.
(Language Arts, Level: 3)
CU15-Synonyms
Students view a description of synonyms, or words with the same meaning. They must select the correct synonym for a word to replace in a sentence.
2.2.e). Identify and use synonyms and antonyms in oral communication.
(Language Arts, Level: 2)
2.6.d). Use knowledge of antonyms and synonyms.
(Language Arts, Level: 2)
4.3.c). Use knowledge of word origins; synonyms, antonyms, and homonyms; and multiple meanings of words.
(Language Arts, Level: 4)
CU16-Antonyms
Students view a description of antonyms, or words with the opposite meaning. They must select the correct antonym for a word to replace in a sentence.
2.2.e). Identify and use synonyms and antonyms in oral communication.
(Language Arts, Level: 2)
2.6.d). Use knowledge of antonyms and synonyms.
(Language Arts, Level: 2)
4.3.c). Use knowledge of word origins; synonyms, antonyms, and homonyms; and multiple meanings of words.
(Language Arts, Level: 4)
CU17-Poetry
Students view a description of poetry and the common forms including narrative, dramatic, free verse. They read poems and answer questions on the form and content.
5.5.d). Describe the characteristics of free verse, rhymed, and patterned poetry.
(Language Arts, Level: 5)
7.5.d). Explain how form, including rhyme, rhythm, repetition, line structure, and punctuation, conveys the mood and meaning of a poem.
(Language Arts, Level: 7)
CU18-History K-W-L
Students view a description of the subject history and learn vocabulary words for this subject. They read textbook style history passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
4.5.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 4)
4.5.g). Describe relationship between content and previously learned concepts or skills.
(Language Arts, Level: 4)
5.6.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 5)
7.7.b). Use graphic organizers to organize information.
(Language Arts, Level: 7)
CU19-Charts and Graphs
Students view a description of charts, graphs and diagrams including the pie, bar, and line charts and graphs. They view graphs and answer questions about the content.
2.9.b). Use pictures and charts.
(Language Arts, Level: 2)
5.7.b). Organize information on charts, maps, and graphs.
(Language Arts, Level: 5)
CU20-Music Comprehension
Students view a description of the subject music. They read textbook style expository passages about music and answer comprehension questions.
2.8.d). Ask and answer questions about what is read.
(Language Arts, Level: 2)
3.6.c). Ask and answer questions about what is read.
(Language Arts, Level: 3)
4.5.e). Draw conclusions using information from texts.
(Language Arts, Level: 4)
7.6. read and demonstrate comprehension of a variety of informational texts.
(Language Arts, Level: 7)
7.6.a). Use knowledge of text structures to aid comprehension ion.
(Language Arts, Level: 7)
CU21-Mythology Story Maps
Students view a description of the subject mythology and learn vocabulary words for this subject. They read mythological stories from around the world and fill in all the sections of the story map for each story: problem, characters, setting, events, and solution.
2.8.f). Describe characters, setting, and important events in fiction and poetry.
(Language Arts, Level: 2)
6.4.a). Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
(Language Arts, Level: 6)
6.4.g). Explain how character and plot development are used in a selection to support a central conflict or story line.
(Language Arts, Level: 6)
7.7.b). Use graphic organizers to organize information.
(Language Arts, Level: 7)
9.5.b). Compare and contrast the elements of character, setting, and plot in one-act plays and full-length plays.
(Language Arts, Level: 9)
CU22-Idioms
Students listen to and view a song describing and listing common idioms in context. They read passages containing idioms and identify the correct meaning of each idiom.
8.4. apply knowledge of word origins, derivations, inflections, analogies, and figurative language to extend vocabulary development.
(Language Arts, Level: 8)
CU23-Conclusions and Inferences
Students view a description of conclusions and inferences with an example. They read short passages and then make inferences and draw conclusions to answer the questions.
3.5.g). Draw conclusions about character and plot.
(Language Arts, Level: 3)
3.6.d). Draw conclusions.
(Language Arts, Level: 3)
4.5.d). Make simple inferences using information from texts.
(Language Arts, Level: 4)
4.5.e). Draw conclusions using information from texts.
(Language Arts, Level: 4)
5.6.c). Locate information to support opinions, predictions, and conclusions.
(Language Arts, Level: 5)
6.4.f). Use information stated explicitly in the text to draw conclusions and make inferences.
(Language Arts, Level: 6)
6.5.d). Draw conclusions and make inferences based on explicit and implied information.
(Language Arts, Level: 6)
7.5.e). Draw conclusions based on explicit and implied information.
(Language Arts, Level: 7)
7.5.f). Make inferences based on explicit and implied information.
(Language Arts, Level: 7)
8.6.h). Draw conclusions based on explicit and implied information.
(Language Arts, Level: 8)
8.6.i). Make inferences based on explicit and implied information.
(Language Arts, Level: 8)
CU24-Earth Science K-W-L
Students view a description of the subject earth science and learn vocabulary words for this subject. They read textbook style earth science passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
4.5.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 4)
4.5.g). Describe relationship between content and previously learned concepts or skills.
(Language Arts, Level: 4)
5.6.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 5)
7.7.b). Use graphic organizers to organize information.
(Language Arts, Level: 7)
CU25-Dance Comprehension
Students view a description of the subject dance and learn vocabulary words for this subject. They read textbook style expository passages about dance and answer comprehension questions.
2.8.d). Ask and answer questions about what is read.
(Language Arts, Level: 2)
3.6.c). Ask and answer questions about what is read.
(Language Arts, Level: 3)
4.5.e). Draw conclusions using information from texts.
(Language Arts, Level: 4)
7.6. read and demonstrate comprehension of a variety of informational texts.
(Language Arts, Level: 7)
7.6.a). Use knowledge of text structures to aid comprehension ion.
(Language Arts, Level: 7)
CU26-Advertising QAR
Students view a description of the subject advertising. They view advertisements with text and graphics. They answer four QAR, or question answer relationships, questions per passage: right there, think and search, author and me, and on my own.
2.8.e). Locate information to answer questions.
(Language Arts, Level: 2)
3.5.f). Ask and answer questions.
(Language Arts, Level: 3)
3.6.c). Ask and answer questions about what is read.
(Language Arts, Level: 3)
CU27-Art Expository Organizer
Students view a description of the subject art and learn vocabulary words for this subject. They read expository passages about famous artists and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.
4.5.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 4)
5.6.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 5)
6.5.e). Organize the main idea and details to form a summary.
(Language Arts, Level: 6)
7.7.b). Use graphic organizers to organize information.
(Language Arts, Level: 7)
CU28-Cause and Effect
Students view a description of cause and effect with an example. They read passages and answer why questions by selecting from a set of clauses beginning with because.
4.5.h). Distinguish between cause and effect and between fact and opinion.
(Language Arts, Level: 4)
5.6.d). Identify cause-and-effect relationships.
(Language Arts, Level: 5)
6.4.e). Describe cause-effect relationships and their impact on plot.
(Language Arts, Level: 6)
CU29-Metaphor and Simile
Students view a description of metaphor and simile with examples of figurative language. They read sentences and identify whether the author is using metaphor or simile.
6.3.b). Identify analogies and figurative language.
(Language Arts, Level: 6)
7.4.b). Recognize analogies and figurative language.
(Language Arts, Level: 7)
8.4. apply knowledge of word origins, derivations, inflections, analogies, and figurative language to extend vocabulary development.
(Language Arts, Level: 8)
8.4.a). Identify simile, metaphor, personification, hyperbole, and analogy.
(Language Arts, Level: 8)
8.5.a). Explain the use of symbols and figurative language.
(Language Arts, Level: 8)
CU30-Point of View
Students view a description of the author s point of view including first person and third person writing examples. They read passages and identify the point of view and author s opinion.
8.5.c). Describe how authors use characters, conflict, point of view, and tone to create meaning.
(Language Arts, Level: 8)
8.6.b). Analyze authorís credentials, viewpoint, and impact.
(Language Arts, Level: 8)
CU31-Forms and Applications
Students view a description of forms and applications including blanks, fields, and field headings. They fill in forms such as a job application one field at a time.
10.4.a). Analyze and apply the information contained in warranties, contracts, job descriptions, technical descriptions, and other informational sources, including labels, warnings, manuals, directions, applications, and forms to complete specific tasks.
(Language Arts, Level: 10)
CU32-Biology Comprehension
Students view a description of the subject biology and learn vocabulary words for this subject. They read textbook style expository passages about biology and answer comprehension questions.
2.8.d). Ask and answer questions about what is read.
(Language Arts, Level: 2)
3.6.c). Ask and answer questions about what is read.
(Language Arts, Level: 3)
4.5.d). Make simple inferences using information from texts.
(Language Arts, Level: 4)
4.5.e). Draw conclusions using information from texts.
(Language Arts, Level: 4)
7.6.a). Use knowledge of text structures to aid comprehension ion.
(Language Arts, Level: 7)
CU33-Fact and Opinion
Students view a description of fact and opinion with examples. They must read short passages and identify ones expressing fact or the author s opinion.
4.5.h). Distinguish between cause and effect and between fact and opinion.
(Language Arts, Level: 4)
6.2.a). Distinguish between facts and opinions.
(Language Arts, Level: 6)
7.3.b). Distinguish between fact and opinion.
(Language Arts, Level: 7)
CU34-Prediction
Students learn how to predict what will happen next based on items in a passage. They read passages and make predictions, and then confirm their predictions after further reading.
2.8.a). Make predictions about content.
(Language Arts, Level: 2)
2.8.b). Read to confirm predictions.
(Language Arts, Level: 2)
3.5.c). Make, confirm, or revise predictions.
(Language Arts, Level: 3)
6.5.b). Make, confirm, or revise predictions.
(Language Arts, Level: 6)
10.3.c). Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
(Language Arts, Level: 10)
CU35-Geography K-W-L
Students view a description of the subject geography and learn vocabulary words for this subject. They read textbook style geography passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
4.5.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 4)
4.5.g). Describe relationship between content and previously learned concepts or skills.
(Language Arts, Level: 4)
5.6.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 5)
7.7.b). Use graphic organizers to organize information.
(Language Arts, Level: 7)
CU36-Flowcharts Organize
Student view a description of a flowchart diagram including the step-by-step process from start to finish with boxes and lines. They read passages describing a sequence or process and fill in the boxes of a flowchart.
7.7.b). Use graphic organizers to organize information.
(Language Arts, Level: 7)
CU37-Plays and Drama
Students view a description of plays and drama including script, characters, setting, dialog, comedy, and tragedy. They read script selections and identify the key elements of the play.
9.5.b). Compare and contrast the elements of character, setting, and plot in one-act plays and full-length plays.
(Language Arts, Level: 9)
CU38-Social Studies Comprehension
Students view a description of the subject social studies and learn vocabulary words for this subject. They read textbook style expository passages about social studies and answer comprehension questions.
2.8.d). Ask and answer questions about what is read.
(Language Arts, Level: 2)
3.6.c). Ask and answer questions about what is read.
(Language Arts, Level: 3)
4.5.d). Make simple inferences using information from texts.
(Language Arts, Level: 4)
4.5.e). Draw conclusions using information from texts.
(Language Arts, Level: 4)
7.6.a). Use knowledge of text structures to aid comprehension ion.
(Language Arts, Level: 7)
CU39-Astronomy Expository Organizer
Students view a description of the subject astronomy. They read expository passages about astronomy and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.
4.5.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 4)
5.6.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 5)
6.5.e). Organize the main idea and details to form a summary.
(Language Arts, Level: 6)
7.7.b). Use graphic organizers to organize information.
(Language Arts, Level: 7)
CU40-Mystery Prediction
Students view a description of mystery or suspense chapter books. They read parts of chapters of the book, make predictions about the story plot, and read further to confirm their predictions.
2.8.a). Make predictions about content.
(Language Arts, Level: 2)
2.8.b). Read to confirm predictions.
(Language Arts, Level: 2)
3.5.c). Make, confirm, or revise predictions.
(Language Arts, Level: 3)
6.5.b). Make, confirm, or revise predictions.
(Language Arts, Level: 6)
10.3.c). Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
(Language Arts, Level: 10)
CU41-Analogies
Students listen to and view a song describing an analogy with several examples. They view analogies with missing elements and identify the correct elements to complete the relationships.
6.3.b). Identify analogies and figurative language.
(Language Arts, Level: 6)
7.4.b). Recognize analogies and figurative language.
(Language Arts, Level: 7)
8.4. apply knowledge of word origins, derivations, inflections, analogies, and figurative language to extend vocabulary development.
(Language Arts, Level: 8)
8.4.a). Identify simile, metaphor, personification, hyperbole, and analogy.
(Language Arts, Level: 8)
CU42-Compare and Contrast: Venn Diagrams
Students view a description of Venn diagrams to compare and contrast two items, including the common intersecting elements and distinct elements. They read passages and then fill in Venn diagrams.
3.5.d). Compare and contrast settings, characters, and events.
(Language Arts, Level: 3)
5.6.e). Identify compare-and-contrast relationships.
(Language Arts, Level: 5)
CU43-Biography K-W-L
Students view a description of the subject biography and learn vocabulary words for this subject. They read biographical passages about famous people and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
4.5.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 4)
4.5.g). Describe relationship between content and previously learned concepts or skills.
(Language Arts, Level: 4)
5.6.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 5)
7.7.b). Use graphic organizers to organize information.
(Language Arts, Level: 7)
CU44-Internet Searching
Students view a description of internet search, including search engines, web browser, search terms, links, and web sites. They view search results and identify the best web site for specific purposes.
2.11.d). Use available technology.
(Language Arts, Level: 2)
3.7.b). Use available technology.
(Language Arts, Level: 3)
3.10.e). Use available technology.
(Language Arts, Level: 3)
4.7.g). Use available technology.
(Language Arts, Level: 4)
5.8.g). Use available technology to access information.
(Language Arts, Level: 5)
8.7.e). Use available technology.
(Language Arts, Level: 8)
CU45-Health Expository Organizer
Students view a description of the subject health. They read expository passages about health and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.
4.5.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 4)
5.6.a). Use text organizers, such as type, headings, and graphics, to predict and categorize information.
(Language Arts, Level: 5)
6.5.e). Organize the main idea and details to form a summary.
(Language Arts, Level: 6)
7.7.b). Use graphic organizers to organize information.
(Language Arts, Level: 7)
CU46-Preview, Skim and Scan
Students view a description of skimming and scanning text and previewing a passage. They must briefly skim and scan passages and then answer questions about the passage.
2.7.a). Preview the selection by using pictures, diagrams, titles, and headings.
(Language Arts, Level: 2)
5.6.f). Skim materials to develop a general overview of content and to locate specific information.
(Language Arts, Level: 5)
10.4.b). Skim manuals or informational sources to locate information.
(Language Arts, Level: 10)
CU47-Careers Flowcharts
Students view a description of a career or permanent occupation, and learn vocabulary words for careers. They read passages that describe careers and then fill in the boxes of a flowchart describing the step-by-step process.
10.7.d). Organize ideas into a logical sequence.
(Language Arts, Level: 10)
CU48-Follow Directions
Students follow multi-step written directions and instructions to obtain money from an ATM machine and make a series of purchases at a shopping center.
8.6.e). Read and follow instructions to complete an assigned task.
(Language Arts, Level: 8)
9.4.f). Read and follow instructions to complete an assigned project or task.
(Language Arts, Level: 9)
CU49-Fast Fluency Game
Students exercise their reading fluency by reading a passage and answering a series of timed questions on title, main idea, tone, metaphor and simile, analogy, and point of view.
2.8.d). Ask and answer questions about what is read.
(Language Arts, Level: 2)
3.5.f). Ask and answer questions.
(Language Arts, Level: 3)
3.6.c). Ask and answer questions about what is read.
(Language Arts, Level: 3)
8.4.a). Identify simile, metaphor, personification, hyperbole, and analogy.
(Language Arts, Level: 8)
10.3.b). Identify main and supporting ideas.
(Language Arts, Level: 10)
CU50-Final Challenge
Students follow multi-step written directions and instructions to find a missing certificate in an old mansion.
8.6.e). Read and follow instructions to complete an assigned task.
(Language Arts, Level: 8)
9.4.f). Read and follow instructions to complete an assigned project or task.
(Language Arts, Level: 9)
MU01-Place Value
Students listen to and view the place value song that presents the ones, tens, hundreds, thousands, and millions place. Students identify the place value of digits, compare numbers greater than or less than a number, identify spoken numbers, and identify numbers written out as words.
2.1.a). read, write, and identify the place value of each digit in a three-digit numeral, using numeration models; and
(Mathematics, Level: 2)
3.1. read and write six-digit numerals and identify the place value for each digit.
(Mathematics, Level: 3)
4.1.a). identify (orally and in writing) the place value for each digit in a whole number expressed through millions;
(Mathematics, Level: 4)
MU02-Number Line
Students listen to and view a description of the number line, positive numbers, negative numbers, integers, whole numbers, and real numbers. Students identify points on the number line including positive, negative, integer, whole, and real numbers.
6.5. identify, represent, order, and compare integers.
(Mathematics, Level: 6)
MU03-Comparison
Students listen to and view a song video describing the comparison signs including the greater than sign, less than sign, and equal sign. Students compare two numbers or expressions and select the correct comparison symbols.
2.2. compare two whole numbers between 0 and 999, using symbols (greater than, less than, or equal to) and words (greater than, less than, or equal to).
(Mathematics, Level: 2)
3.3. compare two whole numbers between 0 and 9,999, using symbols (greater than, less than, or equal to ) and words (greater than, less than, or equal to).
(Mathematics, Level: 3)
3.25.b). demonstrate an understanding of equality by recognizing that the equal sign (equal to) links equivalent quantities, such as 4 ï 3 equal to 2 ï 6.
(Mathematics, Level: 3)
4.1.b). compare two whole numbers expressed through millions, using symbols ( greater than, less than, or equal to ); and
(Mathematics, Level: 4)
4.22. recognize and demonstrate the meaning of equality, using symbols representing numbers, operations, and relations [e.g., 3 + 5 equal to 5 + 3 and 15 + (35 + 16) equal to (15 + 35) + 16].
(Mathematics, Level: 4)
MU04-Add Facts 1-5
Students listen to and view five songs listing the addition facts or sums for the numbers 1 to 5 plus 1 to 10. Students memorize to automaticity 50 addition facts presented in a random order with repetition to mastery. Students solve 1-digit addition problems.
1.8. recall basic addition facts ñ i.e., sums to 10 or less ñ and the corresponding subtraction facts.
(Mathematics, Level: 1)
2.6. recall basic addition facts - i.e., sums to 18 or less - and the corresponding subtraction facts.
(Mathematics, Level: 2)
MU05-Add Facts 6-10
Students listen to and view five songs listing the addition facts or sums for the numbers 6 to 10 plus 1 to 10. Students memorize to automaticity 100 addition facts or sums to 20 presented in a random order with repetition to mastery. Students solve 1-digit addition problems.
1.8. recall basic addition facts ñ i.e., sums to 10 or less ñ and the corresponding subtraction facts.
(Mathematics, Level: 1)
2.6. recall basic addition facts - i.e., sums to 18 or less - and the corresponding subtraction facts.
(Mathematics, Level: 2)
MU06-Long Addition
Students listen to and view a song video describing addition or sum of two-digit or multidigit numbers and learn to carry over. Students calculate the sum of 2-digit numbers step-by-step.
2.7.b). find the sum, using various methods of calculation (mental computation, concrete materials, and paper and pencil).
(Mathematics, Level: 2)
3.8. solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.
(Mathematics, Level: 3)
MU07-Subtraction
Students listen to and view a song video describing subtraction or the difference of two-digit numbers and learn to borrow or regroup. Students subtract 2-digit numbers step-by-step.
3.8. solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.
(Mathematics, Level: 3)
MU08-Mult Facts 1-5
Students listen to and view five songs listing the multiplication facts for the numbers 1 to 5 times 1 to 12. Students memorize to automaticity the multiplication table 1 to 5 presented in a random order with repetition to mastery. Students solve 1-digit multiplication problems.MU09-Mult Facts 6-10
Students listen to and view five songs listing the multiplication facts for the numbers 6 to 10 times 1 to 12. Students memorize to automaticity the multiplication table presented in a random order with repetition to mastery. Students solve 1-digit multiplication problems.MU10-Long Multiplication
Students listen to and view a description of the long multiplication process or algorithm. Students multiply and solve problems with 1 digit, 2 digit, and multidigit numbers.
4.7. find the product of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer, using estimation and paper and pencil. For larger products (a two-digit numeral times a three-digit numeral), estimation and calculators will be used.
(Mathematics, Level: 4)
MU11-Long Division
Students listen to and view a description of the long division process or algorithm. Students divide and solve problems with 1 digit, 2 digit, and multidigit numbers.
4.8. estimate and find the quotient of two whole numbers, given a one-digit divisor.
(Mathematics, Level: 4)
5.3. create and solve problems involving addition, subtraction, multiplication, and division of whole numbers, using paper and pencil, estimation, mental computation, and calculators.
(Mathematics, Level: 5)
5.5. The student, given a dividend of four digits or fewer and a divisor of two digits or fewer, will find the quotient and remainder.
(Mathematics, Level: 5)
MU12-Signed Add
Students listen to and view a signed addition song video describing how to add and subtract positive and negative integers, and how to convert subtraction of signed numbers into addition. Students solve addition and subtraction problems with signed numbers positive and negative step by step.
7.5. formulate rules for and solve practical problems involving basic operations (addition, subtraction, multiplication, and division) with integers.
(Mathematics, Level: 7)
MU13-Signed Multiply
Students listen to and view a signed multiplication song video describing how to multiply and divide positive and negative integers. Students solve multiplication and division problems with signed numbers positive and negative step by step.
7.5. formulate rules for and solve practical problems involving basic operations (addition, subtraction, multiplication, and division) with integers.
(Mathematics, Level: 7)
MU14-Fractions Basics
Students listen to and view a fractions basics song describing parts of a whole, numerator, denominator, proper fractions, improper fractions, mixed fractions, and conversion between types of fractions. Students solve problems identifying and converting between types of fractions.
2.4. identify the part of a set and/or region that represents fractions for one-half, one-third, one-fourth, one-eighth, and one-tenth and write the corresponding fraction.
(Mathematics, Level: 2)
3.5.a). divide regions and sets to represent a fraction; and
(Mathematics, Level: 3)
4.2.a). identify, model, and compare rational numbers (fractions and mixed numbers), using concrete objects and pictures;
(Mathematics, Level: 4)
MU15-Factors & Multiples
Students listen to and view a description of factors, factorization, and multiples. Students create a list of factors of a number, and a list of multiples of a number.
2.5.a). count forward by twos, fives, and tens to 100, starting at various multiples of 2, 5, or 10, using mental mathematics, paper and pencil, hundred chart, calculators, and/or concrete objects, as appropriate;
(Mathematics, Level: 2)
6.3.a). find common multiples and factors, including least common multiple and greatest common factor;
(Mathematics, Level: 6)
MU16-Prime Numbers
Students listen to and view a prime number song defining prime numbers and listing the prime numbers up to 47. Students are given whole numbers and create a factor tree of prime factors, or a prime factorization.
6.3.b). identify and describe prime and composite numbers; and
(Mathematics, Level: 6)
MU17-Reduce Fractions
Students listen to and view a song video describing the process or algorithm for reducing or simplifying fractions to their lowest terms using the greatest common factor, or GCF. Students reduce or simplify fractions step by step by finding the factors of the numerator and denominator, selecting the greatest common factor (divisor), and dividing by the GCF.
6.3.a). find common multiples and factors, including least common multiple and greatest common factor;
(Mathematics, Level: 6)
MU18-Multiply Fractions
Students listen to and view a description of how to multiply fractions, and how to divide fractions by inverting the divisor and multiplying. Students solve problems by multiplying and dividing fractions step by step.
6.6.a). solve problems that involve addition, subtraction, multiplication, and/or division with fractions and mixed numbers, with and without regrouping, that include like and unlike denominators of 12 or less, and express their answers in simplest form; and
(Mathematics, Level: 6)
MU19-Add Fractions
Students listen to and view a description of the process or algorithm for the addition and subtraction of fractions using the least common denominator, or LCD. Students add and subtract fractions step by step by finding the least common multiple, converting fractions to the LCD, and adding the numerators.
3.11. add and subtract with proper fractions having like denominators of 10 or less, using concrete materials and pictorial models representing areas/regions, lengths/measurements, and sets.
(Mathematics, Level: 3)
4.9.a). add and subtract with fractions having like and unlike denominators of 12 or less, using concrete materials, pictorial representations, and paper and pencil;
(Mathematics, Level: 4)
4.9.c). solve problems involving addition and subtraction with fractions having like and unlike denominators of 12 or less and with decimals expressed through thousandths, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.
(Mathematics, Level: 4)
5.7. add and subtract with fractions and mixed numbers, with and without regrouping, and express answers in simplest form. Problems will include like and unlike denominators limited to 12 or less.
(Mathematics, Level: 5)
6.6.a). solve problems that involve addition, subtraction, multiplication, and/or division with fractions and mixed numbers, with and without regrouping, that include like and unlike denominators of 12 or less, and express their answers in simplest form; and
(Mathematics, Level: 6)
MU20-Decimal Place Value
Students listen to and view a decimal place value song describing the tenths, hundredths, and thousandths place in numbers of one, two, and three decimal places. Students identify spoken and written numbers with up to three decimal places and round and compare decimal numbers.
3.7. read and write decimals expressed as tenths and hundredths, using concrete materials and models.
(Mathematics, Level: 3)
4.4.a). read, write, represent, and identify decimals expressed through thousandths;
(Mathematics, Level: 4)
5.1.a). read, write, and identify the place values of decimals through thousandths;
(Mathematics, Level: 5)
MU21-Add Decimals
Students listen to and view a description of how to add and subtract decimal numbers by lining up the decimal point, adding, and placing the decimal point in the answer. Students solve problems with the addition and subtractions of decimal numbers.
3.12. add and subtract with decimals expressed as tenths, using concrete materials, pictorial representations, and paper and pencil.
(Mathematics, Level: 3)
4.9.b). add and subtract with decimals through thousandths, using concrete materials, pictorial representations, and paper and pencil; and
(Mathematics, Level: 4)
4.9.c). solve problems involving addition and subtraction with fractions having like and unlike denominators of 12 or less and with decimals expressed through thousandths, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.
(Mathematics, Level: 4)
MU22-Multiply Decimals
Students listen to and view a description of how to multiply and divide decimal numbers and place the decimal point in the answer. Students solve problems with the multiplication and division of decimal numbers.
5.6. The student, given a dividend expressed as a decimal through thousandths and a single-digit divisor, will find the quotient.
(Mathematics, Level: 5)
MU23-Percent Convert
Students listen to and view a description of percentages and how to convert percentages to and from fractions and decimals. Students calculate the percentage of quantities and solve problems converting percentages, fractions, and decimals.
6.1. identify representations of a given percent and describe orally and in writing the equivalence relationships among fractions, decimals, and percents.
(Mathematics, Level: 6)
7.4.a). solve practical problems using rational numbers (whole numbers, fractions, decimals) and percents; and
(Mathematics, Level: 7)
MU24-Percent Problems
Students listen to and view a description of how to solve common percentage word problems including sales discounts. Students solve real world word problems involving the calculation of percent values.
7.4.b). solve consumer-application problems involving tips, discounts, sales tax, and simple interest.
(Mathematics, Level: 7)
8.3. solve practical problems involving rational numbers, percents, ratios, and proportions. Problems will be of varying complexities and will involve real-life data, such as finding a discount and discount prices and balancing a checkbook.
(Mathematics, Level: 8)
MU25-Exponents Basics
Students listen to and view a description of exponents including squares, cubes, and higher powers as well as exponents of power 0 and power 1. Students solve exponent problems by matching a base and exponent with the equivalent multiplication and the evaluated number. Students work with and understand powers of 10.
6.22. investigate and describe concepts of positive exponents, perfect squares, square roots, and, for numbers greater than 10, scientific notation. Calculators will be used to develop exponential patterns.
(Mathematics, Level: 6)
MU26-Exponents Rules
Students listen to and view a song video describing exponent rules and properties: multiplying and dividing two exponents with a common base, taking an exponent of an exponent, and evaluating negative exponents. Students solve exponent problems by matching an exponent problem with the applied rule and the answer.
A.10. apply the laws of exponents to perform operations on expressions with integral exponents, using scientific notation when appropriate.
(Mathematics, Level: 9 - 12)
MU27-Square Roots
Students listen to and view a description of square roots and a song listing square roots of perfect squares from 1 to 100. Students solve square root problems. Students estimate square roots by determining between which integers the square root lies.
6.22. investigate and describe concepts of positive exponents, perfect squares, square roots, and, for numbers greater than 10, scientific notation. Calculators will be used to develop exponential patterns.
(Mathematics, Level: 6)
8.5. The student, given a whole number from 0 to 100, will identify it as a perfect square or find the two consecutive whole numbers between which the square root lies.
(Mathematics, Level: 8)
MU28-Scientific Notation
Students listen to and view a description of scientific notation, calculator notation, and standard notation. Students convert numbers between standard and scientific notation by placing the decimal point and determining the exponent required.
6.22. investigate and describe concepts of positive exponents, perfect squares, square roots, and, for numbers greater than 10, scientific notation. Calculators will be used to develop exponential patterns.
(Mathematics, Level: 6)
7.1. compare, order, and determine equivalent relationships between fractions, decimals, and percents, including use of scientific notation for numbers greater than 10.
(Mathematics, Level: 7)
8.1.b). recognize, represent, compare, and order numbers expressed in scientific notation; and
(Mathematics, Level: 8)
MU29-Algebra Basics
Students listen to and view a description of algebra basics including variables, constants, coefficients, evaluating expressions, and substitution. Students identify the terminology for each part of an equation and substitute values to evaluate expressions.
6.23.c). use the following algebraic terms appropriately: variable, coefficient, term, and equation.
(Mathematics, Level: 6)
7.21. use the following algebraic terms appropriately: equation, inequality, and expression.
(Mathematics, Level: 7)
MU30-PEMDAS Order of Operations
Students listen to and view a song describing the PEMDAS order of operations: parentheses (brackets) first, exponents next, multiplication and division, addition and subtraction. Students evaluate expressions step-by-step using the PEMDAS order of operations.
7.2. simplify expressions that contain rational numbers (whole numbers, fractions, and decimals) and positive exponents, using order of operations, mental mathematics, and appropriate tools.
(Mathematics, Level: 7)
8.1.a). simplify numerical expressions involving positive exponents, using rational numbers, order of operations, and properties of operations with real numbers;
(Mathematics, Level: 8)
8.4. apply the order of operations to evaluate algebraic expressions for given replacement values of the variables. Problems will be limited to positive exponents.
(Mathematics, Level: 8)
MU31-Simplify Expressions
Students listen to and view a description of how to simplify algebra expressions using the distributive property and how to combine like terms. Students distribute and combine like terms to simplify expressions.
7.3.b). the distributive property;
(Mathematics, Level: 7)
MU32-Solve Equations
Students listen to and view a description of how to solve one-step, two-step and multi-step linear equations with one variable. Students identify the operations to perform for each step to solve equations with one variable.
6.23.b). solve one-step linear equations in one variable, involving whole number coefficients positive rational solutions;
(Mathematics, Level: 6)
7.22.a). solve one-step linear equations and inequalities in one variable with strategies involving inverse operations and integers, using concrete materials, pictorial representations, and paper and pencil; and
(Mathematics, Level: 7)
8.15. solve two-step equations and inequalities in one variable, using concrete materials, pictorial representations, and paper and pencil.
(Mathematics, Level: 8)
A.1. solve multistep linear equations and inequalities in one variable, solve literal equations (formulas) for a given variable, and apply these skills to solve practical problems. Graphing calculators will be used to confirm algebraic solutions.
(Mathematics, Level: 9 - 12)
MU33-Ratios & Proportions
Students listen to and view a description of ratio and proportion, and learn to solve proportion problems through cross-multiplication. Students solve ratio and proportion problems step-by-step.
7.6. use proportions to solve practical problems, which may include scale drawings, that contain rational numbers (whole numbers, fractions, and decimals), and percents.
(Mathematics, Level: 7)
8.3. solve practical problems involving rational numbers, percents, ratios, and proportions. Problems will be of varying complexities and will involve real-life data, such as finding a discount and discount prices and balancing a checkbook.
(Mathematics, Level: 8)
MU34-Word Problems
Students listen to and view a description of a four-step method for solving real world word problems: find what is asked for, list what is given, determine the math needed, and calculate the answer. Students solve word problems using the four step method.
7.4.a). solve practical problems using rational numbers (whole numbers, fractions, decimals) and percents; and
(Mathematics, Level: 7)
8.3. solve practical problems involving rational numbers, percents, ratios, and proportions. Problems will be of varying complexities and will involve real-life data, such as finding a discount and discount prices and balancing a checkbook.
(Mathematics, Level: 8)
MU35-Graphs & Charts
Students view a description of bar graphs, pie charts, and line graphs, including the concepts of largest and smallest value. Students answer word problems by analyzing a variety of charts and graphs.
5.18. will, given a problem situation, collect, organize, and display a set of numerical data in a variety of forms, using bar graphs, stem-and-leaf plots, and line graphs, to draw conclusions and make predictions.
(Mathematics, Level: 5)
6.18.a). line, bar, and circle graphs; Circle graphs will be limited to halves, fourths, and eighths.
(Mathematics, Level: 6)
MU36-Coordinate Graphs
Students view a description and listen to a song video explaining coordinate graphs. Students learn about the x-axis, y-axis, the four quadrants, and plotting an ordered pair (x,y) as a point on a coordinate plane. Students plot the location of an ordered pair on a coordinate graph and identify the correct quadrant for a point.
7.12. identify and graph ordered pairs in the four quadrants of a coordinate plane.
(Mathematics, Level: 7)
MU37-Line Graphs
Students view a description and listen to a song video explaining line graphs. Students learn about linear equations of the form y=mx+b, the slope rise over run of a line, and the y-intercept. Students solve problems graphing linear functions from an equation through the slope and y-intercept.
A.7. determine the slope of a line when given an equation of the line, the graph of the line, or two points on the line. Slope will be described as rate of change and will be positive, negative, zero, or undefined. The graphing calculator will be used to investigate the effect of changes in the slope on the graph of the line.
(Mathematics, Level: 9 - 12)
A.8. write an equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line.
(Mathematics, Level: 9 - 12)
MU38-Scatterplots
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.
AII.19. collect and analyze data to make predictions and solve practical problems. Graphing calculators will be used to investigate scatterplots and to determine the equation for a curve of best fit. Models will include linear, quadratic, exponential, and logarithmic functions.
(Mathematics, Level: 9 - 12)
MU39-Non-linear Graphs
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.
AII.8. recognize multiple representations of functions (linear, quadratic, absolute value, step, and exponential functions) and convert between a graph, a table, and symbolic form. A transformational approach to graphing will be employed through the use of graphing calculators.
(Mathematics, Level: 9 - 12)
MU40-Measurement
Students listen to and view a song video describing the measurement of length, volume, and weight/mass in the metric system and the customary or U.S. system. Students use measurement tools such as a ruler, tape measure, weigh scale, and measuring jug to measure and estimate measurement in a variety of items in different systems and units in real world problem solving situations.
5.11.a). lengthñpart of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers;
(Mathematics, Level: 5)
5.11.b). weight/massñounces, pounds, tons, grams, and kilograms;
(Mathematics, Level: 5)
5.11.c). liquid volumeñcups, pints, quarts, gallons, milliliters, and liters;
(Mathematics, Level: 5)
6.9.a). lengthñpart of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers;
(Mathematics, Level: 6)
6.9.b). weight/massñounces, pounds, tons, grams, and kilograms;
(Mathematics, Level: 6)
6.9.c). liquid volumeñcups, pints, quarts, gallons, milliliters, and liters; and
(Mathematics, Level: 6)
6.10. estimate and then determine length, weight/mass, area, and liquid volume/ capacity, using standard and nonstandard units of measure.
(Mathematics, Level: 6)
MU41-Conversions
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.
6.9. compare and convert units of measure for length, area, weight/mass, and volume within the U.S. Customary system and the metric system and estimate conversions between units in each system:
(Mathematics, Level: 6)
MU42-Time
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.
3.16. identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours.
(Mathematics, Level: 3)
5.12. determine an amount of elapsed time in hours and minutes within a 24-hour period.
(Mathematics, Level: 5)
MU43-Rate
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.MU44-Angles & Lines
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.
4.14. investigate and describe the relationships between and among points, lines, line segments, and rays.
(Mathematics, Level: 4)
4.15.a). identify and draw representations of points, lines, line segments, rays, and angles, using a straightedge or ruler; and
(Mathematics, Level: 4)
5.13. measure and draw right, acute, and obtuse angles and triangles, using appropriate tools.
(Mathematics, Level: 5)
5.14. classify angles and triangles as right, acute, or obtuse.
(Mathematics, Level: 5)
6.13.b). measure and draw right, acute, and obtuse angles and triangles.
(Mathematics, Level: 6)
8.6. verify by measuring and describe the relationships among vertical angles, supplementary angles, and complementary angles and will measure and draw angles of less than 360°.
(Mathematics, Level: 8)
G.3. solve practical problems involving complementary, supplementary, and congruent angles that include vertical angles, angles formed when parallel lines are cut by a transversal, and angles in polygons.
(Mathematics, Level: 9 - 12)
MU45-Triangles
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.
5.13. measure and draw right, acute, and obtuse angles and triangles, using appropriate tools.
(Mathematics, Level: 5)
5.14. classify angles and triangles as right, acute, or obtuse.
(Mathematics, Level: 5)
6.13.b). measure and draw right, acute, and obtuse angles and triangles.
(Mathematics, Level: 6)
G.5.a). investigate and identify congruence and similarity relationships between triangles; and
(Mathematics, Level: 9 - 12)
MU46-Pythagorean Theorem
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.
8.10.b). apply the Pythagorean Theorem to find the missing length of a side of a right triangle when given the lengths of the other two sides.
(Mathematics, Level: 8)
MU47-Polygons
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.
5.8. describe and determine the perimeter of a polygon and the area of a square, rectangle, and right triangle, given the appropriate measures.
(Mathematics, Level: 5)
5.15. The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will
(Mathematics, Level: 5)
7.9. compare and contrast the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid. Deductive reasoning and inference will be used to classify quadrilaterals.
(Mathematics, Level: 7)
7.10. identify and draw the following polygons: pentagon, hexagon, heptagon, octagon, nonagon, and decagon.
(Mathematics, Level: 7)
MU48-Circles
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.
5.9. identify and describe the diameter, radius, chord, and circumference of a circle.
(Mathematics, Level: 5)
6.12.a). solve problems involving the circumference and/or area of a circle when given the diameter or radius; and
(Mathematics, Level: 6)
MU49-Solid Figures
Students listen to and view a song video describing solid figures including the rectangular solid, cube, cylinder, sphere, and cone. Students learn about the edges and faces of three-dimensional objects, and learn the formulas for surface area and volume of key solid figures. Students solve problems to identify solid figures and calculate number of faces, surface area, and volume.
3.18. analyze two-dimensional (plane) and three-dimensional (solid) geometric figures (circle, square, rectangle, triangle, cube, rectangular solid [prism], square pyramid, sphere, cone, and cylinder) and identify relevant properties, including the number of corners, square corners, edges, and the number and shape of faces, using concrete models.
(Mathematics, Level: 3)
4.17.a). analyze and compare the properties of two-dimensional (plane) geometric figures (circle, square, rectangle, triangle, parallelogram, and rhombus) and three-dimensional (solid) geometric figures (sphere, cube, and rectangular solid [prism]);
(Mathematics, Level: 4)
5.16. identify, compare, and analyze properties of three-dimensional (solid) geometric shapes (cylinder, cone, cube, square pyramid, and rectangular prism).
(Mathematics, Level: 5)
6.17. sketch, construct models of, and classify solid figures (rectangular prism, cone, cylinder, and pyramid).
(Mathematics, Level: 6)
7.8. investigate and solve problems involving the volume and surface area of rectangular prisms and cylinders, using concrete materials and practical situations to develop formulas.
(Mathematics, Level: 7)
8.7. investigate and solve practical problems involving volume and surface area of rectangular solids (prisms), cylinders, cones, and pyramids.
(Mathematics, Level: 8)
MU50-Symmetry & Transforms
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.
4.17.c). investigate congruence of plane figures after geometric transformations such as reflection (flip), translation (slide) and rotation (turn), using mirrors, paper folding, and tracing.
(Mathematics, Level: 4)
5.15.d). identify and describe a line of symmetry; and
(Mathematics, Level: 5)
5.15.e). recognize the images of figures resulting from geometric transformations such as translation (slide), reflection (flip), or rotation (turn).
(Mathematics, Level: 5)
8.8. apply transformations (rotate or turn, reflect or flip, translate or slide, and dilate or scale) to geometric figures represented on graph paper. identify applications of transformations, such as tiling, fabric design, art, and scaling.
(Mathematics, Level: 8)
G.2.c). determining whether a figure has been translated, reflected, or rotated.
(Mathematics, Level: 9 - 12)
MU51-Mean Median Mode
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.
5.19. find the mean, median, mode, and range of a set of data.
(Mathematics, Level: 5)
6.19. describe the mean, median, and mode as measures of central tendency, describe the range, and determine their meaning for a set of data.
(Mathematics, Level: 6)
7.16. create and solve problems involving the measures of central tendency (mean, median, mode) and the range of a set of data.
(Mathematics, Level: 7)
MU52-Percentiles Box & Whisker
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.
6.18.c). box-and-whisker plots.
(Mathematics, Level: 6)
7.17.e). box-and-whisker plots; and
(Mathematics, Level: 7)
A.17. compare and contrast multiple one-variable data sets, using statistical techniques that include measures of central tendency, range, and box-and-whisker graphs.
(Mathematics, Level: 9 - 12)
MU53-Histograms Stem & Leaf
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.
5.18. will, given a problem situation, collect, organize, and display a set of numerical data in a variety of forms, using bar graphs, stem-and-leaf plots, and line graphs, to draw conclusions and make predictions.
(Mathematics, Level: 5)
6.18.b). stem-and-leaf plots; and
(Mathematics, Level: 6)
7.17.a). frequency distributions;
(Mathematics, Level: 7)
7.17.c). histograms;
(Mathematics, Level: 7)
7.17.d). stem-and-leaf plots;
(Mathematics, Level: 7)
MU54-Probability Basics
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.
4.19.a). predict the likelihood of outcomes of a simple event, using the terms certain, likely, unlikely, impossible; and
(Mathematics, Level: 4)
4.19.b). determine the probability of a given simple event, using concrete materials.
(Mathematics, Level: 4)
5.17.b). predict the probability of outcomes of simple experiments, representing it with fractions or decimals from 0 to 1, and test the prediction; and
(Mathematics, Level: 5)
6.20.b). determine and interpret the probability of an event occurring from a given sample space and represent the probability as a ratio, decimal, or percent, as appropriate for the given situation.
(Mathematics, Level: 6)
MU55-Independent Events
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.
*PS. find probabilities (relative frequency and theoretical), including conditional probabilities for events that are either dependent or independent, by applying the ìlaw of large numbersî concept, the addition rule, and the multiplication rule.
(Mathematics, Level: 9 - 12)
MU56-Table Grids & Tree Diagrams
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.
5.17.a). solve problems involving the probability of a single event by using tree diagrams or by constructing a sample space representing all possible results;
(Mathematics, Level: 5)
6.20.a). make a sample space for selected experiments and represent it in the form of a list, chart, picture, or tree diagram; and
(Mathematics, Level: 6)
6.20.b). determine and interpret the probability of an event occurring from a given sample space and represent the probability as a ratio, decimal, or percent, as appropriate for the given situation.
(Mathematics, Level: 6)
7.15. identify and describe the number of possible arrangements of several objects, using a tree diagram or the Fundamental (Basic) Counting Principle.
(Mathematics, Level: 7)
MU57-Missing & Irrelevant Info
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.MU58-Conjectures Patterns
Students listen to and view a description of mathematical conjectures and patterns. Students make conjectures to solve word problems involving patterns and sequences.
4.21. recognize, create, and extend numerical and geometric patterns, using concrete materials, number lines, symbols, tables, and words.
(Mathematics, Level: 4)
5.20. analyze the structure of numerical and geometric patterns (how they change or grow) and express the relationship, using words, tables, graphs, or a mathematical sentence. Concrete materials and calculators will be used.
(Mathematics, Level: 5)
6.21. investigate, describe, and extend numerical and geometric patterns, including triangular numbers, patterns formed by powers of 10, and arithmetic sequences.
(Mathematics, Level: 6)
7.19. represent, analyze, and generalize a variety of patterns, including arithmetic sequences and geometric sequences, with tables, graphs, rules, and words in order to investigate and describe functional relationships.
(Mathematics, Level: 7)
AII.16. investigate and apply the properties of arithmetic and geometric sequences and series to solve practical problems, including writing the first n terms, finding the nth term, and evaluating summation formulas. Notation will include ? and a .
(Mathematics, Level: 9 - 12)
MU59-Estimation & Rounding
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.
4.1.c). round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand.
(Mathematics, Level: 4)
4.5. estimate whole-number sums and differences and describe the method of estimation. Students will refine estimates, using terms such as closer to, between, and a little more than.
(Mathematics, Level: 4)
4.7. find the product of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer, using estimation and paper and pencil. For larger products (a two-digit numeral times a three-digit numeral), estimation and calculators will be used.
(Mathematics, Level: 4)
RU01-Letter Sounds A-I
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.
K.7.b). Match consonant and short vowel sounds to appropriate letters.
(Language Arts, Level: K)
RU02-Three-Letter Words A-I
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.
K.4.c). Blend sounds orally to make words or syllables.
(Language Arts, Level: K)
1.4.d). Blend sounds to make word parts and words with one to three syllables.
(Language Arts, Level: 1)
1.6.d). Use short vowel sounds to decode and spell single-syllable words.
(Language Arts, Level: 1)
RU03-Sentences A-I
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.
K.6.c). Read ten high-frequency words.
(Language Arts, Level: K)
1.6.h). Read and spell common, high-frequency sight words, including the, said, and come.
(Language Arts, Level: 1)
1.12.f). Use correct spelling for high-frequency sight words and phonetically regular words in final copies.
(Language Arts, Level: 1)
RU04-Letter Sounds J-R
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.
K.7.b). Match consonant and short vowel sounds to appropriate letters.
(Language Arts, Level: K)
RU05-Three-Letter Words J-R
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.
K.4.c). Blend sounds orally to make words or syllables.
(Language Arts, Level: K)
1.4.d). Blend sounds to make word parts and words with one to three syllables.
(Language Arts, Level: 1)
1.6.d). Use short vowel sounds to decode and spell single-syllable words.
(Language Arts, Level: 1)
RU06-Sentences J-R
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.
K.6.c). Read ten high-frequency words.
(Language Arts, Level: K)
1.6.h). Read and spell common, high-frequency sight words, including the, said, and come.
(Language Arts, Level: 1)
1.12.f). Use correct spelling for high-frequency sight words and phonetically regular words in final copies.
(Language Arts, Level: 1)
RU07-Letter Sounds S-Z
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.
K.7.b). Match consonant and short vowel sounds to appropriate letters.
(Language Arts, Level: K)
RU08-Three-Letter Words S-Z
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.
K.4.c). Blend sounds orally to make words or syllables.
(Language Arts, Level: K)
1.4.d). Blend sounds to make word parts and words with one to three syllables.
(Language Arts, Level: 1)
1.6.d). Use short vowel sounds to decode and spell single-syllable words.
(Language Arts, Level: 1)
RU09-Sentences S-Z
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.
K.6.c). Read ten high-frequency words.
(Language Arts, Level: K)
1.6.f). Use word patterns to decode unfamiliar words.
(Language Arts, Level: 1)
1.12.f). Use correct spelling for high-frequency sight words and phonetically regular words in final copies.
(Language Arts, Level: 1)
RU10-Short Vowels
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.
K.4.c). Blend sounds orally to make words or syllables.
(Language Arts, Level: K)
K.7.b). Match consonant and short vowel sounds to appropriate letters.
(Language Arts, Level: K)
1.4.d). Blend sounds to make word parts and words with one to three syllables.
(Language Arts, Level: 1)
1.6.d). Use short vowel sounds to decode and spell single-syllable words.
(Language Arts, Level: 1)
1.6.e). Blend beginning, middle, and ending sounds to recognize and read words.
(Language Arts, Level: 1)
RU11-Ending Blends
Students listen to and view two songs presenting common ending or final consonant blends and diagraphs with example words. They decode words and select matching pictures until mastery is achieved.
1.6.e). Blend beginning, middle, and ending sounds to recognize and read words.
(Language Arts, Level: 1)
2.4.a). Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.
(Language Arts, Level: 2)
RU12-Ending Blends Sentences
Students listen to and view a sight word song with three new words. They read sentences containing words with ending or final consonant blends and diagraphs and select the correct final word to complete the sentence.
1.6.a). Use beginning and ending consonants to decode and spell single-syllable words.
(Language Arts, Level: 1)
1.6.e). Blend beginning, middle, and ending sounds to recognize and read words.
(Language Arts, Level: 1)
2.4.a). Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.
(Language Arts, Level: 2)
RU13-Long Vowels and Silent E
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.
2.4.b). Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.
(Language Arts, Level: 2)
3.3.a). Use knowledge of all vowel patterns.
(Language Arts, Level: 3)
RU14-Long Vowels Sentences
Students listen to and view a sight word song with three new words. They read sentences containing words with long vowels and the silent E or magic E, and select the correct final word to complete the sentence.
1.6.h). Read and spell common, high-frequency sight words, including the, said, and come.
(Language Arts, Level: 1)
2.4.b). Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.
(Language Arts, Level: 2)
3.3.a). Use knowledge of all vowel patterns.
(Language Arts, Level: 3)
RU15-Beginning Blends A
Students listen to and view a song presenting the first of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.
1.6.b). Use two-letter consonant blends to decode and spell single-syllable words.
(Language Arts, Level: 1)
1.6.c). Use beginning consonant digraphs to decode and spell single-syllable words.
(Language Arts, Level: 1)
2.4.a). Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.
(Language Arts, Level: 2)
RU16-Beginning Blends A Riddles
Students listen to and view a sight word song with three new words. They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.
1.6.b). Use two-letter consonant blends to decode and spell single-syllable words.
(Language Arts, Level: 1)
1.6.c). Use beginning consonant digraphs to decode and spell single-syllable words.
(Language Arts, Level: 1)
2.4.a). Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.
(Language Arts, Level: 2)
RU17-Vowel Blends A
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.
3.3.a). Use knowledge of all vowel patterns.
(Language Arts, Level: 3)
RU18-Vowel Blends A Sentences
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
1.6.e). Blend beginning, middle, and ending sounds to recognize and read words.
(Language Arts, Level: 1)
3.3.a). Use knowledge of all vowel patterns.
(Language Arts, Level: 3)
RU19-Vowel Blends B
Students listen to and view a song presenting the second of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
1.4.d). Blend sounds to make word parts and words with one to three syllables.
(Language Arts, Level: 1)
1.6.e). Blend beginning, middle, and ending sounds to recognize and read words.
(Language Arts, Level: 1)
3.3.a). Use knowledge of all vowel patterns.
(Language Arts, Level: 3)
RU20-Vowel Blends B Sentences
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends.
1.6.e). Blend beginning, middle, and ending sounds to recognize and read words.
(Language Arts, Level: 1)
3.3.a). Use knowledge of all vowel patterns.
(Language Arts, Level: 3)
RU21-Beginning Blends B
Students listen to and view a song presenting the second of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.
1.6.b). Use two-letter consonant blends to decode and spell single-syllable words.
(Language Arts, Level: 1)
1.6.c). Use beginning consonant digraphs to decode and spell single-syllable words.
(Language Arts, Level: 1)
2.4.a). Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.
(Language Arts, Level: 2)
RU22-Beginning Blends B Riddles
Students listen to and view a sight word song with three new words. They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.
1.6.b). Use two-letter consonant blends to decode and spell single-syllable words.
(Language Arts, Level: 1)
1.6.e). Blend beginning, middle, and ending sounds to recognize and read words.
(Language Arts, Level: 1)
2.4.a). Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.
(Language Arts, Level: 2)
RU23-Vowel Blends C
Students listen to and view a song presenting the third of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
1.6.e). Blend beginning, middle, and ending sounds to recognize and read words.
(Language Arts, Level: 1)
3.3.a). Use knowledge of all vowel patterns.
(Language Arts, Level: 3)
RU24-Vowel Blends C Sentences
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
1.6.e). Blend beginning, middle, and ending sounds to recognize and read words.
(Language Arts, Level: 1)
1.6.f). Use word patterns to decode unfamiliar words.
(Language Arts, Level: 1)
1.6.h). Read and spell common, high-frequency sight words, including the, said, and come.
(Language Arts, Level: 1)
3.3.a). Use knowledge of all vowel patterns.
(Language Arts, Level: 3)
RU25-Vowel Blends D
Students listen to and view a song presenting the fourth of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
1.4.d). Blend sounds to make word parts and words with one to three syllables.
(Language Arts, Level: 1)
1.6.e). Blend beginning, middle, and ending sounds to recognize and read words.
(Language Arts, Level: 1)
3.3.a). Use knowledge of all vowel patterns.
(Language Arts, Level: 3)
RU26-Vowel Blends D Sentences
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
1.4.d). Blend sounds to make word parts and words with one to three syllables.
(Language Arts, Level: 1)
1.6.e). Blend beginning, middle, and ending sounds to recognize and read words.
(Language Arts, Level: 1)
1.6.f). Use word patterns to decode unfamiliar words.
(Language Arts, Level: 1)
1.6.h). Read and spell common, high-frequency sight words, including the, said, and come.
(Language Arts, Level: 1)
3.3.a). Use knowledge of all vowel patterns.
(Language Arts, Level: 3)
RU27-Silent Letters & Sounds
Students listen to and view a song presenting words with silent letters such as GH. They read words and select the silent letter or letters in the word.
1.5.c). Identify letters, words, and sentences.
(Language Arts, Level: 1)
RU28-Word Families A
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.
K.1.e). Recognize rhyming words.
(Language Arts, Level: K)
K.1.f). Generate rhyming words in a rhyming pattern.
(Language Arts, Level: K)
K.4.b). Identify words orally according to shared beginning or ending sounds.
(Language Arts, Level: K)
RU29-True/False A
Students read sentences containing words from common word families and then identify whether they are true or false.
1.5.c). Identify letters, words, and sentences.
(Language Arts, Level: 1)
RU30-Word Families A
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.
K.1.f). Generate rhyming words in a rhyming pattern.
(Language Arts, Level: K)
K.4.a). Identify orally words that rhyme.
(Language Arts, Level: K)
1.4.c). Create rhyming words orally.
(Language Arts, Level: 1)
RU31-True/False A
Students read sentences containing words from common word families and then identify whether they are true or false.
1.5.c). Identify letters, words, and sentences.
(Language Arts, Level: 1)
RU32-Prefixes
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.
2.6.a). Use knowledge of prefixes and suffixes.
(Language Arts, Level: 2)
RU33-Suffixes
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.
2.6.a). Use knowledge of prefixes and suffixes.
(Language Arts, Level: 2)
RU34-Compound Words
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.
1.6.g). Use compound words.
(Language Arts, Level: 1)
2.12.f). Use correct spelling for high-frequency sight words, including compound words and regular plurals.
(Language Arts, Level: 2)
RU35-Long or Multi-syllable Words A
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.
K.4.e). Divide words into syllables.
(Language Arts, Level: K)
1.4.d). Blend sounds to make word parts and words with one to three syllables.
(Language Arts, Level: 1)
2.4.c). Decode regular multisyllabic words.
(Language Arts, Level: 2)
3.3.c). Decode regular multisyllabic words.
(Language Arts, Level: 3)
RU36-Long or Multi-syllable Words B
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.
K.4.c). Blend sounds orally to make words or syllables.
(Language Arts, Level: K)
K.4.e). Divide words into syllables.
(Language Arts, Level: K)
1.4. orally identify and manipulate phonemes (small units of sound) in syllables and multisyllable words.
(Language Arts, Level: 1)
1.4.d). Blend sounds to make word parts and words with one to three syllables.
(Language Arts, Level: 1)
1.6.e). Blend beginning, middle, and ending sounds to recognize and read words.
(Language Arts, Level: 1)
2.4.c). Decode regular multisyllabic words.
(Language Arts, Level: 2)
3.3.c). Decode regular multisyllabic words.
(Language Arts, Level: 3)
RU37-Contractions
Students view a description of contractions. They read two words and then select the matching contraction with the correct apostrophe and eliminated letters.
2.6.b). Use knowledge of contractions and singular possessives.
(Language Arts, Level: 2)
2.12.e). Use apostrophes in contractions, including donít, isnít, and canít.
(Language Arts, Level: 2)
3.11.g). Use apostrophes in contractions with pronouns.
(Language Arts, Level: 3)
RU38-Numbers
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.
K.2.a). Use number words.
(Language Arts, Level: K)
RU39-Days and Months
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.
4.4.d). Identify major events and supporting details.
(Language Arts, Level: 4)
RU40-Directions
Students read and follow multiple-step written instructions and select the correct directions on maps, signs, diagrams and illustrations to navigate to a house.
K.2.f). Follow one-step and two-step directions.
(Language Arts, Level: K)
1.2.c). Follow simple two-step oral directions.
(Language Arts, Level: 1)
2.2.c). Follow oral directions with three or four steps.
(Language Arts, Level: 2)
RU41-Instructions
Students read and follow multiple-step written instructions and select the correct actions on signs, diagrams and illustrations to operate a gasoline pump and a television remote control.
1.2.c). Follow simple two-step oral directions.
(Language Arts, Level: 1)
2.2.c). Follow oral directions with three or four steps.
(Language Arts, Level: 2)
RU42-Details: Who What When Where Why
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.
K.5.c). Follow words from left to right and top to bottom on a printed page.
(Language Arts, Level: K)
1.5.a). Read from left to right and top to bottom.
(Language Arts, Level: 1)
1.9.e). Ask and answer who, what, when, where, why, and how questions about what is read.
(Language Arts, Level: 1)
2.8.d). Ask and answer questions about what is read.
(Language Arts, Level: 2)
3.5.f). Ask and answer questions.
(Language Arts, Level: 3)
3.6.c). Ask and answer questions about what is read.
(Language Arts, Level: 3)
RU43-Order and Sequence
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.
1.1.b). Tell and retell stories and events in logical order.
(Language Arts, Level: 1)
1.9.g). Retell stories and events, using beginning, middle, and end.
(Language Arts, Level: 1)
3.2.d). Organize ideas sequentially or around major points of information.
(Language Arts, Level: 3)
3.5.h). Organize information or events logically.
(Language Arts, Level: 3)
RU44-Compare and Contrast
Students read one paragraph passages and answer multiple-choice questions to compare and contrast the similarities and differences of information on the same topic.
3.5.d). Compare and contrast settings, characters, and events.
(Language Arts, Level: 3)
4.5.e). Draw conclusions using information from texts.
(Language Arts, Level: 4)
RU45-Cause and Effect
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.
K.2.g). Begin to ask how and why questions.
(Language Arts, Level: K)
2.8.d). Ask and answer questions about what is read.
(Language Arts, Level: 2)
3.5.f). Ask and answer questions.
(Language Arts, Level: 3)
3.6.c). Ask and answer questions about what is read.
(Language Arts, Level: 3)
4.5.h). Distinguish between cause and effect and between fact and opinion.
(Language Arts, Level: 4)
RU46-Fact and Opinion
Students view a description of fact and opinion. They read sentences and select whether they represent a fact or the opinion of the author.
4.5.h). Distinguish between cause and effect and between fact and opinion.
(Language Arts, Level: 4)
RU47-Main Idea
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.
1.7.c). Use knowledge of sentence structure.
(Language Arts, Level: 1)
1.9.h). Identify the topic or main idea.
(Language Arts, Level: 1)
2.5.b). Use knowledge of sentence structure.
(Language Arts, Level: 2)
RU48-Conclutions and Inferences
Students view a description of conclusions and inferences. They read one paragraph passages and answer multiple-choice questions including making inferences and predicting outcomes.
1.9.d). Make predictions about content.
(Language Arts, Level: 1)
2.8.a). Make predictions about content.
(Language Arts, Level: 2)
2.8.b). Read to confirm predictions.
(Language Arts, Level: 2)
3.5.f). Ask and answer questions.
(Language Arts, Level: 3)
3.5.g). Draw conclusions about character and plot.
(Language Arts, Level: 3)
3.6.c). Ask and answer questions about what is read.
(Language Arts, Level: 3)
3.6.d). Draw conclusions.
(Language Arts, Level: 3)
4.5.d). Make simple inferences using information from texts.
(Language Arts, Level: 4)
4.5.e). Draw conclusions using information from texts.
(Language Arts, Level: 4)
RU49-Challenge Game: Follow Instructions
Students read multiple-step written instructions and perform tasks to clean up a messy room.
K.2.f). Follow one-step and two-step directions.
(Language Arts, Level: K)
RU50-Final Challenge: Comprehension
Students listen to a word and then find the matching word in a dictionary to fill in a sentence with a missing word. The game requires comprehension, fluency, and phonemic awareness.
K.2.f). Follow one-step and two-step directions.
(Language Arts, Level: K)
1.5.b). Match spoken words with print.
(Language Arts, Level: 1)
3.3.c). Decode regular multisyllabic words.
(Language Arts, Level: 3)
4.3.a). Use context to clarify meanings of unfamiliar words.
(Language Arts, Level: 4)
4.3.d). Use word-reference materials including the glossary, dictionary, and thesaurus.
(Language Arts, Level: 4)
5.4.a). Use context to clarify meaning of unfamiliar words.
(Language Arts, Level: 5)
5.4.c). Use dictionary, glossary, thesaurus, and other word-reference materials.
(Language Arts, Level: 5)