Alignment Report by Resource
Arizona Academic Standards
Reading Upgrade, Comprehension Upgrade, Math Upgrade On-Line Courses
Published by Learning Upgrade LLC
CU50 means Comprehension Upgrade Course, Level 50
RU01 means Reading Upgrade Course, Level 1
MU55 means Math Upgrade Course, Level 55
RU01 means Reading Upgrade Course, Level 1
MU55 means Math Upgrade Course, Level 55
CU01-Book Structure
Students listen to and view a song describing the structure of a book, including the cover, title, author, table of contents, chapters, and index. They view covers and pages from books and locate answers to questions about the contents.
Hold a book right side up and turn pages in the correct direction.
(Language Arts, Level: K)
Identify different parts of a book; for example, front cover, back cover, title page) and the information they provide.
(Language Arts, Level: K)
Identify the title, author, and table of contents of a book.
(Language Arts, Level: 1)
Identify organizational features; for example, title, table of contents, heading, bold print, of expository text.
(Language Arts, Level: 1)
Locate specific information by using organizational features; for example, title, table of contents, headings, captions, bold print, glossary, indices; in expository text.
(Language Arts, Level: 2)
Locate specific information by using organizational features; for example,, title, table of contents, headings, captions, bold print, key words, glossary, indices, italics, key words.
(Language Arts, Level: 3)
Students view a description of formats including fiction and non-fiction, narrative and expository, and books, drama / plays, or novels. They distinguish between common forms of literature.
Distinguish between / among fiction, nonfiction, poetry, plays, and narratives, using knowledge of their structural elements.
(Language Arts, Level: 3)
Identify common forms of literature; for example, poetry, novel, short story, biography, autobiography, drama) based upon their characteristics.
(Language Arts, Level: 4)
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.
Identify the main idea in expository text.
(Language Arts, Level: 2)
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 3)
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 4)
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 5)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 6)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 7)
Summarize the main idea (stated or implied) and critical details of expository text, maintaining chronological, sequential, or logical order.
(Language Arts, Level: 7)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 8)
Summarize the main idea (stated or implied) and critical details of expository text, maintaining chronological, sequential, or logical order.
(Language Arts, Level: 8)
Students listen to and view a song describing the author s purpose, including writing to inform, narrate, persuade, describe, and entertain. They must read passages and identify the author s purpose.
Determine author’s main purpose; for example, to inform, to describe, to explain; for writing the expository text.
(Language Arts, Level: 4)
Determine author’s main purpose; for example, to inform, to describe, to explain; for writing the expository text.
(Language Arts, Level: 5)
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.
Identify the intended effect of the techniques; for example, appeal of characters, believability of characters and plot, use of figurative language that the author uses to influence readers’ feelings and attitudes.
(Language Arts, Level: 5)
Draw conclusions about the style, mood, and meaning of literary text based on the author’s word choice.
(Language Arts, Level: 6)
Draw conclusions about the style, mood, and meaning of literary text based on the author’s word choice.
(Language Arts, Level: 7)
Analyze the relevance of the setting; for example, time, place, situation) to the mood and tone of the text.
(Language Arts, Level: 8)
Draw conclusions about the style, mood, and meaning of literary text based on the author’s word choice.
(Language Arts, Level: 8)
3.1.PO 1.e. figurative language, or descriptive words and phrases to enhance style and tone.
(Language Arts, Level: 6)
3.1.PO 1.e. figurative language, or descriptive words and phrases to enhance style and tone
(Language Arts, Level: 7)
3.1.PO 1.e. figurative language, or descriptive words and phrases to enhance style and tone
(Language Arts, Level: 8)
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.
Identify the main idea in expository text.
(Language Arts, Level: 2)
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 3)
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 4)
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 5)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 6)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 7)
Summarize the main idea (stated or implied) and critical details of expository text, maintaining chronological, sequential, or logical order.
(Language Arts, Level: 7)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 8)
Summarize the main idea (stated or implied) and critical details of expository text, maintaining chronological, sequential, or logical order.
(Language Arts, Level: 8)
Students view a description if reference books and materials including the encyclopedia, dictionary, atlas, thesaurus. They must read a request for information and decide which reference materials would contain the information.
Identify a variety of sources, for example, trade books, encyclopedias, magazines, electronic sources, textbooks; that may be used to answer specific questions and/or gather information.
(Language Arts, Level: 2)
Use a variety of sources; for example, trade books, encyclopedias, magazines, atlases, almanacs, electronic source, textbooks) to answer specific questions, and/or gather information.
(Language Arts, Level: 3)
Identify appropriate print and electronic reference sources; for example, encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website; needed for a specific purpose.
(Language Arts, Level: 4)
Locate appropriate print and electronic reference sources; for example, encyclopedia, atlas, almanac,
(Language Arts, Level: 5)
Locate appropriate print and electronic reference sources; for example, encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, CD-ROM, website; for a specific purpose.
(Language Arts, Level: 6)
Locate appropriate print and electronic reference sources; for example, encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, CD-ROM, website; for a specific purpose.
(Language Arts, Level: 7)
Locate appropriate print and electronic reference sources; for example, encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, CD-ROM, website; for a specific purpose.
(Language Arts, Level: 8)
Students view a description of narrative story writing including the problem, characters, setting, and solution. They must read stories and identify the key elements.
Identify elements of a story, including characters, setting, and key events.
(Language Arts, Level: K)
Describe literary elements of text including characters, plot (specific events, problem and solution), and setting.
(Language Arts, Level: 2)
3.5.PO 1.a. describes the author’s use of literary elements (i.e., theme, point of view, characterization, setting, plot)
(Language Arts, Level: 9)
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.
Identify elements of a story, including characters, setting, and key events.
(Language Arts, Level: K)
Describe literary elements of text including characters, plot (specific events, problem and solution), and setting.
(Language Arts, Level: 2)
3.5.PO 1.a. describes the author’s use of literary elements (i.e., theme, point of view, characterization, setting, plot)
(Language Arts, Level: 9)
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.
Locate specific information from graphic features, for example charts, maps, diagrams, illustrations, tables, timelines; of expository text.
(Language Arts, Level: 2)
State the meaning of specific signs, graphics, and symbols; for example, computer icons, map features, simple charts and graphs.
(Language Arts, Level: 2)
Extract information from graphic organizers; for example, webs, Venn diagrams, flow charts; to comprehend text.
(Language Arts, Level: 3)
Interpret information from graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines; of expository text.
(Language Arts, Level: 3)
Interpret information from graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines; in expository text.
(Language Arts, Level: 4)
Interpret information from graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines; in expository text.
(Language Arts, Level: 5)
Interpret graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines, graphs; of expository text.
(Language Arts, Level: 6)
Interpret graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines, graphs; of expository text.
(Language Arts, Level: 7)
Interpret graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines, graphs; of expository text.
(Language Arts, Level: 8)
Organize information from both primary and secondary sources by taking notes, outlining ideas, paraphrasing information; and by making charts, conceptual maps, learning logs, and/or timelines.
(Language Arts, Level: 9)
Interpret graphic sources of information; for example, charts, maps, diagrams, illustrations, tables, timelines, graphs to support ideas.
(Language Arts, Level: 9)
Students listen to and view a song describing and listing common greek and latin root words. They must identify the root word from a set of words and then identify the meaning of the root word.
Determine the meaning of vocabulary using linguistic roots and affixes; for example, Greek, Anglo-Saxon, Latin.
(Language Arts, Level: 7)
Determine the meaning of vocabulary using linguistic roots and affixes; for example, Greek, AngloSaxon, Latin.
(Language Arts, Level: 8)
Determine the meaning of vocabulary, using linguistic roots and affixes; for example, Latin, Greek, Anglo-Saxon.
(Language Arts, Level: 9)
Students listen to and view a song describing and listing common homophones, or words with the same sound and a different meaning. They must fill in sentences with the correct word from several homophones.
Determine what words mean from how they are used in a sentence, heard or read.
(Language Arts, Level: K)
Determine the meaning of compound words, using knowledge of individual words.
(Language Arts, Level: 2)
Determine the meaning of compound words, using knowledge of individual words.
(Language Arts, Level: 3)
Identify antonyms, synonyms, and homographs for given words within text.
(Language Arts, Level: 4)
Identify antonyms, synonyms, and homographs for given words within text.
(Language Arts, Level: 5)
Students listen to and view a song describing how to use sentence and word context clues to help find or predict the meaning of unknown or unfamiliar words. They must identify the meaning of words in the context of passages from several possible meanings.
Use context to identify the meaning of unfamiliar words; for example, definition, example, restatement, synonym, contrast.
(Language Arts, Level: 6)
Use context to identify the intended meaning of words with multiple meanings; for example, definition, example, restatement, or contrast.
(Language Arts, Level: 6)
Use context to identify the intended meaning of unfamiliar words; for example, definition, example, restatement, synonym, contrast.
(Language Arts, Level: 7)
Use context to identify the meaning of words with multiple meanings; for example, definition, example, restatement, or contrast).
(Language Arts, Level: 7)
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.
Answer questions; for example, who, what, where, when, why, how. about expository text, heard or read.
(Language Arts, Level: 1)
Answer clarifying questions in order to comprehend text.
(Language Arts, Level: 3)
Generate clarifying questions in order to comprehend text.
(Language Arts, Level: 4)
Interpret details from functional text for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 4)
Generate clarifying questions in order to comprehend text.
(Language Arts, Level: 5)
Interpret details from functional text for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 5)
Generate clarifying questions in order to comprehend text.
(Language Arts, Level: 6)
Interpret details from functional text for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 6)
Generate clarifying questions in order to comprehend text.
(Language Arts, Level: 7)
3.5.PO 1.b. supports inferences and conclusions with examples from the text, personal experience, references to other works, or reference to non-print media
(Language Arts, Level: 7)
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.
Determine the meaning of common synonyms, antonyms, and homographs.
(Language Arts, Level: 3)
Determine the meanings and other features of words; for example, pronunciation, syllabication, synonyms, parts of speech using the dictionary and thesaurus and CD-ROM and Internet when available.
(Language Arts, Level: 3)
Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words by using a variety of reference aids, including dictionaries, thesauri, and glossaries, and CD-ROM and Internet when available.
(Language Arts, Level: 4)
Identify antonyms, synonyms, and homographs for given words within text.
(Language Arts, Level: 4)
Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words by using a variety of reference aids, including dictionaries, thesauri, and glossaries, and CD-ROM and Internet when available.
(Language Arts, Level: 5)
Identify antonyms, synonyms, and homographs for given words within text.
(Language Arts, Level: 5)
Use context to identify the meaning of unfamiliar words; for example, definition, example, restatement, synonym, contrast.
(Language Arts, Level: 6)
Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, and glossaries and CD-ROM and the Internet when available.
(Language Arts, Level: 6)
Use context to identify the intended meaning of unfamiliar words; for example, definition, example, restatement, synonym, contrast.
(Language Arts, Level: 7)
Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, and glossaries and CD-ROM and the Internet when available.
(Language Arts, Level: 7)
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.
Determine the meaning of common synonyms, antonyms, and homographs.
(Language Arts, Level: 3)
Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words by using a variety of reference aids, including dictionaries, thesauri, and glossaries, and CD-ROM and Internet when available.
(Language Arts, Level: 4)
Identify antonyms, synonyms, and homographs for given words within text.
(Language Arts, Level: 4)
Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words by using a variety of reference aids, including dictionaries, thesauri, and glossaries, and CD-ROM and Internet when available.
(Language Arts, Level: 5)
Identify antonyms, synonyms, and homographs for given words within text.
(Language Arts, Level: 5)
Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, and glossaries and CD-ROM and the Internet when available.
(Language Arts, Level: 6)
Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, and glossaries and CD-ROM and the Internet when available.
(Language Arts, Level: 7)
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.
Identify characteristics and structural elements; for example, imagery, rhyme, verse, rhythm, meter; of poetry.
(Language Arts, Level: 4)
Identify types of poetry; for example, free verse, haiku, cinquain, limericks.
(Language Arts, Level: 5)
Identify the characteristics and structural elements of poetry; for example, stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language.
(Language Arts, Level: 6)
Identify the characteristics and structural elements of poetry; for example, stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language; in a given selection.
(Language Arts, Level: 7)
Students view a description of the subject history and learn vocabulary words for this subject. They read textbook style history passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
Identify a variety of sources, for example, trade books, encyclopedias, magazines, electronic sources, textbooks; that may be used to answer specific questions and/or gather information.
(Language Arts, Level: 2)
Use a variety of sources; for example, trade books, encyclopedias, magazines, atlases, almanacs, electronic source, textbooks) to answer specific questions, and/or gather information.
(Language Arts, Level: 3)
Use knowledge of root words and affixes to determine the meaning of unknown words.
(Language Arts, Level: 4)
Identify appropriate print and electronic reference sources; for example, encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website; needed for a specific purpose.
(Language Arts, Level: 4)
Use knowledge of root words and affixes to determine the meaning of unknown words.
(Language Arts, Level: 5)
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.
Locate specific information from graphic features, for example charts, maps, diagrams, illustrations, tables, timelines; of expository text.
(Language Arts, Level: 2)
State the meaning of specific signs, graphics, and symbols; for example, computer icons, map features, simple charts and graphs.
(Language Arts, Level: 2)
Interpret information from graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines; of expository text.
(Language Arts, Level: 3)
Interpret information from graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines; in expository text.
(Language Arts, Level: 4)
Interpret information from graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines; in expository text.
(Language Arts, Level: 5)
Interpret graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines, graphs; of expository text.
(Language Arts, Level: 6)
Interpret graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines, graphs; of expository text.
(Language Arts, Level: 7)
Students view a description of the subject music. They read textbook style expository passages about music and answer comprehension questions.
Respond appropriately to questions based on facts in expository text, heard or read.
(Language Arts, Level: K)
Answer questions; for example, who, what, where, when, why, how. about expository text, heard or read.
(Language Arts, Level: 1)
Locate facts in response to questions about expository text.
(Language Arts, Level: 2)
Identify a variety of sources, for example, trade books, encyclopedias, magazines, electronic sources, textbooks; that may be used to answer specific questions and/or gather information.
(Language Arts, Level: 2)
Answer clarifying questions in order to comprehend text.
(Language Arts, Level: 3)
Locate facts in response to questions about expository text.
(Language Arts, Level: 3)
Use a variety of sources; for example, trade books, encyclopedias, magazines, atlases, almanacs, electronic source, textbooks) to answer specific questions, and/or gather information.
(Language Arts, Level: 3)
Identify appropriate print and electronic reference sources; for example, encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website; needed for a specific purpose.
(Language Arts, Level: 4)
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.
Identify elements of a story, including characters, setting, and key events.
(Language Arts, Level: K)
Describe literary elements of text including characters, plot (specific events, problem and solution), and setting.
(Language Arts, Level: 2)
Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters.
(Language Arts, Level: 7)
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.
Identify figurative language, including similes, personification, and idioms.
(Language Arts, Level: 4)
Determine the meaning of figurative language, including similes, personification, and idioms.
(Language Arts, Level: 5)
Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.
(Language Arts, Level: 6)
Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.
(Language Arts, Level: 7)
Determine the meaning of figurative language, including similes, metaphors, personification, idioms, hyperbole, and technical language.
(Language Arts, Level: 8)
Students view a description of conclusions and inferences with an example. They read short passages and then make inferences and draw conclusions to answer the questions.
Use reading strategies; for example, drawing conclusions, determining cause and effect, making inferences, sequencing; to comprehend text.
(Language Arts, Level: 4)
Draw valid conclusions based on information gathered from expository text.
(Language Arts, Level: 4)
Use reading strategies; for example,drawing conclusions, determining cause and effect, making inferences, sequencing to comprehend text.
(Language Arts, Level: 5)
Draw valid conclusions based on information gathered from expository text.
(Language Arts, Level: 5)
Use reading strategies; for example, drawing conclusions, determining cause and effect, making inferences, sequencing; to comprehend text.
(Language Arts, Level: 6)
Draw valid conclusions about expository text, supported by text evidence.
(Language Arts, Level: 6)
Use reading strategies; for example, drawing conclusions, determining cause and effect, making inferences, sequencing; to interpret text.
(Language Arts, Level: 7)
Make relevant inferences about expository text, supported by text evidence.
(Language Arts, Level: 7)
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.
Determine the meanings and other features of words; for example, pronunciation, syllabication, synonyms, parts of speech using the dictionary and thesaurus and CD-ROM and Internet when available.
(Language Arts, Level: 3)
Extract information from graphic organizers; for example, webs, Venn diagrams, flow charts; to comprehend text.
(Language Arts, Level: 3)
Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words by using a variety of reference aids, including dictionaries, thesauri, and glossaries, and CD-ROM and Internet when available.
(Language Arts, Level: 4)
Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words by using a variety of reference aids, including dictionaries, thesauri, and glossaries, and CD-ROM and Internet when available.
(Language Arts, Level: 5)
Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, and glossaries and CD-ROM and the Internet when available.
(Language Arts, Level: 6)
Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, and glossaries and CD-ROM and the Internet when available.
(Language Arts, Level: 7)
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.
Answer questions; for example, who, what, where, when, why, how. about expository text, heard or read.
(Language Arts, Level: 1)
Locate facts in response to questions about expository text.
(Language Arts, Level: 2)
Identify a variety of sources, for example, trade books, encyclopedias, magazines, electronic sources, textbooks; that may be used to answer specific questions and/or gather information.
(Language Arts, Level: 2)
Locate facts in response to questions about expository text.
(Language Arts, Level: 3)
Use a variety of sources; for example, trade books, encyclopedias, magazines, atlases, almanacs, electronic source, textbooks) to answer specific questions, and/or gather information.
(Language Arts, Level: 3)
Identify appropriate print and electronic reference sources; for example, encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website; needed for a specific purpose.
(Language Arts, Level: 4)
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.
Answer questions; for example, who, what, where, when, why, how. about expository text, heard or read.
(Language Arts, Level: 1)
Locate facts in response to questions about expository text.
(Language Arts, Level: 2)
Locate facts in response to questions about expository text.
(Language Arts, Level: 3)
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.
Answer questions; for example, who, what, where, when, why, how. about expository text, heard or read.
(Language Arts, Level: 1)
Identify the main idea in expository text.
(Language Arts, Level: 2)
Locate facts in response to questions about expository text.
(Language Arts, Level: 2)
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 3)
Locate facts in response to questions about expository text.
(Language Arts, Level: 3)
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 4)
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 5)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 6)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 7)
Summarize the main idea (stated or implied) and critical details of expository text, maintaining chronological, sequential, or logical order.
(Language Arts, Level: 7)
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.
Identify cause and effect of specific events in a literary selection.
(Language Arts, Level: 2)
Make relevant connections; for example, relationships, cause / effect, comparisons; between earlier events and later events in text.
(Language Arts, Level: 3)
Use reading strategies; for example, drawing conclusions, determining cause and effect, making inferences, sequencing; to comprehend text.
(Language Arts, Level: 4)
Use reading strategies; for example,drawing conclusions, determining cause and effect, making inferences, sequencing to comprehend text.
(Language Arts, Level: 5)
Identify cause and effect relationships (stated and implied).
(Language Arts, Level: 5)
Apply knowledge of the organizational structures; for example, chronological order, time-sequence order, cause and effect relationships; of text to aid comprehension.
(Language Arts, Level: 6)
Use reading strategies; for example, drawing conclusions, determining cause and effect, making inferences, sequencing; to comprehend text.
(Language Arts, Level: 6)
Identify the organizational structures; for example, chronological order, comparison and contrast, cause and effect relationships, logical order; of expository text.
(Language Arts, Level: 6)
Apply knowledge of the organizational structures; for example, chronological order, compare and contrast, cause and effect relationships, logical order; of text to aid comprehension.
(Language Arts, Level: 7)
Use reading strategies; for example, drawing conclusions, determining cause and effect, making inferences, sequencing; to interpret text.
(Language Arts, Level: 7)
Apply knowledge of organizational structures; for example, chronological order, comparison and contrast, cause and effect relationships, logical order; of expository text to aid comprehension.
(Language Arts, Level: 7)
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.
Identify figurative language, including similes, personification, and idioms.
(Language Arts, Level: 4)
Determine the meaning of figurative language, including similes, personification, and idioms.
(Language Arts, Level: 5)
Identify the intended effect of the techniques; for example, appeal of characters, believability of characters and plot, use of figurative language that the author uses to influence readers’ feelings and attitudes.
(Language Arts, Level: 5)
Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.
(Language Arts, Level: 6)
Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.
(Language Arts, Level: 7)
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.
Identify the narrative point of view; for example, first person, third person, omniscient; in a literary selection.
(Language Arts, Level: 5)
Identify the narrative point of view; for example, first person, third person, omniscient; in a literary selection.
(Language Arts, Level: 6)
Contrast points of view; for example, first vs. third, limited vs. omniscient; in literary text.
(Language Arts, Level: 7)
Students view a description of forms and applications including blanks, fields, and field headings. They fill in forms such as a job application one field at a time.
Students view a description of the subject biology and learn vocabulary words for this subject. They read textbook style expository passages about biology and answer comprehension questions.
Draw valid conclusions based on information gathered from expository text.
(Language Arts, Level: 5)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 6)
Draw valid conclusions about expository text, supported by text evidence.
(Language Arts, Level: 6)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 7)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 8)
Support conclusions drawn from ideas and concepts in expository text.
(Language Arts, Level: 9)
Students view a description of fact and opinion with examples. They must read short passages and identify ones expressing fact or the author s opinion.
Distinguish fact from opinion in persuasive text; for example, advertisements, product labels, written communications.
(Language Arts, Level: 3)
Distinguish fact from opinion in expository text.
(Language Arts, Level: 4)
Distinguish fact from opinion in expository text, using supporting evidence from text.
(Language Arts, Level: 5)
Distinguish fact from opinion in expository text, using supporting evidence from text.
(Language Arts, Level: 6)
Distinguish fact from opinion in expository text, providing supporting evidence from text.
(Language Arts, Level: 7)
Distinguish fact from opinion in expository text, providing supporting evidence from text.
(Language Arts, Level: 8)
Distinguish facts from opinions in expository selections such as editorials, newspaper articles, essays, reviews, and critiques, providing supporting evidence from the text.
(Language Arts, Level: 9)
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.
Confirm predictions about text for accuracy.
(Language Arts, Level: 5)
Confirm predictions about text for accuracy.
(Language Arts, Level: 6)
Confirm predictions about text for accuracy.
(Language Arts, Level: 7)
Confirm predictions about text for accuracy.
(Language Arts, Level: 8)
Students view a description of the subject geography and learn vocabulary words for this subject. They read textbook style geography passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
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.
Use graphic organizers in order to clarify the meaning of the text.
(Language Arts, Level: 5)
Use graphic organizers in order to clarify the meaning of the text.
(Language Arts, Level: 6)
Use graphic organizers in order to clarify the meaning of the text.
(Language Arts, Level: 7)
Use graphic organizers in order to clarify the meaning of the text.
(Language Arts, Level: 8)
Use graphic organizers in order to clarify the meaning of the text.
(Language Arts, Level: 9)
Use graphic organizers in order to clarify the meaning of the text.
(Language Arts, Level: 10)
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.
Determine of all the aspects of the setting; for example, time of day or year, historical period, place, situation; in a literary selection.
(Language Arts, Level: 5)
Identify the theme in works of prose, poetry, and drama.
(Language Arts, Level: 6)
Identify the theme in works of prose, poetry, and drama.
(Language Arts, Level: 6)
setting (time of day or year, historical period, place, situation),
(Language Arts, Level: 9)
3.5.PO 1.a. describes the author’s use of literary elements (i.e., theme, point of view, characterization, setting, plot)
(Language Arts, Level: 9)
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.
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 5)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 6)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 7)
Summarize the main idea (stated or implied) and critical details of expository text, maintaining chronological, sequential, or logical order.
(Language Arts, Level: 7)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 8)
Summarize the main idea (stated or implied) and critical details of expository text, maintaining chronological, sequential, or logical order.
(Language Arts, Level: 8)
Support conclusions drawn from ideas and concepts in expository text.
(Language Arts, Level: 9)
Students view a description of the subject astronomy. They read expository passages about astronomy and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 5)
Draw valid conclusions based on information gathered from expository text.
(Language Arts, Level: 5)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 6)
Identify the author’s stated or implied purpose(s) for writing expository text.
(Language Arts, Level: 6)
Draw valid conclusions about expository text, supported by text evidence.
(Language Arts, Level: 6)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 7)
Summarize the main idea (stated or implied) and critical details of expository text, maintaining chronological, sequential, or logical order.
(Language Arts, Level: 7)
Identify the author’s stated or implied purpose(s) for writing expository text.
(Language Arts, Level: 7)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 8)
Summarize the main idea (stated or implied) and critical details of expository text, maintaining chronological, sequential, or logical order.
(Language Arts, Level: 8)
Identify the author’s stated or implied purpose(s) for writing expository text.
(Language Arts, Level: 8)
Support conclusions drawn from ideas and concepts in expository text.
(Language Arts, Level: 9)
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.
Confirm predictions about text for accuracy.
(Language Arts, Level: 5)
Confirm predictions about text for accuracy.
(Language Arts, Level: 6)
Confirm predictions about text for accuracy.
(Language Arts, Level: 7)
Confirm predictions about text for accuracy.
(Language Arts, Level: 8)
Students listen to and view a song describing an analogy with several examples. They view analogies with missing elements and identify the correct elements to complete the relationships.
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.
Compare (and contrast) the central ideas and concepts from selected readings on a specific topic.
(Language Arts, Level: 7)
Compare (and contrast) the central ideas and concepts from selected readings on a specific topic.
(Language Arts, Level: 8)
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.
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.
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.
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 5)
Determine author’s main purpose; for example, to inform, to describe, to explain; for writing the expository text.
(Language Arts, Level: 5)
Draw valid conclusions based on information gathered from expository text.
(Language Arts, Level: 5)
Identify the author’s stated or implied purpose(s) for writing expository text.
(Language Arts, Level: 6)
Draw valid conclusions about expository text, supported by text evidence.
(Language Arts, Level: 6)
Identify the author’s stated or implied purpose(s) for writing expository text.
(Language Arts, Level: 7)
Identify the author’s stated or implied purpose(s) for writing expository text.
(Language Arts, Level: 8)
Support conclusions drawn from ideas and concepts in expository text.
(Language Arts, Level: 9)
Support conclusions drawn from ideas and concepts in expository text.
(Language Arts, Level: 10)
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.
Students view a description of a career or permanent occupation, and learn vocabulary words for careers. They read passages that describe careers and then fill in the boxes of a flowchart describing the step-by-step process.
Students follow multi-step written directions and instructions to obtain money from an ATM machine and make a series of purchases at a shopping center.
Interpret details from functional text for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 5)
Interpret details from functional text for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 6)
Interpret details from a variety of functional text; for example, warranties, product information, technical manuals, instructional manuals, consumer safety publications) for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions).
(Language Arts, Level: 7)
Interpret details from a variety of functional text; for example, warranties, product information, technical manuals, instructional manuals, consumer safety publications; for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 8)
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.
Identify the narrative point of view; for example, first person, third person, omniscient; in a literary selection.
(Language Arts, Level: 5)
Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.
(Language Arts, Level: 6)
Identify the narrative point of view; for example, first person, third person, omniscient; in a literary selection.
(Language Arts, Level: 6)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 6)
Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.
(Language Arts, Level: 7)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 7)
Determine the meaning of figurative language, including similes, metaphors, personification, idioms, hyperbole, and technical language.
(Language Arts, Level: 8)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 8)
Explain different elements of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in a literary selection.
(Language Arts, Level: 9)
Students follow multi-step written directions and instructions to find a missing certificate in an old mansion.
Interpret details from functional text for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 5)
Interpret details from functional text for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 6)
Interpret details from a variety of functional text; for example, warranties, product information, technical manuals, instructional manuals, consumer safety publications) for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions).
(Language Arts, Level: 7)
Interpret details from a variety of functional text; for example, warranties, product information, technical manuals, instructional manuals, consumer safety publications; for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 8)
Students listen to and view the place value song that presents the ones, tens, hundreds, thousands, and millions place. Students identify the place value of digits, compare numbers greater than or less than a number, identify spoken numbers, and identify numbers written out as words.
1.1.PO4. Identify whole numbers through 999 in or out of order.
(Mathematics, Level: 2)
1.1.PO8. Construct models to represent place value concepts for the one’s, ten’s, and hundred’s places.
(Mathematics, Level: 2)
1.1.PO2. Identify six-digit whole numbers in or out of order.
(Mathematics, Level: 3)
1.1.PO5. Construct models to represent place value concepts for the one’s, ten’s, and hundred’s places.
(Mathematics, Level: 3)
1.1.PO2. Identify whole numbers in or out of order.
(Mathematics, Level: 4)
1.1.PO4. State place values for whole numbers.
(Mathematics, Level: 4)
1.1.PO5. Construct models to represent place value concepts for the one’s, ten’s, hundred’s, and thousand’s places.
(Mathematics, Level: 4)
Students listen to and view a description of the number line, positive numbers, negative numbers, integers, whole numbers, and real numbers. Students identify points on the number line including positive, negative, integer, whole, and real numbers.
1.1.PO11. Compare two whole numbers through 999.
(Mathematics, Level: 2)
1.1.PO6. Locate integers on a number line.
(Mathematics, Level: 7)
1.1.PO7. Order integers.
(Mathematics, Level: 7)
1.1.PO8. Classify rational numbers as natural, whole, or integers.
(Mathematics, Level: 7)
Students listen to and view a song video describing the comparison signs including the greater than sign, less than sign, and equal sign. Students compare two numbers or expressions and select the correct comparison symbols.
1.1.PO11. Compare two whole numbers through 999.
(Mathematics, Level: 2)
1.1.PO8. Compare two whole numbers, through six-digits.
(Mathematics, Level: 3)
1.1.PO7. Compare two whole numbers.
(Mathematics, Level: 4)
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.
1.2.PO3. State addition and subtraction facts.
(Mathematics, Level: 2)
Students listen to and view five songs listing the addition facts or sums for the numbers 6 to 10 plus 1 to 10. Students memorize to automaticity 100 addition facts or sums to 20 presented in a random order with repetition to mastery. Students solve 1-digit addition problems.
1.2.PO3. State addition and subtraction facts.
(Mathematics, Level: 2)
Students listen to and view a song video describing addition or sum of two-digit or multidigit numbers and learn to carry over. Students calculate the sum of 2-digit numbers step-by-step.
1.2.PO4. Add oneand two-digit whole numbers with regrouping.
(Mathematics, Level: 2)
1.2.PO2. Add two three-digit whole numbers.
(Mathematics, Level: 3)
Students listen to and view a song video describing subtraction or the difference of two-digit numbers and learn to borrow or regroup. Students subtract 2-digit numbers step-by-step.
1.2.PO5. Subtract oneand two-digit whole numbers with regrouping.
(Mathematics, Level: 2)
1.2.PO2. Subtract whole numbers.
(Mathematics, Level: 4)
Students listen to and view five songs listing the multiplication facts for the numbers 1 to 5 times 1 to 12. Students memorize to automaticity the multiplication table 1 to 5 presented in a random order with repetition to mastery. Students solve 1-digit multiplication problems.
1.2.PO10. State multiplication facts: twos, fives and tens.
(Mathematics, Level: 2)
1.2.PO10. State multiplication and division facts through nines.
(Mathematics, Level: 3)
1.2.PO7. State multiplication and division facts through twelves.
(Mathematics, Level: 4)
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.
1.2.PO10. State multiplication facts: twos, fives and tens.
(Mathematics, Level: 2)
1.2.PO10. State multiplication and division facts through nines.
(Mathematics, Level: 3)
1.2.PO7. State multiplication and division facts through twelves.
(Mathematics, Level: 4)
Students listen to and view a description of the long multiplication process or algorithm. Students multiply and solve problems with 1 digit, 2 digit, and multidigit numbers.
1.2.PO5. Multiply multi-digit numbers by two-digit numbers.
(Mathematics, Level: 4)
1.2.PO3. Multiply whole numbers.
(Mathematics, Level: 5)
Students listen to and view a description of the long division process or algorithm. Students divide and solve problems with 1 digit, 2 digit, and multidigit numbers.
1.2.PO8. Demonstrate the process of division with one-digit divisors (separating elements of a set into smaller equal sets, sharing equally, or repeatedly subtracting the same number).
(Mathematics, Level: 3)
1.2.PO6. Divide with one-digit divisors.
(Mathematics, Level: 4)
1.2.PO4. Divide with whole numbers.
(Mathematics, Level: 5)
Students listen to and view a signed addition song video describing how to add and subtract positive and negative integers, and how to convert subtraction of signed numbers into addition. Students solve addition and subtraction problems with signed numbers positive and negative step by step.
1.2.PO1. Add integers.
(Mathematics, Level: 7)
1.2.PO2. Subtract integers.
(Mathematics, Level: 7)
Students listen to and view a signed multiplication song video describing how to multiply and divide positive and negative integers. Students solve multiplication and division problems with signed numbers positive and negative step by step.
1.2.PO5. Multiply integers.
(Mathematics, Level: 7)
1.2.PO6. Divide integers.
(Mathematics, Level: 7)
Students listen to and view a fractions basics song describing parts of a whole, numerator, denominator, proper fractions, improper fractions, mixed fractions, and conversion between types of fractions. Students solve problems identifying and converting between types of fractions.
1.1.PO11. Identify symbols, words, or models that represent proper fractions (halves, thirds, fourths, eighths and tenths).
(Mathematics, Level: 3)
1.1.PO2. Identify symbols, words, or models that represent improper fractions.
(Mathematics, Level: 5)
Students listen to and view a description of factors, factorization, and multiples. Students create a list of factors of a number, and a list of multiples of a number.
1.1.PO20. Identify whole-number factors and/or pairs of factors for a given whole number through twenty-four.
(Mathematics, Level: 3)
1.1.PO21. Determine multiples of a given whole number with products through twenty-four (skip counting).
(Mathematics, Level: 3)
1.1.PO18. Identify all whole-number factors and pairs of factors for a given whole number through 144.
(Mathematics, Level: 4)
1.1.PO19. Determine multiples of a given whole number with products through 144.
(Mathematics, Level: 4)
1.1.PO9. Identify all whole number factors and pairs of factors for a number.
(Mathematics, Level: 5)
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.
1.1.PO7. Express a whole number as a product of its prime factors, using exponents when appropriate.
(Mathematics, Level: 6)
Students listen to and view a song video describing the process or algorithm for reducing or simplifying fractions to their lowest terms using the greatest common factor, or GCF. Students reduce or simplify fractions step by step by finding the factors of the numerator and denominator, selecting the greatest common factor (divisor), and dividing by the GCF.
1.2.PO10. Simplify fractions to lowest terms.
(Mathematics, Level: 5)
1.1.PO5. Identify the greatest common factor for two whole numbers.
(Mathematics, Level: 6)
1.2.PO6. Simplify fractions to lowest terms.
(Mathematics, Level: 6)
1.1.PO2. Identify the greatest common factor for a set of whole numbers.
(Mathematics, Level: 7)
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.
1.2.PO9. Multiply proper fractions.
(Mathematics, Level: 6)
1.2.PO11. Demonstrate that division is the inverse of multiplication of proper fractions.
(Mathematics, Level: 6)
1.2.PO12. Divide proper fractions.
(Mathematics, Level: 6)
Students listen to and view a description of the process or algorithm for the addition and subtraction of fractions using the least common denominator, or LCD. Students add and subtract fractions step by step by finding the least common multiple, converting fractions to the LCD, and adding the numerators.
1.2.PO15. Demonstrate addition of fractions with like denominators (halves and fourths) using models.
(Mathematics, Level: 2)
1.2.PO16. Add or subtract fractions with like denominators (halves, thirds, fourths, eighths, and tenths) appropriate to grade level.
(Mathematics, Level: 3)
1.2.PO12. Add or subtract fractions with like denominators, no regrouping.
(Mathematics, Level: 4)
1.2.PO11. Add or subtract proper fractions and mixed numbers with like denominators with regrouping.
(Mathematics, Level: 5)
1.2.PO7. Add or subtract proper fractions and mixed numbers with unlike denominators with regrouping.
(Mathematics, Level: 6)
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.
1.1.PO17. Compare two decimals, through hundredths, using models, illustrations, or symbols.
(Mathematics, Level: 3)
1.1.PO15. Compare two decimals.
(Mathematics, Level: 4)
Students listen to and view a description of how to add and subtract decimal numbers by lining up the decimal point, adding, and placing the decimal point in the answer. Students solve problems with the addition and subtractions of decimal numbers.
1.2.PO12. Add or subtract decimals.
(Mathematics, Level: 5)
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.
1.2.PO13. Multiply decimals.
(Mathematics, Level: 5)
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.
1.2.PO10. Calculate the percent of a given number.
(Mathematics, Level: 7)
Students listen to and view a description of how to solve common percentage word problems including sales discounts. Students solve real world word problems involving the calculation of percent values.
1.2.PO9. Calculate the missing value in a percentage problem.
(Mathematics, Level: 8)
Students listen to and view a description of exponents including squares, cubes, and higher powers as well as exponents of power 0 and power 1. Students solve exponent problems by matching a base and exponent with the equivalent multiplication and the evaluated number. Students work with and understand powers of 10.
1.2.PO3. Determine the square of an integer.
(Mathematics, Level: 8)
Students listen to and view a song video describing exponent rules and properties: multiplying and dividing two exponents with a common base, taking an exponent of an exponent, and evaluating negative exponents. Students solve exponent problems by matching an exponent problem with the applied rule and the answer.
3.3.PO3. Multiply and divide monomial expressions with integral exponents.
(Mathematics, Level: 9 12)
Students listen to and view a description of square roots and a song listing square roots of perfect squares from 1 to 100. Students solve square root problems. Students estimate square roots by determining between which integers the square root lies.
1.2.PO3. Determine the square of an integer.
(Mathematics, Level: 8)
1.2.PO4. Determine the square root of an integer.
(Mathematics, Level: 8)
1.2.PO5. Identify squaring and finding square roots as inverse operations.
(Mathematics, Level: 8)
1.2.PO7. Apply the symbols for square root to represent square root, the undelined plus to represent roots, and braces as grouping symbols.
(Mathematics, Level: 8)
Students listen to and view a description of scientific notation, calculator notation, and standard notation. Students convert numbers between standard and scientific notation by placing the decimal point and determining the exponent required.
1.2.PO11. Convert numbers expressed in standard notation to scientific notation and vice versa (positive exponents only).
(Mathematics, Level: 7)
1.2.PO10. Convert standard notation to scientific notation, and vice versa.
(Mathematics, Level: 8)
Students listen to and view a description of algebra basics including variables, constants, coefficients, evaluating expressions, and substitution. Students identify the terminology for each part of an equation and substitute values to evaluate expressions.
3.3.PO1. Evaluate expressions involving the four basic operations by substituting given whole numbers for the variable.
(Mathematics, Level: 4)
3.3.PO1. Evaluate an expression containing two variables by substituting integers for the variable.
(Mathematics, Level: 7)
3.3.PO1. Evaluate algebraic expressions by substituting rational values for variables.
(Mathematics, Level: 8)
Students listen to and view a song describing the PEMDAS order of operations: parentheses (brackets) first, exponents next, multiplication and division, addition and subtraction. Students evaluate expressions step-by-step using the PEMDAS order of operations.
1.2.PO13. Simplify numerical expressions using the order of operations with grade appropriate operations on number sets.
(Mathematics, Level: 4)
1.2.PO15. Simplify numerical expressions using the order of operations with grade appropriate operations on number sets.
(Mathematics, Level: 5)
1.2.PO15. Simplify numerical expressions using the order of operations with grade-appropriate operations on number sets.
(Mathematics, Level: 6)
1.2.PO12. Simplify numerical expressions using the order of operations with grade appropriate operations on number sets.
(Mathematics, Level: 7)
1.2.PO11. Simplify numerical expressions using the order of operations with grade appropriate operations on number sets.
(Mathematics, Level: 8)
1.2.PO7. Simplify numerical expressions using the order of operations.
(Mathematics, Level: 9 12)
Students listen to and view a description of how to simplify algebra expressions using the distributive property and how to combine like terms. Students distribute and combine like terms to simplify expressions.
3.3.PO2. Simplify algebraic expressions.
(Mathematics, Level: 9 12)
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.
3.3.PO3. Solve one-step equations with one variable represented by a letter or symbol using multiplication of whole numbers.
(Mathematics, Level: 4)
3.3.PO3. Solve one-step equations with one variable represented by a letter or symbol.
(Mathematics, Level: 5)
3.3.PO5. Solve one-step equations with one variable represented by a letter or symbol, using inverse operations with whole numbers.
(Mathematics, Level: 6)
3.3.PO5. Solve one-step equations using inverse operations with positive rational numbers.
(Mathematics, Level: 7)
Students listen to and view a description of ratio and proportion, and learn to solve proportion problems through cross-multiplication. Students solve ratio and proportion problems step-by-step.
4.4.PO6. Solve problems using ratios and proportions, given the scale factor.
(Mathematics, Level: 8)
4.4.PO9. Solve scale factor problems using ratios and proportions.
(Mathematics, Level: 9 12)
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.
1.2.PO6. Solve word problems using grade-level appropriate operations and numbers.
(Mathematics, Level: 3)
1.2.PO4. Solve word problems using grade-level appropriate operations and numbers.
(Mathematics, Level: 4)
1.2.PO2. Solve word problems using grade-level appropriate operations and numbers.
(Mathematics, Level: 5)
1.2.PO2. Solve word problems using grade-level appropriate operations and numbers.
(Mathematics, Level: 6)
1.2.PO4. Solve word problems using grade-level appropriate operations and numbers.
(Mathematics, Level: 7)
1.2.PO2. Solve word problems using grade-level appropriate operations and numbers.
(Mathematics, Level: 8)
1.2.PO2. Solve word problems using grade-level appropriate operations and numbers.
(Mathematics, Level: 9 12)
Students view a description of bar graphs, pie charts, and line graphs, including the concepts of largest and smallest value. Students answer word problems by analyzing a variety of charts and graphs.
2.1.PO4. Answer questions based on graphical representations and data displays including single-bar graphs, circle graphs, two-set Venn diagrams, and line graphs that display continuous data.
(Mathematics, Level: 4)
2.1.PO3. Interpret graphical representations and data displays including bar graphs (including double-bar), circle graphs, frequency tables, three-set Venn diagrams, and line graphs that display continuous data.
(Mathematics, Level: 5)
2.1.PO4. Answer questions based on graphical representations, and data displays including bar graphs (including double-bar), circle graphs, frequency tables, three-set Venn diagrams, and line graphs that display continuous data.
(Mathematics, Level: 5)
2.1.PO3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs.
(Mathematics, Level: 6)
2.1.PO4. Answer questions based on simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs.
(Mathematics, Level: 6)
Students view a description and listen to a song video explaining coordinate graphs. Students learn about the x-axis, y-axis, the four quadrants, and plotting an ordered pair (x,y) as a point on a coordinate plane. Students plot the location of an ordered pair on a coordinate graph and identify the correct quadrant for a point.
4.3.PO1. Identify points in the first quadrant of a grid using ordered pairs.
(Mathematics, Level: 3)
4.3.PO1. Name the coordinates of a point plotted in the first quadrant.
(Mathematics, Level: 4)
4.3.PO1. Graph points in the first quadrant on a grid using ordered pairs.
(Mathematics, Level: 5)
4.3.PO1. Graph data points in (x, y) form in any quadrant of a coordinate grid.
(Mathematics, Level: 7)
Students view a description and listen to a song video explaining line graphs. Students learn about linear equations of the form y=mx+b, the slope rise over run of a line, and the y-intercept. Students solve problems graphing linear functions from an equation through the slope and y-intercept.
3.4.PO1. Determine slope, x, and y-intercepts of a linear equation.
(Mathematics, Level: 9 12)
4.3.PO6. Determine changes in the graph of a linear function when constants and coefficients in its equation are varied.
(Mathematics, Level: 9 12)
Students listen to and view description of scatterplots. Students learn how to determine the relationship between two variables from the best fit curve through the data points: direct correlation linear, inverse or negative correlation, non-linear curved, or random with no correlation.
2.1.PO14. Determine whether a displayed data has positive, negative, or no correlation.
(Mathematics, Level: 9 12)
Students listen to and view a description of non-linear graphs including parabolas y = nx2, cubic functions y = nx3, and absolute value functions y = |x|. Students view non-linear graphs and identify the type of function.
3.2.PO2. Distinguish between linear and nonlinear functions, given graphic examples.
(Mathematics, Level: 8)
3.2.PO3. Determine whether a graph or table is related to a given an equation of the form y equals ax squared where ‘a’ is a natural number.
(Mathematics, Level: 8)
Students listen to and view a song video describing the measurement of length, volume, and weight/mass in the metric system and the customary or U.S. system. Students use measurement tools such as a ruler, tape measure, weigh scale, and measuring jug to measure and estimate measurement in a variety of items in different systems and units in real world problem solving situations.
4.4.PO1. length – centimeters, meters, kilometers,
(Mathematics, Level: 3)
4.4.PO1. capacity/volume – liters, and
(Mathematics, Level: 3)
4.4.PO1. mass/weight – grams.
(Mathematics, Level: 3)
4.4.PO4. length – centimeters, millimeters, meters, kilometers,
(Mathematics, Level: 3)
4.4.PO4. capacity/volume – liters, and
(Mathematics, Level: 3)
4.4.PO4. mass/weight – grams.
(Mathematics, Level: 3)
4.4.PO6. length – inches to feet; centimeters to meters,
(Mathematics, Level: 3)
4.4.PO7. volume – cups and gallons,
(Mathematics, Level: 3)
4.4.PO7. weight – ounces and pounds, and
(Mathematics, Level: 3)
4.4.PO3. Select an appropriate tool to use in a particular measurement situation.
(Mathematics, Level: 4)
4.4.PO5. length yards and miles, meters and kilometers, and
(Mathematics, Level: 4)
4.4.PO5. weight pounds and tons, grams and kilograms.
(Mathematics, Level: 4)
4.4.PO1. Determine the appropriate measure of accuracy within a system for a given contextual situation.
(Mathematics, Level: 6)
4.4.PO2. Determine the appropriate tool needed to measure to the needed accuracy.
(Mathematics, Level: 6)
4.4.PO11. Determine the actual measure of objects using a scale drawing or map.
(Mathematics, Level: 6)
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.
4.4.PO6. State equivalent relationships; for example, three teaspoons equal one tablespoon, sixteen cups equal one gallon, two thousand pounds equal one ton).
(Mathematics, Level: 4)
1.3.PO5. Compare estimated measurements between U.S. customary and metric systems.
(Mathematics, Level: 5)
4.4.PO4. Convert measurement units to equivalent units within a given system (U.S. customary and metric).
(Mathematics, Level: 5)
4.4.PO5. Convert within a single measurement system (US customary or metric).
(Mathematics, Level: 6)
4.4.PO3. Convert a measurement from US customary to metric, and vice versa.
(Mathematics, Level: 7)
Students listen to and view a song video describing how to solve real world time problems, including how to convert from one unit of time to another. Students solve time conversion problems involving seconds, minutes, hours, days, weeks, and years.
4.4.PO6. time – minutes to hours, hours to days, days to weeks, months to years, and
(Mathematics, Level: 3)
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.
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.
4.1.PO4. Classify angles; for example, right, acute, obtuse, straight.
(Mathematics, Level: 4)
4.1.PO7. Identify supplementary or complementary angles.
(Mathematics, Level: 6)
4.1.PO6. Solve problems related to complementary, supplementary, or congruent angle concepts.
(Mathematics, Level: 9 12)
Students listen to and view a song video describing triangles including right, acute, obtuse, isosceles, equilateral, and scalene triangles. Students solve problems to identify a type of triangle, find unknown angles, and compute the area of a triangle from the base and height.
4.1.PO5. Classify triangles as right, acute, or obtuse.
(Mathematics, Level: 4)
4.1.PO7. Classify triangles as scalene, isosceles, or equilateral.
(Mathematics, Level: 5)
4.1.PO10. Understand that the sum of the angles of a triangle is one hundred eighty degrees.
(Mathematics, Level: 5)
4.4.PO7. Determine the area of triangles.
(Mathematics, Level: 6)
4.4.PO5. Find the measure of a missing interior angle in a triangle or quadrilateral.
(Mathematics, Level: 8)
4.1.PO1. Identify the attributes of special triangles. (isosceles, equilateral, right).
(Mathematics, Level: 9 12)
4.1.PO10. Solve problems using special case right triangles.
(Mathematics, Level: 9 12)
4.1.PO13. Construct a triangle congruent to a given triangle.
(Mathematics, Level: 9 12)
Students listen to and view a song video describing the Pythagorean theorem and the formula a2 + b2 = c2 for the sides and hypotenuse of a right triangle. Students learn common Pythagorean triples like 3-4-5. Students solve word problems with figures using the Pythagorean theorem and common triples to find the length of the missing side.
3.3.PO12. Solve applied problems using the Pythagorean theorem.
(Mathematics, Level: 8)
Students listen to and view a description of common polygons including a triangle, quadrilateral, pentagon, hexagon, heptagon, and octagon. Students listen to and view a song video describing quadrilaterals including the square, rectangle, rhombus, trapezoid, and parallelogram. Students solve problems to find the perimeter and area of various polygons.
4.4.PO8. Determine perimeter of simple polygons; for example, square, rectangle, triangle.
(Mathematics, Level: 4)
4.4.PO10. Differentiate between perimeter and area of quadrilaterals.
(Mathematics, Level: 4)
4.1.PO1. Recognize regular polygons.
(Mathematics, Level: 5)
4.4.PO7. Solve problems involving area of simple polygons.
(Mathematics, Level: 5)
4.1.PO1. Classify polygons by their attributes (e.g., number of sides, length of sides, angles, parallelism, perpendicularity).
(Mathematics, Level: 6)
4.4.PO6. Solve problems involving the perimeter of polygons.
(Mathematics, Level: 6)
4.4.PO9. Solve problems for the areas of parallelograms (includes rectangles).
(Mathematics, Level: 6)
4.4.PO1. Solve problems for the area of a trapezoid.
(Mathematics, Level: 8)
Students listen to and view a song video describing circles including pi , center, radius, diameter, circumference, and area. Students learn the formulas for the area and circumference of a circle. Students solve circle real world word problems with figures using a four-step structured method.
4.1.PO9. Identify the diameter, radius and circumference of a circle.
(Mathematics, Level: 5)
4.1.PO8. Identify the diameter, radius, and circumference of a circle or sphere.
(Mathematics, Level: 6)
4.4.PO4. Solve problems involving the circumference of a circle.
(Mathematics, Level: 7)
4.4.PO5. Solve problems involving the area of a circle.
(Mathematics, Level: 7)
Students listen to and view a song video describing solid figures including the rectangular solid, cube, cylinder, sphere, and cone. Students learn about the edges and faces of three-dimensional objects, and learn the formulas for surface area and volume of key solid figures. Students solve problems to identify solid figures and calculate number of faces, surface area, and volume.
4.4.PO3. Calculate the surface area of rectangular prisms or cylinders.
(Mathematics, Level: 8)
4.4.PO2. Calculate the volumes of three-dimensional geometric figures.
(Mathematics, Level: 9 12)
4.4.PO3. Calculate the surface areas of three-dimensional geometric figures.
(Mathematics, Level: 9 12)
Students listen to and view a description of symmetry and transform, including reflection across a mirror line, rotation, and translation. Students solve problems with figures to identify the type of symmetry.
4.2.PO1. Demonstrate translation using geometric figures.
(Mathematics, Level: 4)
4.2.PO1. Demonstrate reflections using geometric figures.
(Mathematics, Level: 5)
4.2.PO1. Identify reflections and translations using pictures.
(Mathematics, Level: 6)
4.2.PO1. Identify rotations about a point, using pictorial models.
(Mathematics, Level: 7)
4.2.PO2. Recognize simple single rotations, translations or reflections on a coordinate grid.
(Mathematics, Level: 7)
4.2.PO4. Determine whether a given pair of figures on a coordinate plane represents a translation, reflection, rotation, or dilation.
(Mathematics, Level: 9 12)
Students listen to and view a song video describing how to calculate the mean, median, and mode of a data set. Students compute the mean, median, and mode from given data sets.
2.1.PO5. Identify the mode(s) of given data.
(Mathematics, Level: 4)
2.1.PO5. Identify the mode(s) and mean (average) of given data.
(Mathematics, Level: 5)
2.1.PO5. Find the mean, median (odd number of data points), mode, range, and extreme values of a given numerical data set.
(Mathematics, Level: 6)
2.1.PO6. Find the mean, median, mode, and range of a given numerical data set.
(Mathematics, Level: 7)
2.1.PO10. Apply the concepts of mean, median, mode, range, and quartiles to summarize data sets.
(Mathematics, Level: 9 12)
Student listen to and view a description of percentiles, quartiles, the min or minimum, and the max or maximum. Student learn how to create a box-and-whisker plot from a data set using the min, lower quartile Q1, median, upper quartile Q3, and max. Students solve problems computing the min, Q1, median, Q3, and max from a data set and making a box and whisker plot.
2.1.PO4. Interpret box-and-whisker plots, circle graphs, and scatter plots.
(Mathematics, Level: 8)
2.1.PO5. Answer questions based on box-and-whisker plots, circle graphs, and scatter plots.
(Mathematics, Level: 8)
2.1.PO9. Solve contextual problems using scatter plots, box-and-whiskers plots, and double line graphs of continuous data.
(Mathematics, Level: 8)
2.1.PO10. Apply the concepts of mean, median, mode, range, and quartiles to summarize data sets.
(Mathematics, Level: 9 12)
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.
2.1.PO2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data.
(Mathematics, Level: 6)
2.1.PO3. Determine when it is appropriate to use histograms, line graphs, double bar graphs, and stem-and-leaf plots.
(Mathematics, Level: 7)
2.1.PO4. Interpret data displays including histograms, stem-and-leaf plots, circle graphs, and double line graphs.
(Mathematics, Level: 7)
2.1.PO5. Answer questions based on data displays including histograms, stem-and-leaf plots, circle graphs, and double line graphs.
(Mathematics, Level: 7)
2.1.PO9. Solve contextual problems using histograms, line graphs of continuous data, double bar graphs, and stem-and-leaf plots.
(Mathematics, Level: 7)
Students listen to and view a description of probability basics including events, outcomes, success, and how to calculate probability. Students solve basic probability problems using a three-step method to find total outcomes, successful outcomes, and the ratio for the probability as a fraction, decimal, or percent.
2.2.PO1. Name the possible outcomes for a probability experiment.
(Mathematics, Level: 4)
2.2.PO3. Predict the outcome of a grade-level appropriate probability experiment.
(Mathematics, Level: 4)
2.2.PO1. Name the possible outcomes for a probability experiment.
(Mathematics, Level: 5)
2.2.PO3. Predict the outcome of a grade-level appropriate probability experiment.
(Mathematics, Level: 5)
2.2.PO1. Name the possible outcomes for a probability experiment.
(Mathematics, Level: 6)
2.2.PO3. Predict the outcome of a grade-level appropriate probability experiment.
(Mathematics, Level: 6)
2.2.PO1. Determine the probability that a specific event will occur in a single stage probability experiment.
(Mathematics, Level: 7)
2.2.PO3. Predict the outcome of a grade-level appropriate probability experiment.
(Mathematics, Level: 7)
2.2.PO3. Predict the outcome of a grade-level appropriate probability experiment.
(Mathematics, Level: 8)
Students listen to and view a description of independent events and learn that the probability of independent events occurring is the product of the individual probabilities. Students solve problems involving two or three independent trials using a three-step method: number of independent events, probability of each event, and combined probability in real world problem solving situations.
2.2.PO7. Compare the results of two repetitions of the same grade-level appropriate probability experiment.
(Mathematics, Level: 4)
2.2.PO7. Compare the results of two repetitions of the same grade-level appropriate probability experiment.
(Mathematics, Level: 5)
2.2.PO7. Compare the results of two repetitions of the same grade-level appropriate probability experiment.
(Mathematics, Level: 6)
2.2.PO7. Compare the results of two repetitions of the same grade-level appropriate probability experiment.
(Mathematics, Level: 7)
2.2.PO1. Determine the probability that a specific event will occur in a 2-stage probability experiment.
(Mathematics, Level: 8)
2.2.PO6. Distinguish between independent and dependent events.
(Mathematics, Level: 8)
2.2.PO7. Compare the results of two repetitions of the same grade-level appropriate probability experiment.
(Mathematics, Level: 8)
2.2.PO7. Compare the results of two repetitions of the same grade-level appropriate probability experiment.
(Mathematics, Level: 9 12)
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.
2.2.PO1. Name the possible outcomes for a probability experiment.
(Mathematics, Level: 4)
2.2.PO1. Name the possible outcomes for a probability experiment.
(Mathematics, Level: 5)
2.2.PO1. Name the possible outcomes for a probability experiment.
(Mathematics, Level: 6)
2.3.PO2. Determine all possible arrangements given a set with four or fewer objects using a systematic list, table or tree diagram when order is not important.
(Mathematics, Level: 6)
2.3.PO2. Determine all possible arrangements of a given set, using a systematic list, table, tree diagram, or other representation.
(Mathematics, Level: 7)
2.2.PO1. Determine the probability that a specific event will occur in a 2-stage probability experiment.
(Mathematics, Level: 8)
2.3.PO1. Determine all possible outcomes involving the combination of two or more sets of objects.
(Mathematics, Level: 8)
2.3.PO1. Determine the number of possible outcomes for a contextual event using a chart, a tree diagram, or the counting principle.
(Mathematics, Level: 9 12)
Students listen to and view a description of missing information and relevant versus irrelevant information in word problems. Students identify the missing information and the irrelevant information from sample word problems.
5.1.PO1. Discriminate necessary information from unnecessary information in a given grade-level appropriate word problem.
(Mathematics, Level: 4)
5.1.PO1. Discriminate necessary information from unnecessary information in a given grade-level appropriate word problem.
(Mathematics, Level: 5)
5.1.PO1. Discriminate necessary information from unnecessary information in a given grade-level appropriate word problem.
(Mathematics, Level: 6)
5.1.PO1. Discriminate necessary information from unnecessary information in a given grade-level appropriate word problem.
(Mathematics, Level: 7)
Students listen to and view a description of mathematical conjectures and patterns. Students make conjectures to solve word problems involving patterns and sequences.
3.1.PO3. Solve grade-level appropriate iterative pattern problems.
(Mathematics, Level: 5)
3.1.PO3. Solve grade-level appropriate iterative pattern problems.
(Mathematics, Level: 6)
3.1.PO3. Solve grade-level appropriate recursive pattern problems.
(Mathematics, Level: 7)
3.1.PO3. Solve grade-level appropriate iterative or recursive pattern problems.
(Mathematics, Level: 8)
Students listen to and view a description of estimation through rounding, and learn how to estimate sums and products of large numbers through rounding. Students solve estimation problems by finding the best estimate for problems with multiple sums or products.
1.3.PO1. Solve grade-level appropriate problems using estimation.
(Mathematics, Level: 4)
1.3.PO1. Solve grade-level appropriate problems using estimation.
(Mathematics, Level: 5)
1.3.PO3. Round to estimate quantities.
(Mathematics, Level: 5)
1.3.PO1. Solve grade-level appropriate problems using estimation.
(Mathematics, Level: 6)
1.3.PO3. Round to estimate quantities in contextual situations; for example, round up or round down.
(Mathematics, Level: 6)
1.3.PO1. Solve grade-level appropriate problems using estimation.
(Mathematics, Level: 7)
1.3.PO1. Solve grade-level appropriate problems using estimation.
(Mathematics, Level: 8)
Students listen to and view three songs that present the phonics letter sounds A to I with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.
Identify letters of the alphabet (upper and lower case).
(Language Arts, Level: K)
Say letter sounds represented by the singlelettered consonants and vowels.
(Language Arts, Level: K)
Distinguish between uppercase and lowercase letters.
(Language Arts, Level: 1)
Single letters (consonants and vowels),
(Language Arts, Level: 1)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-I in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
Recognize that a new word is created when a specific letter is changed, added, or removed.
(Language Arts, Level: K)
Generate sounds from letters and letter patterns, including consonant blends and long-and shortvowel patterns (phonograms), to combine those sounds into recognizable words.
(Language Arts, Level: 1)
Consonant blends,
(Language Arts, Level: 1)
Read words with common spelling patterns.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-I. They match sentences with pictures and fill in missing words in sentences.
Recognize that a new word is created when a specific letter is changed, added, or removed.
(Language Arts, Level: K)
Read words with common spelling patterns.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 3)
Students listen to and view three songs that present the phonics letter sounds J to R with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.
Identify letters of the alphabet (upper and lower case).
(Language Arts, Level: K)
Say letter sounds represented by the singlelettered consonants and vowels.
(Language Arts, Level: K)
Distinguish between uppercase and lowercase letters.
(Language Arts, Level: 1)
Single letters (consonants and vowels),
(Language Arts, Level: 1)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-R in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
Recognize that a new word is created when a specific letter is changed, added, or removed.
(Language Arts, Level: K)
Single letters (consonants and vowels),
(Language Arts, Level: 1)
Consonant blends,
(Language Arts, Level: 1)
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-R. They match sentences with pictures and fill in missing words in sentences.
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 3)
Students view three songs that present the phonics letter sounds S to Z with uppercase and lowercase alphabet letters and matching pictures (A says a for apple). Students demonstrate letter-sound recognition by selecting pictures to match letters until mastery is achieved.
Identify letters of the alphabet (upper and lower case).
(Language Arts, Level: K)
Say letter sounds represented by the singlelettered consonants and vowels.
(Language Arts, Level: K)
Distinguish between uppercase and lowercase letters.
(Language Arts, Level: 1)
Single letters (consonants and vowels),
(Language Arts, Level: 1)
Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-Z in steps: alphabet, phonics, blending, and whole word. Students decode three letter words and select matching pictures until mastery is achieved.
Recognize that a new word is created when a specific letter is changed, added, or removed.
(Language Arts, Level: K)
Consonant blends,
(Language Arts, Level: 1)
Read words with common spelling patterns.
(Language Arts, Level: 1)
with complex word families.
(Language Arts, Level: 3)
Students listen to and view a sight word song with three new words. They match three written sight words with spoken words. Students read simple sentences with known sight words and decodable words with letters A-Z. They match sentences with pictures and fill in missing words in sentences.
Recognize that a new word is created when a specific letter is changed, added, or removed.
(Language Arts, Level: K)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 3)
Students listen to and view a short vowel song presenting each vowel sound with a matching word and picture. They select missing short vowels in three-letter C-V-C words to match a picture until mastery is achieved.
Distinguish between long and short vowel sounds in orally stated single-syllable words.
(Language Arts, Level: 1)
Students listen to and view two songs presenting common ending or final consonant blends and diagraphs with example words. They decode words and select matching pictures until mastery is achieved.
Consonant blends,
(Language Arts, Level: 1)
Consonant digraphs.
(Language Arts, Level: 1)
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.
Consonant blends,
(Language Arts, Level: 1)
Consonant digraphs.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 3)
Students listen to and view a song which present the silent E or magic E rule and long vowel sounds. They must listen to words and select either the short vowel C-V-C word or the corresponding long vowel word with a final silent E added at the end.
Distinguish between long and short vowel sounds in orally stated single-syllable words.
(Language Arts, Level: 1)
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.
Distinguish between long and short vowel sounds in orally stated single-syllable words.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 3)
Students listen to and view a song presenting the first of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.
Generate a series of rhyming words, including consonant blends.
(Language Arts, Level: 1)
Generate sounds from letters and letter patterns, including consonant blends and long-and shortvowel patterns (phonograms), to combine those sounds into recognizable words.
(Language Arts, Level: 1)
Blend spoken phonemes with more than three sounds into one-syllable words, including consonant blends and digraphs.
(Language Arts, Level: 1)
Decode regularly spelled two-syllable words fluently by applying the most common letter-sound correspondences, including the sounds represented by:
(Language Arts, Level: 1)
Consonant blends,
(Language Arts, Level: 1)
Consonant digraphs.
(Language Arts, Level: 1)
Blend isolated phonemes to form two syllable words, using r-controlled vowel sounds, digraphs, and diphthongs.
(Language Arts, Level: 2)
2.6.PO 7. Use knowledge of letter sound relationship to spell simple words with some consonants and few vowels
(Language Arts, Level: K)
2.6.PO 8.e. consonant digraphs
(Language Arts, Level: 3)
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.
Consonant blends,
(Language Arts, Level: 1)
Consonant digraphs.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 3)
Students listen to and view a song presenting the first of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
Blend two or three spoken syllables to say words.
(Language Arts, Level: K)
Blend spoken phonemes to form a single syllable word.
(Language Arts, Level: K)
Blend spoken phonemes with more than three sounds into one-syllable words, including consonant blends and digraphs.
(Language Arts, Level: 1)
Vowel digraphs and diphthongs.
(Language Arts, Level: 1)
Use knowledge of spelling patterns such as diphthongs, and special vowel spellings when reading.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
Vowel digraphs and diphthongs.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Blend isolated phonemes to form two syllable words, using r-controlled vowel sounds, digraphs, and diphthongs.
(Language Arts, Level: 2)
Use knowledge of spelling patterns such as diphthongs, and special vowel spellings when reading.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 2)
Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 3)
Students listen to and view a song presenting the second of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
Blend spoken phonemes to form a single syllable word.
(Language Arts, Level: K)
Blend spoken phonemes with more than three sounds into one-syllable words, including consonant blends and digraphs.
(Language Arts, Level: 1)
Vowel digraphs and diphthongs.
(Language Arts, Level: 1)
Blend isolated phonemes to form two syllable words, using r-controlled vowel sounds, digraphs, and diphthongs.
(Language Arts, Level: 2)
Use knowledge of spelling patterns such as diphthongs, and special vowel spellings when reading.
(Language Arts, Level: 2)
Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.
(Language Arts, Level: 2)
2.6.PO 7. Use knowledge of letter sound relationship to spell simple words with some consonants and few vowels
(Language Arts, Level: K)
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.
Vowel digraphs and diphthongs.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Blend isolated phonemes to form two syllable words, using r-controlled vowel sounds, digraphs, and diphthongs.
(Language Arts, Level: 2)
Use knowledge of spelling patterns such as diphthongs, and special vowel spellings when reading.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 2)
Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 3)
Students listen to and view a song presenting the second of two sets of beginning or initial consonant blends and diagraphs with example words. They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.
Blend spoken simple onsets and rimes to form real words.
(Language Arts, Level: K)
Generate a series of rhyming words, including consonant blends.
(Language Arts, Level: 1)
Generate sounds from letters and letter patterns, including consonant blends and long-and shortvowel patterns (phonograms), to combine those sounds into recognizable words.
(Language Arts, Level: 1)
Blend spoken phonemes with more than three sounds into one-syllable words, including consonant blends and digraphs.
(Language Arts, Level: 1)
Consonant blends,
(Language Arts, Level: 1)
Consonant digraphs.
(Language Arts, Level: 1)
Blend isolated phonemes to form two syllable words, using r-controlled vowel sounds, digraphs, and diphthongs.
(Language Arts, Level: 2)
2.6.PO 8.e. consonant digraphs
(Language Arts, Level: 3)
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.
Consonant blends,
(Language Arts, Level: 1)
Consonant digraphs.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 3)
Students listen to and view a song presenting the third of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
Vowel digraphs and diphthongs.
(Language Arts, Level: 1)
Blend isolated phonemes to form two syllable words, using r-controlled vowel sounds, digraphs, and diphthongs.
(Language Arts, Level: 2)
Use knowledge of spelling patterns such as diphthongs, and special vowel spellings when reading.
(Language Arts, Level: 2)
Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.
(Language Arts, Level: 2)
2.6.PO 8.c. vowel digraphs
(Language Arts, Level: 4)
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.
Vowel digraphs and diphthongs.
(Language Arts, Level: 1)
Read words with common spelling patterns.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Blend isolated phonemes to form two syllable words, using r-controlled vowel sounds, digraphs, and diphthongs.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 2)
with complex word families.
(Language Arts, Level: 3)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 3)
Students listen to and view a song presenting the fourth of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words. They listen to a word containing a vowel blend and select the matching written word.
Generate sounds from letters and letter patterns, including consonant blends and long-and shortvowel patterns (phonograms), to combine those sounds into recognizable words.
(Language Arts, Level: 1)
Blend spoken phonemes with more than three sounds into one-syllable words, including consonant blends and digraphs.
(Language Arts, Level: 1)
Vowel digraphs and diphthongs.
(Language Arts, Level: 1)
Blend isolated phonemes to form two syllable words, using r-controlled vowel sounds, digraphs, and diphthongs.
(Language Arts, Level: 2)
Use knowledge of spelling patterns such as diphthongs, and special vowel spellings when reading.
(Language Arts, Level: 2)
Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.
(Language Arts, Level: 2)
Students listen to and view a sight word song with three new words. They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
Vowel digraphs and diphthongs.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Use knowledge of spelling patterns such as diphthongs, and special vowel spellings when reading.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 2)
Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 3)
Students listen to and view a song presenting words with silent letters such as GH. They read words and select the silent letter or letters in the word.
Generate sounds from letters and letter patterns, including consonant blends and long-and shortvowel patterns (phonograms), to combine those sounds into recognizable words.
(Language Arts, Level: 1)
Single letters (consonants and vowels),
(Language Arts, Level: 1)
Consonant blends,
(Language Arts, Level: 1)
Consonant digraphs.
(Language Arts, Level: 1)
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.
Distinguish spoken rhyming words from nonrhyming words.
(Language Arts, Level: K)
Orally produce rhyming words in response to spoken words.
(Language Arts, Level: K)
Consonant blends,
(Language Arts, Level: 1)
Consonant digraphs.
(Language Arts, Level: 1)
with complex word families.
(Language Arts, Level: 3)
Students read sentences containing words from common word families and then identify whether they are true or false.
Read words with common spelling patterns.
(Language Arts, Level: 1)
with complex word families.
(Language Arts, Level: 3)
Students listen to and view a song presenting the second of two sets of word families with common endings, rimes, and chunks. They read a word and identify all rhyming words from a list.
Distinguish spoken rhyming words from nonrhyming words.
(Language Arts, Level: K)
Orally produce rhyming words in response to spoken words.
(Language Arts, Level: K)
Blend spoken simple onsets and rimes to form real words.
(Language Arts, Level: K)
Generate a series of rhyming words, including consonant blends.
(Language Arts, Level: 1)
that end in -tion, -sion,
(Language Arts, Level: 3)
with complex word families.
(Language Arts, Level: 3)
Students read sentences containing words from common word families and then identify whether they are true or false.
Blend spoken simple onsets and rimes to form real words.
(Language Arts, Level: K)
Use knowledge of inflectional endings to identify base words.
(Language Arts, Level: 1)
Read words with common spelling patterns.
(Language Arts, Level: 1)
with complex word families.
(Language Arts, Level: 3)
Students view a description of prefixes. They listen to a word and attach the correct prefix from a list of prefixes to the base or root word.
Use knowledge of base words to identify compound words.
(Language Arts, Level: 1)
Identify simple prefixes to determine the meaning of words.
(Language Arts, Level: 2)
Use knowledge of simple prefixes to determine the meaning of words.
(Language Arts, Level: 2)
that include common prefixes, suffixes and root words.
(Language Arts, Level: 3)
Use knowledge of prefixes to determine the meaning of words.
(Language Arts, Level: 3)
2.6.PO 7.d. simple prefixes
(Language Arts, Level: 2)
Students view a description of suffixes. They listen to a word and attach the correct suffix from a list of suffixes to the base or root word.
Use knowledge of base words to identify compound words.
(Language Arts, Level: 1)
Identify simple suffixes to determine the meaning of words.
(Language Arts, Level: 2)
Use knowledge of simple suffixes to determine the meaning of words.
(Language Arts, Level: 2)
that include common prefixes, suffixes and root words.
(Language Arts, Level: 3)
Use knowledge of suffixes to determine the meaning of words.
(Language Arts, Level: 3)
2.6.PO 7.e. simple suffixes
(Language Arts, Level: 2)
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.
Use knowledge of base words to identify compound words.
(Language Arts, Level: 1)
Recognize that two words can make a compound word.
(Language Arts, Level: 1)
Determine the meaning of compound words, using knowledge of individual words.
(Language Arts, Level: 2)
Determine the meaning of compound words, using knowledge of individual words.
(Language Arts, Level: 3)
Students read sentences and choose the correct word to complete them from among words with prefixes, words with suffixes, and compound words.
Use knowledge of base words to identify compound words.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Recognize that two words can make a compound word.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 2)
Determine the meaning of compound words, using knowledge of individual words.
(Language Arts, Level: 2)
that include common prefixes, suffixes and root words.
(Language Arts, Level: 3)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 3)
Determine the meaning of compound words, using knowledge of individual words.
(Language Arts, Level: 3)
Students listen to and view a song presenting a method for decoding long words or multi-syllable words by separating the syllables, sounding out each syllable, and blending together the sounds. They must listen to long words and select them from a list of words.
Blend two or three spoken syllables to say words.
(Language Arts, Level: K)
Orally segment a multi-syllable word into its syllables.
(Language Arts, Level: 1)
Decode regularly spelled two-syllable words fluently by applying the most common letter-sound correspondences, including the sounds represented by:
(Language Arts, Level: 1)
Orally segment a multi-syllable word into its syllables.
(Language Arts, Level: 2)
Blend isolated phonemes to form two syllable words, using r-controlled vowel sounds, digraphs, and diphthongs.
(Language Arts, Level: 2)
Read multi-syllabic words fluently, using letter-sound knowledge.
(Language Arts, Level: 2)
Read multi-syllabic words fluently, using letter-sound knowledge.
(Language Arts, Level: 3)
Students view a description of contractions. They read two words and then select the matching contraction with the correct apostrophe and eliminated letters.
Read common contractions fluently.
(Language Arts, Level: 1)
Identify the words that comprise contractions.
(Language Arts, Level: 1)
Read common contractions fluently.
(Language Arts, Level: 2)
Identify the words that comprise contractions.
(Language Arts, Level: 2)
Identify the words that comprise a contraction.
(Language Arts, Level: 3)
2.6.PO 5. Use apostrophes to correctly punctuate contractions.
(Language Arts, Level: 2)
2.6.PO 6.a. contractions
(Language Arts, Level: 3)
2.6.PO 6.a. contractions
(Language Arts, Level: 4)
2.6.PO 6.a. contractions
(Language Arts, Level: 5)
2.6.PO 6.a. contractions
(Language Arts, Level: 6)
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.
Sort familiar words into basic categories; for example, colors, shapes, foods.
(Language Arts, Level: K)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 1)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 2)
Recognize high frequency words and irregular sight words.
(Language Arts, Level: 3)
Students listen to and view a song presenting the word categories of days of the week and months of the year. They read invitations and identify the time and details of the invite.
2.6.PO 1.c. proper nouns (i.e., names, days, months)
(Language Arts, Level: 2)
2.6.PO 1.a. proper nouns ( i.e., names, days, months)
(Language Arts, Level: 3)
2.6.PO 1.a. proper nouns ( i.e., names, days, months)
(Language Arts, Level: 4)
Students read and follow multiple-step written instructions and select the correct directions on maps, signs, diagrams and illustrations to navigate to a house.
Follow a set of written multi-step directions with picture cues to assist.
(Language Arts, Level: 1)
Locate specific information from graphic features, for example charts, maps, diagrams, illustrations, tables, timelines; of expository text.
(Language Arts, Level: 2)
Follow a set of written multi-step directions.
(Language Arts, Level: 2)
Interpret information from graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines; of expository text.
(Language Arts, Level: 3)
Follow a set of written multi-step directions.
(Language Arts, Level: 3)
Interpret information from graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines; in expository text.
(Language Arts, Level: 4)
Locate specific information from functional text; for example, letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms.
(Language Arts, Level: 4)
Interpret information from graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines; in expository text.
(Language Arts, Level: 5)
Locate specific information from functional text; for example, letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms.
(Language Arts, Level: 5)
Interpret graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines, graphs; of expository text.
(Language Arts, Level: 6)
Identify the components; for example, directions, legend, illustrations, diagram, sequence, bold face print, headings; of functional text.
(Language Arts, Level: 6)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: K)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: 1)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: 2)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: 3)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: 4)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: 5)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: 6)
Students read and follow multiple-step written instructions and select the correct actions on signs, diagrams and illustrations to operate a gasoline pump and a television remote control.
Follow a set of written multi-step directions with picture cues to assist.
(Language Arts, Level: 1)
Determine whether a specific task is completed, by checking to make sure all the steps were followed in the right order, with picture cues to assist.
(Language Arts, Level: 1)
State the meaning of specific signs; for example, traffic, safety, warning signs.
(Language Arts, Level: 1)
Locate specific information from graphic features, for example charts, maps, diagrams, illustrations, tables, timelines; of expository text.
(Language Arts, Level: 2)
Follow a set of written multi-step directions.
(Language Arts, Level: 2)
Determine whether a specific task is completed, by checking to make sure all the steps were followed in the right order.
(Language Arts, Level: 2)
Interpret information from graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines; of expository text.
(Language Arts, Level: 3)
Follow a set of written multi-step directions.
(Language Arts, Level: 3)
Interpret information from graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines; in expository text.
(Language Arts, Level: 4)
Locate specific information from functional text; for example, letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms.
(Language Arts, Level: 4)
Interpret information from graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines; in expository text.
(Language Arts, Level: 5)
Locate specific information from functional text; for example, letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms.
(Language Arts, Level: 5)
Interpret graphic features; for example, charts, maps, diagrams, illustrations, tables, timelines, graphs; of expository text.
(Language Arts, Level: 6)
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.
Start at the top left of the printed page, track words from left to right, using return sweep, and move from the top to the bottom of the page.
(Language Arts, Level: K)
Answer questions; for example, who, what, where, when, why, how. about expository text, heard or read.
(Language Arts, Level: 1)
Interpret details from functional text for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 5)
Interpret details from functional text for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 6)
3.6.PO 2.b. appropriate facts and relevant details
(Language Arts, Level: 6)
Students read five sentences and move each sentence into the logical order and sequence. They place the topic sentence or problem at the top, the detail sentences in sequential or chronological order, and the conclusion sentence or solution at the end.
Recognize the distinguishing features of a paragraph; for example, indentation of first word, topic sentence,
(Language Arts, Level: 3)
Students read one paragraph passages and answer multiple-choice questions to compare and contrast the similarities and differences of information on the same topic.
Describe characters; for example, traits, roles, similarities) within a literary selection, heard or read.
(Language Arts, Level: 1)
Describe characters; for example, traits, roles, similarities, within a literary selection.
(Language Arts, Level: 2)
Compare and contrast literary elements across stories, including plots, settings, and characters.
(Language Arts, Level: 3)
Compare and contrast the characters, events, and setting in a literary selection.
(Language Arts, Level: 4)
Use context to identify the intended meaning of words with multiple meanings; for example, definition, example, restatement, or contrast.
(Language Arts, Level: 6)
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.
Answer questions; for example, who, what, where, when, why, how. about expository text, heard or read.
(Language Arts, Level: 1)
Distinguish cause from effect.
(Language Arts, Level: 4)
Identify cause and effect relationships (stated and implied).
(Language Arts, Level: 5)
Apply knowledge of the organizational structures; for example, chronological order, time-sequence order, cause and effect relationships; of text to aid comprehension.
(Language Arts, Level: 6)
Identify the organizational structures; for example, chronological order, comparison and contrast, cause and effect relationships, logical order; of expository text.
(Language Arts, Level: 6)
Students view a description of fact and opinion. They read sentences and select whether they represent a fact or the opinion of the author.
Distinguish fact from opinion in persuasive text; for example, advertisements, product labels, written communications.
(Language Arts, Level: 3)
Distinguish fact from opinion in expository text.
(Language Arts, Level: 4)
Distinguish fact from opinion in expository text, using supporting evidence from text.
(Language Arts, Level: 5)
Distinguish fact from opinion in expository text, using supporting evidence from text.
(Language Arts, Level: 6)
Students listen to and view a song describing the main idea and details of a paragraph, with an example paragraph and structure diagram. They must read a paragraph and identify the main idea, summary, central idea, theme, or topic.
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 3)
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 4)
Identify the main idea and supporting details in expository text.
(Language Arts, Level: 5)
Restate the main idea (explicit or implicit) and supporting details in expository text.
(Language Arts, Level: 6)
3.6.PO 1.b. main idea(s) and relevant details
(Language Arts, Level: 6)
Students view a description of conclusions and inferences. They read one paragraph passages and answer multiple-choice questions including making inferences and predicting outcomes.
Use reading strategies; for example, drawing conclusions, determining cause and effect, making inferences, sequencing; to comprehend text.
(Language Arts, Level: 4)
Use reading strategies; for example,drawing conclusions, determining cause and effect, making inferences, sequencing to comprehend text.
(Language Arts, Level: 5)
Use reading strategies; for example, drawing conclusions, determining cause and effect, making inferences, sequencing; to comprehend text.
(Language Arts, Level: 6)
3.5.PO 1.b. supports inferences and conclusions with examples from the text, personal experience, references to other works, or reference to non-print media
(Language Arts, Level: 6)
Students read multiple-step written instructions and perform tasks to clean up a messy room.
Sequentially follow a two-or three-step set of directions; for example, recipes, center directions, classroom procedures, science experiments) using picture clues.
(Language Arts, Level: K)
Follow a set of written multi-step directions with picture cues to assist.
(Language Arts, Level: 1)
Follow a set of written multi-step directions.
(Language Arts, Level: 2)
Follow a set of written multi-step directions.
(Language Arts, Level: 3)
Evaluate written directions for sequence and completeness.
(Language Arts, Level: 3)
Interpret details from functional text for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 4)
Interpret details from functional text for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 5)
Interpret details from functional text for a specific purpose; for example, to follow directions, to solve problems, to perform procedures, to answer questions.
(Language Arts, Level: 6)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: K)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: 1)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: 2)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: 3)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: 4)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: 5)
3.3. Functional. Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
(Language Arts, Level: 6)
Students read multiple-step written instructions and perform tasks to create a music video.