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Date Range

Start Date

June 2025
	S	M	T	W	T	F	S
22	25	26	27	28	29	30	31
23	1	2	3	4	5	6	7
24	8	9	10	11	12	13	14
25	15	16	17	18	19	20	21
26	22	23	24	25	26	27	28
27	29	30	1	2	3	4	5

End Date

June 2025
	S	M	T	W	T	F	S
22	25	26	27	28	29	30	31
23	1	2	3	4	5	6	7
24	8	9	10	11	12	13	14
25	15	16	17	18	19	20	21
26	22	23	24	25	26	27	28
27	29	30	1	2	3	4	5

Rubrics

Standards

Connecticut
- Administrative and Teacher Competencies
  - Technology (2005)
    - Grades: K-12
      - Administrative Technology Competencies
        
        include effectiveness of technology use in the learning and teaching process as one criterion in assessing performance of instructional staff.
        
        Administrator
        
        64.0.6.20.1: ensure equity of access to technology resources that enable and empower all learners and educators.
        
        64.0.6.20.2: identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology and respect the diversity of learners.
        
        64.0.6.20.3: promote and enforce privacy, security, and online safety related to the use of technology.
        
        64.0.6.20.4: promote and enforce environmentally safe and healthy practices in the use of technology.
        
        64.0.6.20.5: participate in the development of policies that clearly enforce copyright law and assign ownership of intellectual property developed with district resources.
        
        District Department Leader
        
        64.0.6.22.1: involve program participants, clients, and staff in dealing with issues related to equity of access and equity of technology-rich opportunities.
        
        64.0.6.22.2: educate program personnel about technology-related health, safety, legal, and ethical issues, and hold them accountable for decisions and behaviors related to those issues.
        
        64.0.6.22.3: inform district and campus leadership of program-specific issues related to privacy, confidentiality, and reporting of information that might impact technology system and policy requirements.
        
        Principal
        
        64.0.6.23.1: secure and allocate technology resources to enable teachers to better meet the needs of all learners on campus.
        
        64.0.6.23.2: adhere to and enforce among staff and students the district’s acceptable use policy and other policies and procedures related to security, copyright, and technology use.
        
        64.0.6.23.3: participate in the development of facility plans that support and focus on health and environmentally safe practices related to the use of technology
        
        Superintendent
        
        64.0.6.21.1: ensure that every student in the district engages in technology-rich learning experiences.
        
        64.0.6.21.2: recommend policies and procedures that protect the security and integrity of the district infrastructure and the data resident on it.
        
        64.0.6.21.3: develop policies and procedures that protect the rights and confidentiality of students and staff.
        
        Assessment and Evaluation: Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation.
        
        Administrator
        
        64.0.5.20.1: use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity.
        
        64.0.5.20.2: use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning.
        
        64.0.5.20.3: assess staff knowledge, skills, and performance in using technology and use results to facilitate quality professional development and to inform personnel decisions.
        
        64.0.5.20.4: use technology to assess, evaluate, and manage administrative and operational systems.
        
        District Department Leader
        
        64.0.5.22.1: continuously monitor and analyze performance data to guide the design and improvement of program initiatives and activities.
        
        64.0.5.22.2: employ multiple measures and flexible assessment strategies to determine staff technology proficiency within the program and to guide staff development efforts.
        
        Principal
        
        64.0.5.23.1: promote and model the use of technology to access, analyze, and interpret campus data to focus efforts for improving student learning and productivity.
        
        64.0.5.23.2: implement evaluation procedures for teachers that assess individual growth toward established technology standards and guide professional development planning.
        
        Superintendent
        
        64.0.5.21.1: engage administrators in using district-wide and disaggregated data to identify improvement targets at the campus and program levels.
        
        64.0.5.21.2: establish evaluation procedures for administrators that assess demonstrated growth toward achieving technology standards for school administrators.
        
        Leadership and Vision: Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision.
        
        Administrator
        
        64.0.1.20.1: facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision.
        
        64.0.1.20.2: maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and systemic technology plan to achieve the vision.
        
        64.0.1.20.3: foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology.
        
        64.0.1.20.4: use data in making leadership decisions.
        
        64.0.1.20.5: advocate for research-based effective practices in use of technology.
        
        64.0.1.20.6: advocate, on the state and national levels, for policies, programs, and funding opportunities that support implementation of the district technology plan.
        
        District Department Leader
        
        64.0.1.22.1: assure that program technology initiatives are aligned with the district technology vision.
        
        64.0.1.22.2: represent program interests in the development and systematic review of a comprehensive district technology plan.
        
        64.0.1.22.3: advocate for program use of promising practices with technology to achieve program goals.
        
        Principal
        
        64.0.1.23.1: participate in an inclusive district process through which stakeholders formulate a shared vision that clearly defines expectations for technology use.
        
        64.0.1.23.2: develop a collaborative, technology-rich school improvement plan, grounded in research and aligned with the district strategic plan.
        
        64.0.1.23.3: promote highly effective practices in technology integration among faculty and other staff.
        
        Superintendent
        
        64.0.1.21.1: ensure that the vision for use of technology is congruent with the overall district vision.
        
        64.0.1.21.2: engage representatives from all stakeholder groups in the development, implementation, and ongoing assessment of a district technology plan consistent with the district improvement plan.
        
        64.0.1.21.3: advocate to the school community, the media, and the community at large for effective technology use in schools for improved student learning and efficiency of operations.
        
        Learning and Teaching: Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.
        
        Administrator
        
        64.0.2.20.1: identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement.
        
        64.0.2.20.2: facilitate and support collaborative technology enriched learning environments conducive to innovation for improved learning.
        
        64.0.2.20.3: provide for learner-centered environments that use technology to meet the individual and diverse needs of learners, including the use of assistive technology
        
        64.0.2.20.4: facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision-making, and problem-solving skills, and encourage the development of best practices.
        
        64.0.2.20.5: provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology
        
        District Department Leader
        
        64.0.2.22.1: participate in developing and providing electronic resources that support improved learning for program participants.
        
        64.0.2.22.2: provide rich and effective staff development opportunities and ongoing support that promote the use of technology to enhance program initiatives and activities.
        
        64.0.2.22.3: ensure that program curricula and services embrace changes brought about by the proliferation of technology within society.
        
        Principal
        
        64.0.2.23.1: assist teachers in using technology to access, analyze, and interpret student performance data, and in using results to appropriately design, assess, and modify student instruction.
        
        64.0.2.23.2: collaboratively design, implement, support, and participate in professional development for all instructional staff that institutionalizes effective integration of technology for improved student learning.
        
        Superintendent
        
        64.0.2.21.1: provide equitable access for students and staff to technologies that facilitate productivity and enhance learning.
        
        64.0.2.21.2: communicate expectations consistently for the use of technology to increase student achievement.
        
        64.0.2.21.3: ensure that budget priorities reflect a focus on technology and its relationships to enhanced learning and teaching.
        
        Productivity and Professional Practice: Educational leaders apply technology to enhance their professional practice and to increase their
        
        Administrator
        
        64.0.3.20.1: model the routine, intentional, and effective use of technology, and mentor other educators
        
        64.0.3.20.2: employ technology for communication and collaboration among colleagues, staff, parents, students, and the larger community.
        
        64.0.3.20.3: create and participate in learning communities that stimulate, nurture, and support faculty and staff in using technology for improved productivity.
        
        64.0.3.20.4: engage in sustained, job-related professional learning using technology resources.
        
        64.0.3.20.5: maintain awareness of emerging technologies and their potential uses in education.
        
        64.0.3.20.6: use technology to advance organizational improvement.
        
        District Department Leader
        
        64.0.3.22.1: use technology and connectivity to share promising strategies, interesting case studies, and student and faculty learning opportunities that support program improvement.
        
        64.0.3.22.2: model, for program staff, effective uses of technology for professional productivity such as in presentations, record keeping, data analysis, research, and communications.
        
        64.0.3.22.3: use online collaboration to build and participate in collaborative learning communities with directors of similar programs in other districts.
        
        Principal
        
        64.0.3.23.1: use current technology-based management systems to access and maintain personnel and student records.
        
        64.0.3.23.2: use a variety of media and formats, including telecommunications and the school Web site, to communicate, interact, and collaborate with peers, experts, and other education stakeholders.
        
        Superintendent
        
        64.0.3.21.1: establish a culture that encourages responsible risk-taking with technology while requiring accountability for results.
        
        64.0.3.21.2: maintain an emphasis on technology fluency among staff across the district and provide staff development opportunities to support high expectations.
        
        64.0.3.21.3: use current information tools and systems for communication, management of schedules and resources, performance assessment, and professional learning.
        
        Support, Management, and Operations: Educational leaders ensure the integration of technology to support productive systems for learning
        
        Administrator
        
        64.0.4.20.1: develop, implement, and monitor policies and guidelines to ensure compatibility of technologies.
        
        64.0.4.20.2: implement and use integrated technology-based management and operations systems.
        
        64.0.4.20.3: allocate financial and human resources to ensure complete and sustained implementation of the technology plan.
        
        64.0.4.20.4: integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and leverage resources.
        
        64.0.4.20.5: implement procedures to drive continuous improvements of technology systems and to support technology replacement cycles.
        
        District Department Leader
        
        64.0.4.22.1: implement technology initiatives that provide instructional and technical support as defined in the district technology plan.
        
        64.0.4.22.2: determine financial needs of the program, develop budgets, and set timelines to realize program technology targets.
        
        Principal
        
        64.0.4.23.1: provide campus-wide staff development for sharing work and resources across commonly used formats and platforms.
        
        64.0.4.23.2: allocate campus discretionary funds and other resources to advance implementation of the technology plan.
        
        64.0.4.23.3: advocate for adequate, timely, and high-quality technology support services.
        
        Superintendent
        
        64.0.4.21.1: provide adequate staffing and other resources to support technology infrastructure and integration across the district.
        
        64.0.4.21.2: ensure, through collaboration with district and campus leadership, alignment of technology efforts with overall district improvement efforts in instructional management and district operations.
      - Teacher Technology Competencies
        
        Creating Environments for Learning
        
        64.0.2.30.1: create learning experiences that align with state content standards, student information and technology standards and best practices.
        
        64.0.2.30.2: create new learning environments and develop new roles of teacher and learner.
        
        64.0.2.30.3: manage the use of technology in the classroom for learning.
        
        64.0.2.30.4: use technology resources to better assess and understand students’ needs and abilities in order to improve instructional practice and maximize student learning.
        
        64.0.2.30.5: use technologies to support student centered learning strategies for all students.
        
        Educational Technology Concepts and Operations Awareness and Use
        
        64.0.1.30.1: demonstrate an understanding of research and potential applications of educational technology as it impacts student learning and instruction.
        
        64.0.1.30.2: demonstrate an understanding of organizational issues related to the application of technology in education.
        
        64.0.1.30.3: apply problem solving strategies to issues involving teaching and learning with technology.
        
        64.0.1.30.4: demonstrate awareness of network capabilities and electronic communications.
        
        64.0.1.30.5: demonstrate awareness of emerging technologies.
        
        Productivity and Professional Practice
        
        64.0.3.30.1: use educational technology to communicate/collaborate with students, parents, and teachers.
        
        64.0.3.30.2: use online resources to communicate/collaborate with school community (students, parents & teachers) and global community.
        
        64.0.3.30.3: use technology to collect and manage data related to teaching and learning.
        
        64.0.3.30.4: identify, use and evaluate technology to support the learning process for all students through ongoing professional development.
        
        Social, Legal, Ethical and Human Issues
        
        64.0.4.30.1: understand, model and teach the legal and the ethical practices regarding information and educational technology.
        
        64.0.4.30.2: model and teach safe, healthy practices of technology use.
        
        64.0.4.30.3: use technology to enable and empower learners with diverse cultures, characteristics, abilities and socio-economic backgrounds.
- CMT and CAPT Documents
  - CAPT Reading for Information and Response to Literature (2007)
    - Reading for Information
      - RI.A: The reader will construct an interpretation and/or explanation of the text and connect the text to outside knowledge.
        
        RI.A.1: Make connections between the text, other texts, and outside experiences and knowledge.
        
        RI.A.2: Identify or infer the author’s use of structure and organizational patterns in the text.
        
        RI.A.3: Draw conclusions about the author’s purpose in including or omitting specific details in the text.
        
        RI.A.4: Use evidence from the text to draw and/or support conclusions
      - RI.B: The reader will elaborate on the text and make judgments about the text’s quality and themes.
        
        RI.B.1: Use information from the text to make predictions
        
        RI.B.2: Analyze the author’s craft, including use of literary devices.
        
        RI.B.3: Evaluate explicit and implicit information and themes within a text.
        
        RI.B.4: Select, synthesize, and/or use relevant information within a text to include in a response to, or extension of, the text.
        
        RI.B.5: Demonstrate an awareness of values, customs, ethics and beliefs included in the text
    - Response to Literature
      - RL: The response demonstrates an understanding of the whole story. The students' interpretation is perceptive and richly supported with examples from the text and demonstrates an exceptional ability to reflect, revise, reshape, and/or deepen initial understan
  - Editing and Revising (2007)
    - Grade 3
      - Composing/Revising
        
        A: Content, Organization and Tone
        
        A.1: Topic sentence
        
        A.2: Supporting details
        
        A.3: Extraneous material
        
        A.4: Chronological order/logical order (logical at Grades 5-8 only)
        
        A.5: Tone
        
        A.6: Redundancy of ideas
        
        B: Revision: Syntax
        
        B.1: On and on (3 or more sentences connected by "and")
        
        B.2: Run-on (connected by a semi-colon at Grade 8 only)
        
        B.3: Awkward construction
        
        B.4: Fragment
        
        B.5: Sentence combining
        
        C: Revision: Word Choice
        
        C.1: Redundancy of word and phrase
        
        C.2: Transition words
        
        C.3: Generality/Specificity
        
        C.4: Misplaced modifiers
      - Editing
        
        A: Capitalization
        
        A.1: Lower case for common nouns
        
        A.2: Pronoun I
        
        A.3: Names of people, places, groups, months, days and holidays
        
        A.4: Titles of people
        
        A.5: First word in dialogue
        
        A.6: Names of organizations, nationalities, buildings, historical events
        
        A.7: Opening and closing of a letter
        
        B: Punctuation
        
        B.1: End marks (period and question mark)
        
        B.2: Comma (No comma splice tested in any grade or used in any passage in Grades 3-8 except when testing semi-colon in Grade 8 only)
        
        B.2.a: After letter closing
        
        B.2.b: In a series
        
        B.2.c: In a date
        
        B.2.d: With an appositive
        
        B.2.e: With parenthetical expression
        
        B.2.f: With participial phrase
        
        B.2.g: With quotation marks
        
        B.2.h: With city and state
        
        B.3: Quotation marks
        
        B.4: Apostrophe
        
        B.4.a: contractions
        
        B.4.b: possessive
        
        B.5: Semi-colon
        
        B.6: Colon in a series
        
        C: Usage
        
        C.1: Subject/verb agreement (number)
        
        C.1.a: singular and plural subject
        
        C.1.b: with intervening phrase
        
        C.2: Verb tense (time)
        
        C.2.a: present and past
        
        C.2.b: present, past, future
        
        C.2.c: tenses (simple and perfect)
        
        C.3: Pronoun reference
        
        C.4: Comparative/Superlative
        
        C.5: Special problems in usage
        
        C.5.a: a/an
        
        C.5.b: they're, their, there
        
        C.5.c: to, too, two
        
        C.5.d: good/well
        
        C.5.e: its, it's
        
        C.5.f: I/me
        
        C.5.g: know/no
        
        C.5.h: then/than
        
        C.5.j: your/you're
        
        C.5.k: whose/who's
        
        C.5.l: hear/here
        
        C.5.m: who/whom
        
        C.5.n: were/we're
        
        D: Spelling
        
        D.1: Grade appropriate words
  - Editing and Revising - Part IV, Writing - Part V (2004)
    - Grade 3
      - COMP: Composing/Revising
        
        COMP.A: Content, Organization and Tone
        
        COMP.A.2: Supporting details
        
        COMP.A.4: Chronological order
        
        COMP.B: Revision: Syntax
        
        COMP.B.1: On and on (3 or more sentences connected by "and")
        
        COMP.B.2: Run-on
        
        COMP.B.4: Fragment
        
        COMP.C: Revision: Word Choice
        
        COMP.C.3: Generality/Specificity
      - EDIT: Editing
        
        EDIT.A: Capitalization
        
        EDIT.A.1: Lower case for common nouns
        
        EDIT.A.2: Pronoun I
        
        EDIT.A.3: Names of people, places, groups, months, days and holidays
        
        EDIT.B: Punctuation
        
        EDIT.B.1: End marks (period and question mark)
        
        EDIT.B.2: Comma
        
        EDIT.B.2.a: After letter closing
        
        EDIT.B.2.b: In a series
        
        EDIT.B.2.c: In a date
        
        EDIT.C: Usage
        
        EDIT.C.1: Subject/verb agreement (number)
        
        EDIT.C.1.a: singular and plural subject
        
        EDIT.C.2: Verb tense (time)
        
        EDIT.C.2.a: present and past
        
        EDIT.C.4: Comparative/Superlative
        
        EDIT.C.5: Special problems in usage
        
        EDIT.C.5.c: to, too, two
        
        EDIT.D: Spelling
        
        EDIT.D.1: Grade appropriate words
    - Grade 4
      - COMP: Composing/Revising
        
        COMP.A: Content, Organization and Tone
        
        COMP.A.1: Topic sentence
        
        COMP.A.2: Supporting details
        
        COMP.A.4: Chronological order
        
        COMP.B: Revision: Syntax
        
        COMP.B.1: On and on (3 or more sentences connected by "and")
        
        COMP.B.2: Run-on
        
        COMP.B.3: Awkward construction
        
        COMP.B.4: Fragment
        
        COMP.B.5: Sentence combining
        
        COMP.C: Revision: Word Choice
        
        COMP.C.1: Redundancy of word and phrase
        
        COMP.C.3: Generality/Specificity
      - EDIT: Editing
        
        EDIT.A: Capitalization
        
        EDIT.A.1: Lower case for common nouns
        
        EDIT.A.2: Pronoun I
        
        EDIT.A.3: Names of people, places, groups, months, days and holidays
        
        EDIT.B: Punctuation
        
        EDIT.B.1: End marks (period and question mark)
        
        EDIT.B.2: Comma
        
        EDIT.B.2.a: After letter closing
        
        EDIT.B.2.b: In a series
        
        EDIT.B.2.c: In a date
        
        EDIT.B.2.h: With city and state
        
        EDIT.B.4: Apostrophe
        
        EDIT.B.4.a: contractions
        
        EDIT.C: Usage
        
        EDIT.C.1: Subject/verb agreement (number)
        
        EDIT.C.1.a: singular and plural subject
        
        EDIT.C.2: Verb tense (time)
        
        EDIT.C.2.a: present and past
        
        EDIT.C.4: Comparative/Superlative
        
        EDIT.C.5: Special problems in usage
        
        EDIT.C.5.c: to, too, two
        
        EDIT.D: Spelling
        
        EDIT.D.1: Grade appropriate words
    - Grade 5
      - COMP: Composing/Revising
        
        COMP.A: Content, Organization and Tone
        
        COMP.A.1: Topic sentence
        
        COMP.A.2: Supporting details
        
        COMP.A.3: Extraneous material
        
        COMP.A.4: Chronological order/logical order
        
        COMP.A.6: Redundancy of ideas
        
        COMP.B: Revision: Syntax
        
        COMP.B.1: On and on (3 or more sentences connected by "and")
        
        COMP.B.2: Run-on
        
        COMP.B.3: Awkward construction
        
        COMP.B.4: Fragment
        
        COMP.B.5: Sentence combining
        
        COMP.C: Revision: Word Choice
        
        COMP.C.1: Redundancy of word and phrase
        
        COMP.C.2: Transition words
        
        COMP.C.3: Generality/Specificity
      - EDIT: Editing
        
        EDIT.A: Capitalization
        
        EDIT.A.4: Titles of people
        
        EDIT.A.5: First word in dialogue
        
        EDIT.A.6: Names of organizations, nationalities, buildings, historical events
        
        EDIT.A.7: Opening and closing of a letter
        
        EDIT.B: Punctuation
        
        EDIT.B.2: Comma
        
        EDIT.B.2.a: After letter closing
        
        EDIT.B.2.b: In a series
        
        EDIT.B.2.c: In a date
        
        EDIT.B.2.g: With quotation marks
        
        EDIT.B.2.h: With city and state
        
        EDIT.B.3: Quotation marks
        
        EDIT.B.4: Apostrophe
        
        EDIT.B.4.a: contractions
        
        EDIT.B.4.b: possessive
        
        EDIT.C: Usage
        
        EDIT.C.1: Subject/verb agreement (number)
        
        EDIT.C.1.a: singular and plural subject
        
        EDIT.C.1.b: with intervening phrase
        
        EDIT.C.2: Verb tense (time)
        
        EDIT.C.2.b: present, past, future
        
        EDIT.C.3: Pronoun reference
        
        EDIT.C.4: Comparative/Superlative
        
        EDIT.C.5: Special problems in usage
        
        EDIT.C.5.a: a/an
        
        EDIT.C.5.b: they’re, their, there
        
        EDIT.C.5.c: to, too, two
        
        EDIT.C.5.e: its, it’s
        
        EDIT.C.5.f: I/me
        
        EDIT.C.5.g: know/no
        
        EDIT.C.5.h: then/than
        
        EDIT.C.5.j: your/you’re
        
        EDIT.C.5.n: were/we’re
        
        EDIT.D: Spelling
        
        EDIT.D.1: Grade appropriate words
    - Grade 6
      - COMP: Composing/Revising
        
        COMP.A: Content, Organization and Tone
        
        COMP.A.1: Topic sentence
        
        COMP.A.2: Supporting details
        
        COMP.A.3: Extraneous material
        
        COMP.A.4: Chronological order/logical order
        
        COMP.A.6: Redundancy of ideas
        
        COMP.B: Revision: Syntax
        
        COMP.B.1: On and on (3 or more sentences connected by "and")
        
        COMP.B.2: Run-on
        
        COMP.B.3: Awkward construction
        
        COMP.B.4: Fragment
        
        COMP.B.5: Sentence combining
        
        COMP.C: Revision: Word Choice
        
        COMP.C.1: Redundancy of word and phrase
        
        COMP.C.2: Transition words
        
        COMP.C.3: Generality/Specificity
      - EDIT: Editing
        
        EDIT.A: Capitalization
        
        EDIT.A.4: Titles of people
        
        EDIT.A.5: First word in dialogue
        
        EDIT.A.6: Names of organizations, nationalities, buildings, historical events
        
        EDIT.A.7: Opening and closing of a letter
        
        EDIT.B: Punctuation
        
        EDIT.B.2: Comma
        
        EDIT.B.2.a: After letter closing
        
        EDIT.B.2.b: In a series
        
        EDIT.B.2.c: In a date
        
        EDIT.B.2.g: With quotation marks
        
        EDIT.B.2.h: With city and state
        
        EDIT.B.3: Quotation marks
        
        EDIT.B.4: Apostrophe
        
        EDIT.B.4.a: contractions
        
        EDIT.B.4.b: possessive
        
        EDIT.C: Usage
        
        EDIT.C.1: Subject/verb agreement (number)
        
        EDIT.C.1.a: singular and plural subject
        
        EDIT.C.1.b: with intervening phrase
        
        EDIT.C.2: Verb tense (time)
        
        EDIT.C.2.b: present, past, future
        
        EDIT.C.3: Pronoun reference
        
        EDIT.C.4: Comparative/Superlative
        
        EDIT.C.5: Special problems in usage
        
        EDIT.C.5.a: a/an
        
        EDIT.C.5.b: they’re, their, there
        
        EDIT.C.5.c: to, too, two
        
        EDIT.C.5.e: its, it’s
        
        EDIT.C.5.f: I/me
        
        EDIT.C.5.g: know/no
        
        EDIT.C.5.h: then/than
        
        EDIT.C.5.j: your/you’re
        
        EDIT.C.5.n: were/we’re
        
        EDIT.D: Spelling
        
        EDIT.D.1: Grade appropriate words
    - Grade 7
      - COMP: Composing/Revising
        
        COMP.A: Content, Organization and Tone
        
        COMP.A.1: Topic sentence
        
        COMP.A.2: Supporting details
        
        COMP.A.3: Extraneous material
        
        COMP.A.4: Chronological order/logical order
        
        COMP.A.5: Tone
        
        COMP.A.6: Redundancy of ideas
        
        COMP.B: Revision: Syntax
        
        COMP.B.1: On and on (3 or more sentences connected by "and")
        
        COMP.B.2: Run-on
        
        COMP.B.3: Awkward construction
        
        COMP.B.4: Fragment
        
        COMP.B.5: Sentence combining
        
        COMP.C: Revision: Word Choice
        
        COMP.C.1: Redundancy of word and phrase
        
        COMP.C.2: Transition words
        
        COMP.C.3: Generality/Specificity
      - EDIT: Editing
        
        EDIT.A: Capitalization
        
        EDIT.A.4: Titles of people
        
        EDIT.A.5: First word in dialogue
        
        EDIT.A.6: Names of organizations, nationalities, buildings, historical events
        
        EDIT.A.7: Opening and closing of a letter
        
        EDIT.B: Punctuation
        
        EDIT.B.2: Comma
        
        EDIT.B.2.a: After letter closing
        
        EDIT.B.2.b: In a series
        
        EDIT.B.2.c: In a date
        
        EDIT.B.2.d: With an appositive
        
        EDIT.B.2.e: With parenthetical expression
        
        EDIT.B.2.f: With participial phrase
        
        EDIT.B.2.g: With quotation marks
        
        EDIT.B.2.h: With city and state
        
        EDIT.B.3: Quotation marks
        
        EDIT.B.4: Apostrophe
        
        EDIT.B.4.a: contractions
        
        EDIT.B.4.b: possessive
        
        EDIT.B.6: Colon in a series
        
        EDIT.C: Usage
        
        EDIT.C.1: Subject/verb agreement (number)
        
        EDIT.C.1.a: singular and plural subject
        
        EDIT.C.1.b: with intervening phrase
        
        EDIT.C.2: Verb tense (time)
        
        EDIT.C.2.c: tenses (simple and perfect)
        
        EDIT.C.3: Pronoun reference
        
        EDIT.C.4: Comparative/Superlative
        
        EDIT.C.5: Special problems in usage
        
        EDIT.C.5.a: a/an
        
        EDIT.C.5.b: they’re, their, there
        
        EDIT.C.5.c: to, too, two
        
        EDIT.C.5.d: good/well
        
        EDIT.C.5.e: its, it’s
        
        EDIT.C.5.f: I/me
        
        EDIT.C.5.g: know/no
        
        EDIT.C.5.h: then/than
        
        EDIT.C.5.j: your/you’re
        
        EDIT.C.5.k: whose/who’s
        
        EDIT.C.5.l: hear/here
        
        EDIT.C.5.n: were/we’re
        
        EDIT.D: Spelling
        
        EDIT.D.1: Grade appropriate words
    - Grade 8
      - COMP: Composing/Revising
        
        COMP.A: Content, Organization and Tone
        
        COMP.A.1: Topic sentence
        
        COMP.A.2: Supporting details
        
        COMP.A.3: Extraneous material
        
        COMP.A.4: Chronological order/logical order
        
        COMP.A.5: Tone
        
        COMP.A.6: Redundancy of ideas
        
        COMP.B: Revision: Syntax
        
        COMP.B.1: On and on (3 or more sentences connected by "and")
        
        COMP.B.2: Run-on (connected by a semi-colon at Grade 8 only)
        
        COMP.B.3: Awkward construction
        
        COMP.B.4: Fragment
        
        COMP.B.5: Sentence combining
        
        COMP.C: Revision: Word Choice
        
        COMP.C.1: Redundancy of word and phrase
        
        COMP.C.2: Transition words
        
        COMP.C.3: Generality/Specificity
        
        COMP.C.4: Misplaced modifiers
      - EDIT: Editing
        
        EDIT.A: Capitalization
        
        EDIT.A.4: Titles of people
        
        EDIT.A.5: First word in dialogue
        
        EDIT.A.6: Names of organizations, nationalities, buildings, historical events
        
        EDIT.A.7: Opening and closing of a letter
        
        EDIT.B: Punctuation
        
        EDIT.B.2: Comma (No comma splice tested in any grade or used in any passage in Grades 3-8 except when testing semi-colon in Grade 8 only)
        
        EDIT.B.2.a: After letter closing
        
        EDIT.B.2.b: In a series
        
        EDIT.B.2.c: In a date
        
        EDIT.B.2.d: With an appositive
        
        EDIT.B.2.e: With parenthetical expression
        
        EDIT.B.2.f: With participial phrase
        
        EDIT.B.2.g: With quotation marks
        
        EDIT.B.2.h: With city and state
        
        EDIT.B.3: Quotation marks
        
        EDIT.B.4: Apostrophe
        
        EDIT.B.4.a: contractions
        
        EDIT.B.4.b: possessive
        
        EDIT.B.5: Semi-colon
        
        EDIT.B.6: Colon in a series
        
        EDIT.C: Usage
        
        EDIT.C.1: Subject/verb agreement (number)
        
        EDIT.C.1.a: singular and plural subject
        
        EDIT.C.1.b: with intervening phrase
        
        EDIT.C.2: Verb tense (time)
        
        EDIT.C.2.c: tenses (simple and perfect)
        
        EDIT.C.3: Pronoun reference
        
        EDIT.C.4: Comparative/Superlative
        
        EDIT.C.5: Special problems in usage
        
        EDIT.C.5.a: a/an
        
        EDIT.C.5.b: they’re, their, there
        
        EDIT.C.5.c: to, too, two
        
        EDIT.C.5.d: good/well
        
        EDIT.C.5.e: its, it’s
        
        EDIT.C.5.f: I/me
        
        EDIT.C.5.g: know/no
        
        EDIT.C.5.h: then/than
        
        EDIT.C.5.j: your/you’re
        
        EDIT.C.5.k: whose/who’s
        
        EDIT.C.5.l: hear/here
        
        EDIT.C.5.m: who/whom
        
        EDIT.C.5.n: were/we’re
        
        EDIT.D: Spelling
        
        EDIT.D.1: Grade appropriate words
    - Grades: 3-4
      - The student writes a well-developed narrative expanding on key events and characters and Is fully elaborated with specific details. This writing is fluent and shows strong organizational strategy and sequencing of events.
    - Grades: 5-6
      - The student writes a well-developed and fully elaborated response with specific details. This writing is fluent and shows strong organization with effective transitional language.
    - Grades: 7-8
      - The student writes a well-developed response that takes a clear and thoughtful position and provides persuasive support and displays a heightened awareness of audience. This writing exhibits strong organization and is fluent while using sophisticated tran
  - Mathematics (2006)
    - Grade 3
      - 1: Place Value
        
        1.A: Solve problems involving 1 MORE/LESS or 10 MORE/LESS using 2-digit numbers.
        
        1.B: Identify alternative forms of expressing 3-digit whole numbers using expanded notation.
        
        1.C: Identify alternative forms of expressing 2-digit whole numbers using regrouping.
        
        1.D: Use place value concepts to identify and compare the magnitude and value of digits in 2- and 3-digit numbers.
      - 2: Pictorial Representation of Numbers
        
        2.A: Relate whole numbers to pictorial representations of base ten blocks and vice versa.
        
        2.B: Identify fractional parts of regions and sets using pictures and vice versa.
        
        2.C: Label and/or shade fractional parts of regions and sets.
      - 3: Equivalent Fractions, Decimals and Percents
        
        3.: Not tested
      - 4: Order, Magnitude and Rounding of Numbers
        
        4.A: Order 2- and 3-digit whole numbers.
        
        4.B: Describe magnitude of 2- and 3-digit whole numbers.
        
        4.C: Round 2-digit whole numbers in context.
        
        4.D: Identify points representing 2- and 3-digit whole numbers on a number line and vice versa.
      - 5: Models for Operations
        
        5.A: Relate multiplication and division facts to rectangular arrays and pictures.
        
        5.B: Identify the appropriate operation or number sentence to solve a story problem.
        
        5.C: Write story problems from addition or subtraction number sentences.
      - 6: Basic Facts
        
        6.A: Add and subtract facts to 18.
        
        6.B: Multiply and divide by 2, 5 and 10.
      - 7: Computation with Whole Numbers and Decimals
        
        7.A: Add and subtract 1- and 2-digit whole numbers without regrouping.
        
        7.B: Add 1- and 2-digit whole numbers with regrouping.
      - 8: Computation with Fractions and Integers
        
        8.: Not tested
      - 9: Solve Word Problems
        
        9.A: Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping).
        
        9.B: Solve simple story problems involving addition (with/without regrouping) or subtraction (without regrouping) with extraneous information.
      - 10: Numerical Estimation Strategies
        
        10.A: Identify the best expression to find an estimate.
      - 11: Estimating Solutions to Problems
        
        11.A: Identify a reasonable estimate to a problem.
      - 12: Ratios and Proportions
        
        12.: Not tested
      - 13: Computation with Percents
        
        13.: Not tested
      - 14: Time
        
        14.A: Tell time to the nearest hour, half-hour and quarter-hour using analog and digital clocks.
        
        14.B: Solve problems involving time, elapsed time (15-minute increments) and calendars.
      - 15: Approximating Measures
        
        15.A: Estimate lengths and areas by comparing.
      - 16: Customary and Metric Measures
        
        16.A: Measure lengths to the nearest inch or centimeter.
        
        16.B: Draw lengths to the nearest inch or centimeter.
        
        16.C: Identify appropriate customary or metric units of measure for a given situation (inches, feet, centimeters and meters).
      - 17: Geometric Shapes and Properties
        
        17.A: Identify and recognize 2-dimensional geometric shapes and figures, including number of angles and sides of polygons.
        
        17.B: Draw 2-dimensional geometric shapes and figures.
      - 18: Spatial Relationships
        
        18.: Not tested
      - 19: Tables, Graphs and Charts
        
        19.A: Identify correct information from tables, bar graphs, pictographs and charts.
        
        19.B: Create bar graphs and pictographs from data in tables and charts.
      - 20: Statistics and Data Analysis
        
        20.: Not tested
      - 21: Probability
        
        21.A: Identify correct solutions to problems involving elementary notions of probability.
      - 22: Patterns
        
        22.A: Extend or complete patterns, or identify rules using numbers and attributes.
        
        22.B: Extend or complete patterns and state rules using numbers and attributes.
      - 23: Algebraic Concepts
        
        23.: Not tested
      - 24: Classification and Logical Reasoning
        
        24.A: Identify objects that are the same or different by one attribute.
        
        24.B: Sort objects into 2 groups by a common attribute.
      - 25: Mathematical Applications
        
        25.A: Solve extended numerical and statistical problems.
    - Grade 4
      - 1: Place Value
        
        1.A: Solve problems involving 10 MORE/LESS or 100 MORE/LESS than a given number.
        
        1.B: Identify alternative forms of expressing whole numbers ‹1000 using expanded notation.
        
        1.C: Identify alternative forms of expressing whole numbers ‹1000 using regrouping.
        
        1.D: Use place value concepts to identify and compare the magnitude and value of digits in 2- and 3-digit numbers.
      - 2: Pictorial Representation of Numbers
        
        2.A: Relate fractions and decimals to pictorial representations and vice versa.
        
        2.B: Relate fractions of regions and sets to pictures and vice versa.
        
        2.C: Label and/or shade fractional parts of regions and/or sets.
      - 3: Equivalent Fractions, Decimals and Percents
        
        3.A: Relate equivalent fractions to pictorial representations.
      - 4: Order, Magnitude and Rounding of Numbers
        
        4.A: Order whole numbers ‹10,000.
        
        4.B: Describe magnitude of 2- and 3-digit whole numbers, fractions, mixed numbers and decimals (tenths).
        
        4.C: Round 2- and 3-digit whole numbers in context.
        
        4.D: Identify points representing 2- and 3-digit whole numbers, fractions (halves, thirds, fourths) and decimals (tenths) on a number line and vice versa.
      - 5: Models for Operations
        
        5.A: Identify members of multiplication and division fact families from arrays (factors of 2, 3, 4, 5 and 10).
        
        5.B: Identify the appropriate operation or number sentence to solve a story problem (2-digit numbers).
        
        5.C: Write a story problem that matches a given addition, subtraction or multiplication sentence. Use 1- and 2- digit numbers for addition and subtraction. Use 1-digit factors for multiplication.
      - 6: Basic Facts
        
        6.A: Find the missing product in a multiplication equation where one factor is 2, 3, 4, 5 or 10.
        
        6.B: Find the missing factor in a division equation where one factor is 2, 3, 4, 5 or 10.
      - 7: Computation with Whole Numbers and Decimals
        
        7.A: Add and subtract 2- and 3-digit whole numbers and money amounts less than $10 with and without regrouping.
        
        7.B: Multiply and divide 2-digit whole numbers by one digit.
      - 8: Computation with Fractions and Integers
        
        8.A: Add and subtract fractions with like denominators.
      - 9: Solve Word Problems
        
        9.A: Solve one-step story problems involving whole numbers and money amounts. Use 2- and 3-digit numbers in addition and subtraction problems. Use 1- and 2-digit numbers in multiplication problems.
        
        9.B: Solve one-step story problems involving addition or subtraction with extraneous information. Use 2-and 3-digit numbers in addition and subtraction problems.
      - 10: Numerical Estimation Strategies
        
        10.A: Identify the best expression to find an estimate.
      - 11: Estimating Solutions to Problems
        
        11.A: Identify a reasonable estimate to a problem, including estimating change from $1, $5 and $10.
      - 12: Ratios and Proportions
        
        12.: Not tested
      - 13: Computation with Percents
        
        13.: Not tested
      - 14: Time
        
        14.A: Solve problems involving time, elapsed time (minutes and hours) and calendars.
        
        14.B: Solve problems involving conversions of measures of time.
      - 15: Approximating Measures
        
        15.A: Estimate lengths and areas by comparing.
      - 16: Customary and Metric Measures
        
        16.A: Measure lengths to the nearest inch, half-inch or centimeter.
        
        16.B: Draw lengths to the nearest inch, half-inch or centimeter.
        
        16.C: Identify appropriate customary or metric units of measure for a given situation.
      - 17: Geometric Shapes and Properties
        
        17.A: Identify 2-dimensional geometric shapes, including number of angles and sides of polygons.
        
        17.B: Identify, describe and draw 2-dimensional geometric shapes and figures.
      - 18: Spatial Relationships
        
        18.: Not tested
      - 19: Tables, Graphs and Charts
        
        19.A: Identify correct information from tables, bar graphs, pictographs and charts.
        
        19.B: Create bar graphs and pictographs from data in tables and charts.
      - 20: Statistics and Data Analysis
        
        20.: Not tested
      - 21: Probability
        
        21.A: Identify correct solutions to problems involving elementary notions of probability.
      - 22: Patterns
        
        22.A: Identify the missing terms in a pattern, or identify rules for a given pattern using whole numbers and attributes.
        
        22.B: Extend or complete patterns and state rules for given patterns using whole numbers and attributes.
      - 23: Algebraic Concepts
        
        23.A: Solve simple one-step algebraic equations involving addition, subtraction and fact families.
      - 24: Classification and Logical Reasoning
        
        24.A: Solve logic, counting and classification problems involving the organization of data.
        
        24.B: Sort or classify objects, and draw logical conclusions from data including Venn diagrams and transitive reasoning questions.
      - 25: Mathematical Applications
        
        25.A: Solve extended numerical and statistical problems.
    - Grade 5
      - 1: Place Value
        
        1.A: Solve problems involving 100 MORE/LESS or 1,000 MORE/LESS than a given number.
        
        1.B: Identify alternative forms of expressing whole numbers ‹10,000 using expanded notation.
        
        1.C: Identify alternative forms of expressing whole numbers ‹10,000 using regrouping.
        
        1.D: Use place value concepts to identify and compare the magnitude and value of digits in numbers.
      - 2: Pictorial Representation of Numbers
        
        2.A: Relate decimals (0.01-2.99) to pictorial representations and vice versa.
        
        2.B: Relate fractions and mixed numbers to pictures and vice versa.
        
        2.C: Identify and/or shade fractional parts of regions, sets or mixed numbers in pictures.
      - 3: Equivalent Fractions, Decimals and Percents
        
        3.A: Rename equivalent fractions.
        
        3.B: Rename equivalent mixed numbers as improper fractions and vice versa.
      - 4: Order, Magnitude and Rounding of Numbers
        
        4.A: Order whole numbers ‹100,000.
        
        4.B: Order mixed numbers, fractions and decimals.
        
        4.C: Describe magnitude of whole numbers ‹100,000 and decimals.
        
        4.D: Describe magnitude of mixed numbers and fractions.
        
        4.E: Round whole numbers in context.
        
        4.F: Round decimals.
        
        4.G: Locate points (fractions, decimals and whole numbers) on number lines and scales.
      - 5: Models for Operations
        
        5.A: Identify the appropriate operation or number sentence to solve a story problem.
        
        5.B: Write story problems from multiplication or division number sentences, using 1- and 2-digit numbers.
      - 6: Basic Facts
        
        6.A: Multiply and divide facts.
      - 7: Computation with Whole Numbers and Decimals
        
        7.A: Add and subtract 2-, 3- and 4-digit whole numbers and money amounts less than $100.
        
        7.B: Multiply and divide multiples of 10 and 100 by 10 and 100.
        
        7.C: Multiply and divide 2- and 3-digit whole numbers and money amounts less than $10 by 1-digit numbers.
      - 8: Computation with Fractions and Integers
        
        8.A: Add and subtract fractions and mixed numbers with like denominators.
      - 9: Solve Word Problems
        
        9.A: Solve one-step story problems involving whole numbers and money amounts with or without extraneous information. Use all operations.
        
        9.B: Solve two-step story problems involving whole numbers and money amounts with or without extraneous information.
      - 10: Numerical Estimation Strategies
        
        10.A: Identify the best expression to find an estimate.
        
        10.B: Identify whether and why a particular strategy will result in an overestimate or an underestimate.
      - 11: Estimating Solutions to Problems
        
        11.A: Identify a reasonable estimate to a problem, including estimating change.
      - 12: Ratios and Proportions
        
        12.: Not tested
      - 13: Computation with Percents
        
        13.: Not tested
      - 14: Time
        
        14.A: Solve problems involving elapsed time (a.m. and p.m.).
        
        14.B: Solve problems involving conversions of measures of time (minutes, hours and days.
      - 15: Approximating Measures
        
        15.A: Estimate lengths and areas.
      - 16: Customary and Metric Measures
        
        16.A: Measure lengths to the nearest quarter-inch or half-centimeter.
        
        16.B: Measure and determine perimeters and areas.
        
        16.C: Identify appropriate customary or metric units of measure (length, capacity and mass) for a given situation.
        
        16.D: Solve problems involving conversions of measures of length.
      - 17: Geometric Shapes and Properties
        
        17.A: Identify, describe and/or classify 2-dimensional geometric shapes and figures.
        
        17.B: Draw, describe and/or classify 2-dimensional geometric shapes and figures.
      - 18: Spatial Relationships
        
        18.A: Identify lines of symmetry.
        
        18.B: Draw lines of symmetry.
        
        18.C: Identify congruent figures.
        
        18.D: Locate points on grids.
      - 19: Tables, Graphs and Charts
        
        19.A: Identify correct information from tables, bar graphs, pictographs and charts.
        
        19.B: Create bar graphs and pictographs from data in tables and charts.
      - 20: Statistics and Data Analysis
        
        20.A: Draw reasonable conclusions from data in tables, bar graphs, pictographs, circle graphs and charts.
        
        20.B: State a conclusion and explain why a claim is or is not reasonable, based on the data.
      - 21: Probability
        
        21.A: Identify correct solutions to problems involving elementary notions of probability and fairness.
        
        21.B: Solve problems involving elementary notions of probability and fairness, including justifying solutions.
      - 22: Patterns
        
        22.A: Identify the missing terms in a pattern, or identify rules for a given pattern using whole numbers and attributes.
        
        22.B: Extend or complete patterns and state rules for given patterns using whole numbers and attributes.
      - 23: Algebraic Concepts
        
        23.A: Solve simple one-step algebraic equations involving addition, subtraction, multiplication and fact families.
      - 24: Classification and Logical Reasoning
        
        24.A: Solve logic, counting and classification problems involving the organization of data.
        
        24.B: Sort or classify objects and draw logical conclusions from data, including Venn diagrams and transitive reasoning questions.
      - 25: Mathematical Applications
        
        25.A: Solve extended numerical, statistical and spatial problems.
    - Grade 6
      - 1: Place Value
        
        1.A: Solve problems involving 100, 1,000 or 10,000 MORE/LESS and 0.1 MORE/ LESS than a given number.
        
        1.B: Identify alternative forms of expressing whole numbers ‹10,000 using expanded notation and regrouping.
        
        1.C: Use place value concepts to identify and compare the magnitude and value of digits in numbers.
      - 2: Pictorial Representation of Numbers
        
        2.A: Relate fractions, mixed numbers, decimals and percents to their pictorial representations and vice versa.
        
        2.B: Identify and/or shade fractional parts of regions or sets, decimals (tenths and hundredths) and mixed numbers in pictures.
      - 3: Equivalent Fractions, Decimals and Percents
        
        3.A: Rename equivalent fractions and mixed numbers.
        
        3.B: Rename improper fractions and mixed numbers as equivalent decimals and vice versa.
      - 4: Order, Magnitude and Rounding of Numbers
        
        4.A: Order whole numbers up to 6 digits and decimals (tenths and hundredths).
        
        4.B: Order mixed numbers, fractions and decimals.
        
        4.C: Describe magnitude of whole numbers up to 6 digits and decimals (tenths and hundredths).
        
        4.D: Describe magnitude of fractions and mixed numbers.
        
        4.E: Round whole numbers up to 6 digits, fractions and decimals in context.
        
        4.F: Identify points on number lines and scales, including fractions, decimals and integers.
        
        4.G: Locate points on number lines and scales, including fractions, decimals and integers.
      - 5: Models for Operations
        
        5.A: Identify the appropriate operation or number sentence to solve a story problem.
        
        5.B: Write story problems from equations involving fractions and decimals, including money amounts, using all operations.
      - 6: Basic Facts
        
        6.A: Multiply and divide facts.
      - 7: Computation with Whole Numbers and Decimals
        
        7.A: Add and subtract 2-, 3- and 4-digit whole numbers, money amounts and decimals.
        
        7.B: Multiply and divide whole numbers and decimals by 10, 100 and 1,000.
        
        7.C: Multiply and divide 2- and 3-digit whole numbers and money amounts by 1- digit numbers and 1-digit decimals.
        
        7.D: Identify the correct placement of the decimal point in multiplication and division of decimals by one-digit numbers.
      - 8: Computation with Fractions and Integers
        
        8.A: Add and subtract fractions and mixed numbers with reasonable and appropriate denominators.
        
        8.B: Multiply whole numbers and fractions by fractions and mixed numbers.
      - 9: Solve Word Problems
        
        9.A: Solve one-step story problems involving whole numbers, decimals and money amounts with or without extraneous information.
        
        9.B: Solve two-step story problems involving whole numbers, decimals, fractions and money amounts without extraneous information.
        
        9.C: Solve two-step problems involving whole numbers and decimals with extraneous information.
        
        9.D: Solve two-step problems involving whole numbers, decimals or money amounts, and explain how the answer was determined.
      - 10: Numerical Estimation Strategies
        
        10.A: Identify the best expression to find an estimate.
        
        10.B: Identify whether and why a particular strategy will result in an overestimate or an underestimate.
      - 11: Estimating Solutions to Problems
        
        11.A: Identify a reasonable estimate to a problem, including estimating change.
        
        11.B: Determine a reasonable estimate, and describe the strategy used to arrive at the estimate.
        
        11.C: Given an estimate as a solution, judge its reasonableness and justify the decision.
      - 12: Ratios and Proportions
        
        12.A: Solve problems involving simple ratios.
      - 13: Computation with Percents
        
        13.: Not tested
      - 14: Time
        
        14.: Not tested
      - 15: Approximating Measures
        
        15.A: Estimate lengths, areas and angle measures.
      - 16: Customary and Metric Measures
        
        16.A: Measure and determine perimeter, area and volume. Explain or show how the solution was determined.
        
        16.B: Identify appropriate customary or metric units of measure (length, temperature, capacity, mass) for a given situation.
        
        16.C: Identify the correct solution to problems involving the conversions of measures of length, mass, capacity and time.
        
        16.D: Solve problems involving conversions of measures of length, mass, capacity and time.
      - 17: Geometric Shapes and Properties
        
        17.A: Identify and classify 2- and 3-dimensional geometric shapes and figures.
        
        17.B: Draw, describe and classify 2-dimensional geometric shapes and figures.
      - 18: Spatial Relationships
        
        18.A: Identify lines of symmetry.
        
        18.B: Draw lines of symmetry.
        
        18.C: Identify congruent and similar figures.
        
        18.D: Identify geometric reflections, rotations and translations.
        
        18.E: Locate and draw points on grids.
      - 19: Tables, Graphs and Charts
        
        19.A: Identify correct information from tables, line graphs, bar graphs, stem-and-leaf plots, and charts.
        
        19.B: Create bar graphs and line graphs from data in tables and charts.
      - 20: Statistics and Data Analysis
        
        20.A: Draw reasonable conclusions from data in tables, pictographs, line graphs, circle graphs, stem-and-leaf plots, and charts.
        
        20.B: Solve problems involving means, medians and modes of sets of data.
      - 21: Probability
        
        21.A: Identify correct solutions to problems involving elementary notions of probability and fairness.
        
        21.B: Solve problems involving elementary notions of probability and fairness, including justifying solutions.
      - 22: Patterns
        
        22.A: Identify the missing terms in a pattern, or identify rules for a given pattern using numbers and attributes.
        
        22.B: Extend or complete patterns and state rules for given patterns using numbers and attributes.
      - 23: Algebraic Concepts
        
        23.A: Solve simple 1-step algebraic equations.
        
        23.B: Evaluate equations, identify fact-family relationships and use formulas provided.
      - 24: Classification and Logical Reasoning
        
        24.A: Solve logic, counting and classification problems involving the organization of data.
        
        24.B: Sort or classify objects, and draw logical conclusions from data including Venn diagrams and transitive reasoning questions.
      - 25: Mathematical Applications
        
        25.A: Solve extended numerical, statistical and spatial problems.
    - Grade 7
      - 1: Place Value
        
        1.A: Solve problems involving 0.1 MORE/LESS or 0.01 MORE/LESS than a given number.
        
        1.B: Identify alternative forms of expressing whole numbers and decimals using expanded notation.
        
        1.C: Identify alternative forms of expressing numbers using scientific notation.
      - 2: Pictorial Representation of Numbers
        
        2.A: Relate fractions, mixed numbers, decimals and percents to their pictorial representations and vice versa.
        
        2.B: Identify and/or shade fractional parts of regions or sets, decimals and mixed numbers in pictures.
      - 3: Equivalent Fractions, Decimals and Percents
        
        3.A: Rename fractions and mixed numbers as equivalent decimals and vice versa.
        
        3.B: Rename fractions and decimals (up to 1.00) as equivalent percents and vice versa.
      - 4: Order, Magnitude and Rounding of Numbers
        
        4.A: Order whole numbers and decimals.
        
        4.B: Order fractions and decimals including mixed numbers in context.
        
        4.C: Describe magnitude of whole numbers and decimals in and out of context.
        
        4.D: Describe magnitude or order of fractions and mixed numbers in context.
        
        4.E: Round whole numbers, fractions and decimals in context.
        
        4.F: Locate points on number lines and scales, including fractions, mixed numbers, decimals and integers.
      - 5: Models for Operations
        
        5.A: Identify the appropriate operation or equation to solve a story problem.
        
        5.B: Write a story problem from an equation.
      - 6: Basic Facts
        
        6.: Not tested
      - 7: Computation with Whole Numbers and Decimals
        
        7.A: Add and subtract 2-, 3- and 4-digit whole numbers, money amounts and decimals.
        
        7.B: Multiply and divide 2- and 3-digit whole numbers, money amounts and decimals by 1-digit numbers and decimals (multiply only).
        
        7.C: Multiply and divide whole numbers and decimals by 10, 100 and 1,000.
      - 8: Computation with Fractions and Integers
        
        8.A: Add and subtract fractions and mixed numbers with reasonable and appropriate denominators.
        
        8.B: Multiply whole numbers and fractions by fractions and mixed numbers.
        
        8.C: Add positive and negative integers (range -20 to 20).
      - 9: Solve Word Problems
        
        9.A: Solve one-step story problems involving whole numbers, fractions, decimals and money amounts with or without extraneous information.
        
        9.B: Solve multistep problems involving fractions and mixed numbers with or without extraneous information.
        
        9.C: Solve multistep problems involving whole numbers, decimals, money amounts and mixed numbers, including means.
        
        9.D: Solve multistep problems involving whole numbers, decimals or money amounts, and explain how the solution was determined.
      - 10: Numerical Estimation Strategies
        
        10.A: Identify the best expression to find an estimate.
        
        10.B: Identify whether and why a particular strategy will result in an overestimate or an underestimate.
      - 11: Estimating Solutions to Problems
        
        11.A: Identify a reasonable estimate to a problem.
        
        11.B: Determine a reasonable estimate, and describe the strategy used to arrive at the estimate.
        
        11.C: Given an estimate as a solution, judge its reasonableness and justify the decision.
      - 12: Ratios and Proportions
        
        12.A: Solve problems involving ratios.
        
        12.B: Solve 1-step problems involving proportions in context.
      - 13: Computation with Percents
        
        13.A: Find percents of whole numbers or the percent a given number is of another number.
        
        13.B: Solve 1-step problems involving percents in context.
      - 14: Time
        
        14.: Not tested
      - 15: Approximating Measures
        
        15.A: Estimate lengths, areas and angle measures.
      - 16: Customary and Metric Measures
        
        16.A: Measure and determine perimeters, areas and volumes. Explain or show how the solution was determined.
        
        16.B: Determine perimeters, areas and volumes.
        
        16.C: Identify appropriate customary or metric units of measure for a given situation.
        
        16.D: Solve problems involving conversions of customary or metric units of measure.
        
        16.E: Solve problems involving conversions of time units.
      - 17: Geometric Shapes and Properties
        
        17.A: Identify, describe or classify 2- and 3-dimensional geometric shapes and figures.
        
        17.B: Draw, describe and classify 2- dimensional geometric shapes and figures.
      - 18: Spatial Relationships
        
        18.A: Identify lines of symmetry.
        
        18.B: Draw lines of symmetry.
        
        18.C: Identify congruent and similar figures.
        
        18.D: Identify and explain congruent or similar figures.
        
        18.E: Locate and draw points on grids.
        
        18.F: Identify geometric transformations (reflections, rotations and translations).
        
        18.G: Draw geometric transformations (reflections and rotations).
        
        18.H: Relate 2- and 3-dimensional representations and visa versa.
      - 19: Tables, Graphs and Charts
        
        19.A: Identify correct information from tables, graphs and charts.
        
        19.B: Create bar graphs, line graphs and stem-and-leaf plots from data in tables and charts.
      - 20: Statistics and Data Analysis
        
        20.A: Draw reasonable conclusions from data in tables, graphs and charts.
        
        20.B: State a conclusion and explain why an answer is or is not reasonable based on the data.
        
        20.C: Solve problems involving means, medians, modes and ranges of sets of data.
      - 21: Probability
        
        21.A: Identify correct solutions to problems involving elementary notions of probability and fairness expressed as fractions, decimals or percents.
        
        21.B: Solve problems involving elementary notions of probability and fairness expressed as fractions, decimals or percents and justify solutions.
        
        21.C: Solve problems involving expected outcomes or predictions and justify solutions.
      - 22: Patterns
        
        22.A: Identify the missing terms in a pattern, or identify rules for a given pattern using numbers and attributes.
        
        22.B: Extend or complete patterns and state rules for given patterns using numbers and attributes.
      - 23: Algebraic Concepts
        
        23.A: Solve simple 1- or 2-step algebraic equations.
        
        23.B: Use order of operations.
        
        23.C: Evaluate expressions or solve equations and use formulas.
        
        23.D: Represent situations with algebraic expressions.
        
        23.E: Write an expression to represent a situation.
      - 24: Classification and Logical Reasoning
        
        24.A: Solve problems involving the organization of data.
        
        24.B: Sort or classify objects, and draw logical conclusions from data including Venn diagrams, combinations, permutations and transitive reasoning questions.
      - 25: Mathematical Applications
        
        25.A: Solve extended numerical, statistical and spatial problems.
    - Grade 8
      - 1: Place Value
        
        1.A: Identify alternative forms of expressing numbers using scientific notation.
      - 2: Pictorial Representation of Numbers
        
        2.: Not tested
      - 3: Equivalent Fractions, Decimals and Percents
        
        3.A: Rename fractions and mixed numbers as equivalent decimals and vice versa.
        
        3.B: Rename fractions and decimals as equivalent percents and vice versa.
        
        3.C: Identify and/or shade decimals, fractions or percents of regions or sets.
      - 4: Order, Magnitude and Rounding of Numbers
        
        4.A: Order fractions and decimals including mixed numbers in context.
        
        4.B: Describe magnitude or order of mixed numbers, fractions and decimals in context.
        
        4.C: Round mixed numbers, fractions and decimals in context.
        
        4.D: Locate points on number lines and scales, including fractions, mixed numbers, decimals and integers.
      - 5: Models for Operations
        
        5.A: Identify the appropriate operation or equation to solve a story problem.
        
        5.B: Write a story problem from an equation.
      - 6: Basic Facts
        
        6.: Not tested
      - 7: Computation with Whole Numbers and Decimals
        
        7.A: Add and subtract 3-, 4- and 5-digit whole numbers, money amounts and decimals.
        
        7.B: Multiply 2- and 3-digit whole numbers, money amounts and decimals by 1- or 2-digit numbers and decimals. Divide 2- and 3- digit whole numbers, money amounts and decimals by 1-digit whole numbers and decimals.
        
        7.C: Multiply and divide whole numbers and decimals by 10, 100, 1,000, 0.1 and 0.01.
      - 8: Computation with Fractions and Integers
        
        8.A: Add and subtract fractions and mixed numbers with reasonable and appropriate denominators.
        
        8.B: Multiply whole numbers and fractions by fractions and mixed numbers.
        
        8.C: Add or multiply positive and negative integers.
      - 9: Solve Word Problems
        
        9.A: Solve multistep problems involving fractions, mixed numbers, decimals and money amounts with or without extraneous information.
        
        9.B: Solve multistep problems involving whole numbers, mixed numbers, money amounts and decimals.
        
        9.C: Solve multistep problems involving whole numbers, fractions, mixed numbers, decimals or money amounts, and explain how the solution was determined.
      - 10: Numerical Estimation Strategies
        
        10.: Not tested
      - 11: Estimating Solutions to Problems
        
        11.A: Determine a reasonable estimate, and describe the strategy used to arrive at the estimate.
        
        11.B: Given an estimate as a solution for problems involving whole numbers, mixed numbers, decimals and percents, judge its reasonableness and justify the decision.
      - 12: Ratios and Proportions
        
        12.A: Solve problems involving ratios.
        
        12.B: Solve problems involving proportions in context.
        
        12.C: Solve multistep problems involving ratio or proportion, and explain how the solution was determined.
      - 13: Computation with Percents
        
        13.A: Find percents of whole numbers or the percent a given number is of another number.
        
        13.B: Solve problems involving percents in context.
      - 14: Time
        
        14.: Not tested
      - 15: Approximating Measures
        
        15.A: Estimate lengths, areas, volumes and angle measures.
      - 16: Customary and Metric Measures
        
        16.A: Measure and determine perimeters, areas and volumes. Explain or show how the solution was determined.
        
        16.B: Determine perimeters, areas and volumes.
        
        16.C: Solve problems involving conversions and/or operations within customary or metric units of measure.
      - 17: Geometric Shapes and Properties
        
        17.A: Identify, describe and classify 2- and 3-dimensional geometric shapes and figures.
        
        17.B: Draw, describe and classify 2- and 3-dimensional geometric shapes and figures.
      - 18: Spatial Relationships
        
        18.A: Identify congruent and similar figures.
        
        18.B: Draw, classify, describe and/ or explain why figures are similar.
        
        18.C: Locate and draw points on four-quadrant coordinate grids.
        
        18.D: Identify geometric transformations (reflections, rotations and translations).
        
        18.E: Draw geometric transformations (reflections, rotations and translations).
        
        18.F: Relate 2- and 3-dimensional representations and vice versa.
      - 19: Tables, Graphs and Charts
        
        19.A: Identify correct information from tables, graphs and charts.
        
        19.B: Create graphs from data in tables and charts.
      - 20: Statistics and Data Analysis
        
        20.A: Draw reasonable conclusions from data in tables, graphs and charts.
        
        20.B: State a conclusion and explain why an answer is or is not reasonable based on the data.
        
        20.C: Solve problems involving means, medians, modes and ranges of sets of data.
      - 21: Probability
        
        21.A: Identify correct solutions to problems involving elementary notions of probability and fairness expressed as fractions, decimals or percents.
        
        21.B: Solve problems involving elementary notions of probability and fairness expressed as fractions, decimals or percents and justify solutions.
        
        21.C: Solve problems involving expected outcomes or predictions and justify solutions.
      - 22: Patterns
        
        22.A: Identify the missing terms in a pattern, or identify rules for a given pattern using numbers and attributes.
        
        22.B: Extend or complete patterns and state rules for given patterns using numbers and attributes.
      - 23: Algebraic Concepts
        
        23.A: Solve simple equations, including 2-step equations.
        
        23.B: Solve multistep problems using algebraic concepts.
        
        23.C: Evaluate expressions or solve equations and use formulas.
        
        23.D: Represent situations with algebraic expressions or equations.
        
        23.E: Write an expression or equation to represent a situation.
      - 24: Classification and Logical Reasoning
        
        24.A: Solve problems involving the organization of data.
        
        24.B: Sort or classify objects, and draw logical conclusions from data including Venn diagrams, combinations, permutations and transitive reasoning questions.
      - 25: Mathematical Applications
        
        25.A: Solve extended numerical, statistical and spatial problems.
  - Reading Comprehension - Part II CMT (2004)
    - Grade 3
      - A: Forming a General Understanding
        
        A.1: determining the main idea (nonfiction) or theme (fiction) within the text;
        
        A.2: identifying or inferring important characters, settings, problems, events, and details;
        
        A.3: selecting and using relevant information from the text in order to summarize events and/or ideas in the text;
        
        A.4: using information from the text to make a prediction based on what is read; and
        
        A.5: using context clues to determine meanings of unknown or multiple-meaning words.
      - B: Developing Interpretation
        
        B.1: identifying or inferring the author’s use of structure/organizational patterns;
        
        B.3: using stated or implied evidence from the text to draw and/or support a conclusion (more stated evidence than implied at Grade 3).
      - C: Making Reader/Text Connections
        
        C.1: making connections between the text and outside experiences and knowledge; and
        
        C.2: selecting and/or using relevant information within the text to write a personal response to the text.
      - D: Examining the Content and Structure
        
        D.1: analyzing and evaluating the author’s craft, including the use of literary devices and textual elements;
        
        D.1.1: Use of Interesting Words (Word Choice)
        
        D.2: selecting and/or using relevant information within the text(s) to extend or evaluate the text(s); and
        
        D.3: demonstrating an awareness of an author’s or character’s beliefs included in the text.
    - Grade 4
      - A: Forming a General Understanding
        
        A.1: determining the main idea (nonfiction) or theme (fiction) within the text;
        
        A.2: identifying or inferring important characters, settings, problems, events, relationships and details;
        
        A.3: selecting and using relevant information from the text in order to summarize events and/or ideas in the text;
        
        A.4: using information from the text to make a prediction based on what is read; and
        
        A.5: using context clues to determine meanings of unknown or multiple-meaning words or figurative language.
      - B: Developing Interpretation
        
        B.1: identifying or inferring the author’s use of structure/organizational patterns;
        
        B.2: drawing conclusions about the author’s purpose for choosing a genre or for including or omitting specific details in the text; and
        
        B.3: using stated or implied evidence from the text to draw and/or support a conclusion.
      - C: Making Reader/Text Connections
        
        C.1: making connections between the text and outside experiences and knowledge; and
        
        C.2: selecting, synthesizing and/or using relevant information within the text to write a personal response to the text.
      - D: Examining the Content and Structure
        
        D.1: analyzing and evaluating the author’s craft, including the use of literary devices and textual elements;
        
        D.1.1: Humor
        
        D.1.2: Simile
        
        D.1.3: Personification
        
        D.1.4: Use of Interesting Words (Word Choice)
        
        D.2: selecting, synthesizing and/or using relevant information within the text(s) to extend or evaluate the text(s); and
        
        D.3: demonstrating an awareness of an author’s or character’s customs and beliefs included in the text.
    - Grade 5
      - A: Forming a General Understanding
        
        A.1: determining the main idea (nonfiction) or theme (fiction) within the text;
        
        A.2: identifying or inferring important characters, settings, problems, events, relationships and details;
        
        A.3: selecting and using relevant information from the text in order to summarize events and/or ideas in the text;
        
        A.4: using information from the text to make a prediction based on what is read; and
        
        A.5: using context clues to determine meanings of unknown or multiple-meaning words or figurative language.
      - B: Developing Interpretation
        
        B.1: identifying or inferring the author’s use of structure/organizational patterns;
        
        B.2: drawing conclusions about the author’s purpose for choosing a genre or for including or omitting specific details in the text; and
        
        B.3: using stated or implied evidence from the text to draw and/or support a conclusion.
      - C: Making Reader/Text Connections
        
        C.1: making connections between the text and outside experiences and knowledge; and
        
        C.2: selecting, synthesizing and/or using relevant information within the text to write a personal response to the text.
      - D: Examining the Content and Structure
        
        D.1: analyzing and evaluating the author’s craft, including the use of literary devices and textual elements;
        
        D.1.1: Humor
        
        D.1.2: Point of View
        
        D.1.3: Simile
        
        D.1.4: Metaphor
        
        D.1.5: Personification
        
        D.1.6: Imagery
        
        D.1.7: Use of Interesting Words (Word Choice)
        
        D.1.8: Onomatopoeia
        
        D.1.9: Style
        
        D.2: selecting, synthesizing and/or using relevant information within the text(s) to extend or evaluate the text(s); and
        
        D.3: demonstrating an awareness of an author’s or character’s customs and beliefs included in the text.
    - Grade 6
      - A: Forming a General Understanding
        
        A.1: determining the main idea (nonfiction) or theme (fiction) within the text;
        
        A.2: identifying or inferring important characters, settings, problems, events, relationships and details;
        
        A.3: selecting and using relevant information from the text in order to summarize events and/or ideas in the text;
        
        A.4: using information from the text to make a prediction based on what is read; and
        
        A.5: using context clues to determine meanings of unknown or multiple-meaning words or figurative language.
      - B: Developing Interpretation
        
        B.1: identifying or inferring the author’s use of structure/organizational patterns;
        
        B.2: drawing conclusions about the author’s purpose for choosing a genre or for including or omitting specific details in the text; and
        
        B.3: using stated or implied evidence from the text to draw and/or support a conclusion.
      - C: Making Reader/Text Connections
        
        C.1: making connections between the text and outside experiences and knowledge; and
        
        C.2: selecting, synthesizing and/or using relevant information within the text to write a personal response to the text.
      - D: Examining the Content and Structure
        
        D.1: analyzing and evaluating the author’s craft, including the use of literary devices and textual elements;
        
        D.1.1: Humor
        
        D.1.2: Point of View
        
        D.1.3: Simile
        
        D.1.4: Metaphor
        
        D.1.5: Personification
        
        D.1.6: Imagery
        
        D.1.7: Use of Interesting Words (Word Choice)
        
        D.1.8: Onomatopoeia
        
        D.1.9: Style
        
        D.2: selecting, synthesizing and/or using relevant information within the text(s) to extend or evaluate the text(s); and
        
        D.3: demonstrating an awareness of an author’s or character’s customs and beliefs included in the text.
    - Grade 7
      - A: Forming a General Understanding
        
        A.1: determining the main idea (nonfiction) or theme (fiction) within the text;
        
        A.2: identifying or inferring important characters, settings, problems, events, relationships and details;
        
        A.3: selecting and using relevant information from the text in order to summarize events and/or ideas in the text;
        
        A.4: using information from the text to make a prediction based on what is read; and
        
        A.5: using context clues to determine meanings of unknown or multiple-meaning words or figurative language.
      - B: Developing Interpretation
        
        B.1: identifying or inferring the author’s use of structure/organizational patterns;
        
        B.2: drawing conclusions about the author’s purpose for choosing a genre or for including or omitting specific details in the text; and
        
        B.3: using stated or implied evidence from the text to draw and/or support a conclusion.
      - C: Making Reader/Text Connections
        
        C.1: making connections between the text and outside experiences and knowledge; and
        
        C.2: selecting, synthesizing and/or using relevant information within the text to write a personal response to the text.
      - D: Examining the Content and Structure
        
        D.1: analyzing and evaluating the author’s craft, including the use of literary devices and textual elements;
        
        D.1.1: Humor
        
        D.1.2: Flashback
        
        D.1.3: Point of View
        
        D.1.4: Simile
        
        D.1.5: Metaphor
        
        D.1.6: Personification
        
        D.1.7: Imagery
        
        D.1.8: Use of Interesting Words (Word Choice)
        
        D.1.9: Onomatopoeia
        
        D.1.10: Tone (narratives only)
        
        D.1.11: Style
        
        D.1.12: Bias
        
        D.2: selecting, synthesizing and/or using relevant information within the text(s) to extend or evaluate the text(s); and
        
        D.3: demonstrating an awareness of an author’s or character’s customs and beliefs included in the text.
    - Grade 8
      - A: Forming a General Understanding
        
        A.1: determining the main idea (nonfiction) or theme (fiction) within the text;
        
        A.2: identifying or inferring important characters, settings, problems, events, relationships and details;
        
        A.3: selecting and using relevant information from the text in order to summarize events and/or ideas in the text;
        
        A.4: using information from the text to make a prediction based on what is read; and
        
        A.5: using context clues to determine meanings of unknown or multiple-meaning words or figurative language.
      - B: Developing Interpretation
        
        B.1: identifying or inferring the author’s use of structure/organizational patterns;
        
        B.2: drawing conclusions about the author’s purpose for choosing a genre or for including or omitting specific details in the text; and
        
        B.3: using stated or implied evidence from the text to draw and/or support a conclusion.
      - C: Making Reader/Text Connections
        
        C.1: making connections between the text and outside experiences and knowledge; and
        
        C.2: selecting, synthesizing and/or using relevant information within the text to write a personal response to the text.
      - D: Examining the Content and Structure
        
        D.1: analyzing and evaluating the author’s craft, including the use of literary devices and textual elements;
        
        D.1.1: Humor
        
        D.1.2: Flashback
        
        D.1.3: Point of View
        
        D.1.4: Simile
        
        D.1.5: Metaphor
        
        D.1.6: Personification
        
        D.1.7: Imagery
        
        D.1.8: Use of Interesting Words (Word Choice)
        
        D.1.9: Onomatopoeia
        
        D.1.10: Tone (narratives only)
        
        D.1.11: Style
        
        D.1.12: Bias
        
        D.1.13: Irony/Satire
        
        D.2: selecting, synthesizing and/or using relevant information within the text(s) to extend or evaluate the text(s); and
        
        D.3: demonstrating an awareness of an author’s or character’s customs and beliefs included in the text.
  - Reading Comprehension - Part II CMT (2007)
    - Grade 3
      - A: Forming a General Understanding
        
        A.1: determining the main idea (nonfiction) or theme (fiction) within the text;
        
        A.2: identifying or inferring important characters, settings, problems, events, and details;
        
        A.3: selecting and using relevant information from the text in order to summarize events and/or ideas in the text;
        
        A.4: using information from the text to make a prediction based on what is read; and
        
        A.5: using context clues to determine meanings of unknown or multiple-meaning words.
      - B: Developing Interpretation
        
        B.1: identifying or inferring the author’s use of structure/organizational patterns;
        
        B.3: using stated or implied evidence from the text to draw and/or support a conclusion (more stated evidence than implied at Grade 3).
      - C: Making Reader/Text Connections
        
        C.1: making connections between the text and outside experiences and knowledge; and
        
        C.2: selecting and/or using relevant information within the text to write a personal response to the text.
      - D: Examining the Content and Structure
        
        D.1: analyzing and evaluating the author’s craft, including the use of literary devices and textual elements;
        
        D.2: selecting and/or using relevant information within the text(s) to extend or evaluate the text(s); and
        
        D.3: demonstrating an awareness of an author’s or character’s beliefs included in the text.
  - Writing (2007)
    - Grades: 3-4
      - 1: An undeveloped response
        
        1.1: Contains few or vague details
        
        1.2: Is too brief to indicate sequencing of events
        
        1.3: May be difficult to read and understand
      - 2: An underdeveloped narrative
        
        2.1: Contains general, unelaborated and/or list-like details
        
        2.2: Shows little evidence of sequencing of events
        
        2.3: May be awkward and confusing
      - 3: A minimally-developed narrative with little expansion of key events and characters
        
        3.1: Has little elaboration with more general than specific details
        
        3.2: Shows some evidence of an organizational strategy with some sequencing of events
        
        3.3: May be awkward in parts
      - 4: A somewhat-developed narrative with moderate expansion of key events and characters
        
        4.1: Is adequately elaborated with a mix of general and specific details
        
        4.2: Shows a satisfactory organizational strategy with satisfactory sequencing of events
        
        4.3: May be somewhat fluent
      - 5: A developed narrative with mostly effective expansion of key events and characters
        
        5.1: Is moderately well elaborated with mostly specific details
        
        5.2: Shows generally strong organizational strategy and sequencing of events
        
        5.3: May be moderately fluent
      - 6: A well-developed narrative expanding on key events and characters
        
        6.1: Is fully elaborated with specific details
        
        6.2: Shows strong organizational strategy and sequencing of events
        
        6.3: Is fluent
    - Grades: 5-6
      - 1: An undeveloped response
        
        1.1: Contains few or vague details
        
        1.2: Is too brief to demonstrate organization
        
        1.3: May be difficult to read and understand
      - 2: An underdeveloped response
        
        2.1: Contains general, unelaborated and/or list-like details
        
        2.2: Shows little evidence of organization
        
        2.3: May be awkward and confusing
      - 3: A minimally-developed response with inadequate details
        
        3.1: Has minimal elaboration with more general than specific details
        
        3.2: Shows some organization
        
        3.3: May be awkward in parts and may lack most transitions
      - 4: A somewhat-developed response with adequate details
        
        4.1: Is adequately elaborated with a mix of general and specific details
        
        4.2: Shows satisfactory organization
        
        4.3: May be somewhat fluent with some transitional language
      - 5: A developed response
        
        5.1: Is well elaborated with mostly specific details
        
        5.2: Shows generally strong organization
        
        5.3: May be generally fluent and may show proficient use of transitional language
      - 6: A well-developed response
        
        6.1: Is fully elaborated with specific details
        
        6.2: Shows strong organization
        
        6.3: Is fluent and may use effective transitional language
    - Grades: 7-8
      - 1: An undeveloped response that may take a position but offers no more than very minimal support
        
        1.1: Contains few or vague details
        
        1.2: Is awkward and fragmented
        
        1.3: May be difficult to read and understand
        
        1.4: May show no awareness of audience
      - 2: An underdeveloped response that may or may not take a position
        
        2.1: Contains only general reasons with unelaborated and/or list-like details
        
        2.2: Shows little or no evidence of organization
        
        2.3: May be awkward and confusing or simplistic
        
        2.4: May show little awareness of audience
      - 3: A minimally-developed response that may take a position, but with inadequate support and details
        
        3.1: Has reasons with minimal elaboration and more general than specific details
        
        3.2: Shows some organization
        
        3.3: May be awkward in parts with few transitions
        
        3.4: Shows some awareness of audience
      - 4: A somewhat-developed response that takes a position and provides adequate support
        
        4.1: Has adequately elaborated reasons with a mix of general and specific details
        
        4.2: Shows satisfactory organization
        
        4.3: May be somewhat fluent with some transitional language
        
        4.4: Shows adequate awareness of audience
      - 5: A developed response that takes a clear position and provides reasonably persuasive support
        
        5.1: Has moderately well-elaborated reasons with mostly specific details
        
        5.2: Exhibits generally strong organization
        
        5.3: May be moderately fluent with transitional language throughout
        
        5.4: May show a consistent awareness of audience
      - 6: A well-developed response that takes a clear and thoughtful position and provides persuasive support
        
        6.1: Has fully elaborated reasons with specific details
        
        6.2: Exhibits strong organization
        
        6.3: Is fluent and uses sophisticated transitional language
        
        6.4: May show a heightened awareness of audience
- Common Core of Teaching and Leading
  - CCT Rubric (2013)
    - Domains and Indicators
      - CCT DOMAIN 2: Classroom Environment, Student Engagement and Commitment to Learning
        
        2.a. : Creating a positive learning environment that is responsive to and respectful of the learning needs of students
        
        Rapport and positive interaction
        
        Respectful of student diversity
        
        2.b.: Promoting student engagement and shared responsibility for learning
        
        Shared responsibility for learning process
        
        Student engagement
        
        2.c.: Promoting appropriate standards of behavior
        
        Communicates and reinforces appropriate standards of behavior
        
        Promotes social competence and responsible behavior
        
        2.d.: Maximizing instructional time by effectively managing routines and transitions
        
        Time spent on routines and transitions appropriate to the purpose and the needs of the students
      - CCT DOMAIN 3: Planning for Active Learning
        
        3.a.: Planning of instructional content is aligned with standards, builds on students’ prior knowledge and provides for appropriate level of challenge
        
        Content aligned with standards with coherent progression
        
        Determination of students present level of knowledge and skills
        
        Differentiation based on students’ learning needs
        
        3.b.: Planning instructional strategies to actively engage students in the content
        
        Literacy through the content areas
        
        Resources, technology and flexible groupings
        
        Strategies, tasks and questions
        
        3.c.: Selecting appropriate assessment strategies to monitor ongoing student progress
        
        Formative assessment for learning
      - CCT DOMAIN 4: Instruction for Active Learning
        
        4.a.: Implementing instructional content for learning
        
        Content coherence within and across instruction
        
        Instructional purpose aligned with standards
        
        Literacy through the content areas
        
        4.b.: Leading students to construct new learning through use of active learning strategies
        
        Level of challenge
        
        Resources, technology and groupings
        
        Strategies, tasks, questions, discourse and inquiry
        
        Varying teacher and student roles
        
        4.c.: Monitoring student learning, providing feedback to students and adjusting instruction
        
        Adjustment of instruction
        
        Feedback to students
        
        Monitoring of student understanding during instruction
      - CCT DOMAIN 5: Assessment for Learning
        
        5.a.: Formative and summative assessment for learning
        
        Connections between assessment results and the broader curricular standards
        
        Formative and summative assessments aligned with curricular standards
        
        5.b.: Assessment criteria and feedback to improve student performance and responsibility for learning
        
        Assessment criteria
        
        Student use of assessment criteria
        
        Summative or cumulative feedback for learning
        
        5.c.: Comprehensive data analysis, interpretation and communication
        
        Collaborate to analyze, interpret data/results
        
        Comprehensive data to understand student achievement at a particular point in time and over time
      - CCT DOMAIN 6: Professional Responsibilities and Teacher Leadership
        
        6.a.: Engaging in continuous professional growth to impact instruction and student learning
        
        Learning opportunities to enhance skills and student learning
        
        Reflection and self-evaluation to analyze practice and impact on student learning
        
        Response to feedback
        
        6.b.: Collaborating to develop and sustain a professional learning environment to support student learning
        
        Collaboration with colleagues and administrators
        
        Contribution to school improvement processes
        
        6.c.: Communicating and collaborating with colleagues, students and families to develop and sustain a positive school climate and support student learning
        
        Collaboration with colleagues and families to sustain positive school climate
        
        Communication with families
        
        Culturally respectful communication with families and students
        
        6.d.: Conducting oneself as a professional
        
        Teacher behavior consistent with Connecticut’s Code of Professional Responsibility for Educators
  - Common Core of Leading (2009)
    - Leading
      - I: A shared vision for student learning creates meaning for the people in the organization and infuses purpose into the strategies and standards for actions linked to that vision.
        
        I.A: Leaders and Leadership Teams will:
        
        I.A.1: Engage their stakeholders in the development of a shared vision of success for all students;
        
        I.A.2: Use multiple sources of quantitative and qualitative data about student success to craft, focus and refine the strategies used to attain the vision;
        
        I.A.3: Connect the vision to the core mission of teaching and learning and communicate it in a clear, vivid and compelling way;
        
        I.A.4: Leverage and marshal resources needed to attain the vision; and
        
        I.A.5: Monitor organizational behaviors to ensure fidelity to the vision.
        
        I.B: So that:
        
        I.B.1: Stakeholders are able to describe and support the school’s values and actions;
        
        I.B.2: Progress toward achieving the vision is monitored and strategies are adjusted based on student performance data;
        
        I.B.3: Faculty and staff members are able to describe how their practices are aligned with the vision;
        
        I.B.4: Faculty and staff members make overt connections with the students between their learning and the vision of the school;
        
        I.B.5: Students are able to express what is important in the school;
        
        I.B.6: Information about the school’s progress is published and readily available through a variety of media;
        
        I.B.7: The school informs parents and the greater community about their roles in helping the school achieve its vision; and
        
        I.B.8: Resources (time, staff, attention, focus) are aligned with the vision and support school improvement priorities.
      - II: Leaders promote an instructional program, built on high expectations for all learners and conducive to student learning and professional growth, thereby developing a school culture of success for all learners.
        
        II.A: Leaders and Leadership Teams will:
        
        II.A.1: Establish an expectation for self and staff to engage in conversations about teaching, learning and assessment practices;
        
        II.A.2: Use adult learning theories and practices to differentiate professional growth opportunities for self and staff;
        
        II.A.3: Align personal and staff professional development opportunities to the learning needs of students, the curriculum and the school’s goals;
        
        II.A.4: Engage in a community of practice that is bound by a common vision for student performance and a shared definition of instruction;
        
        II.A.5: Set high expectations for all learners;
        
        II.A.6: Analyze multiple forms of performance data about students schoolwide, as individuals and in sub-groups, to guide decisions for improving instruction;
        
        II.A.7: Allocate their time with a primary emphasis on instructional leadership;
        
        II.A.8: Monitor instructional and assessment practices to assess their effectiveness within the school context and alignment with current research;
        
        II.A.9: Apply knowledge about current research in pedagogy through practices that are effective within the school context; and
        
        II.A.10: Maximize the use of resources (staffing, schedules, curriculum) to improve student performance.
        
        II.B: So that:
        
        II.B.1: Learners achieve at high levels;
        
        II.B.2: Administrators, teachers and parents share responsibility for student achievement;
        
        II.B.3: Teachers use a common curriculum to guide instructional decisions;
        
        II.B.4: Instruction is differentiated and personalized so that each student is challenged to achieve at high academic levels;
        
        II.B.5: A system of common, formative and summative assessments is in place to measure academic progress over time for individual students and groups of students;
        
        II.B.6: Teachers have opportunities to share in leadership roles;
        
        II.B.7: Professional learning for administrators and faculty and staff members is aligned to school goals, student needs and the curriculum; and
        
        II.B.8: Professional development and support are differentiated to meet individual staff needs.
      - III: Leaders establish positive learning environments by developing trust and credibility through meaningful relationships.
        
        III.A: Leaders and Leadership Teams will:
        
        III.A.1: Involve stakeholders from the school community and elicit their participation in the decision-making process;
        
        III.A.2: Create a sense of urgency around a mission without causing despair, but instead model a hopeful view of things and expect the best outcomes;
        
        III.A.3: Draw on the diversity of the community to enrich and strengthen the culture of the school;
        
        III.A.4: Build trust and confidence by acting professionally and being visible and accessible;
        
        III.A.5: Use skills of consensus-building and negotiation;
        
        III.A.6: Advance the common goals of the group and inspire others to act;
        
        III.A.7: Listen without prejudgment and express empathy toward others;
        
        III.A.8: Acknowledge the difficulty of the change process and its impact on others; and
        
        III.A.9: Know themselves and how others perceive them and use this information to strengthen their relationships.
        
        III.B: So that:
        
        III.B.1: Stakeholders are empowered through shared leadership;
        
        III.B.2: An environment exists to promote capacity building;
        
        III.B.3: School staff members engage in reflective discourse, share ideas and provide support for one another;
        
        III.B.4: Staff members and students feel they are part of a community and are recognized and appreciated;
        
        III.B.5: The needs of various stakeholders are understood;
        
        III.B.6: A collective commitment exists and engages people to accomplish the mission;
        
        III.B.7: Risk taking is part of an environment of trust and confidence;
        
        III.B.8: Staff members, students and members of the school community feel supported;
        
        III.B.9: Input from the public is reflected in school practices; and
        
        III.B.10: Public support for the goals of the school is strengthened.
      - IV: Leaders establish a culture that is open and inclusive, through modeling and expecting ethical and moral behaviors from all.
        
        IV.A: Leaders and Leadership Teams will:
        
        IV.A.1: Organize the school with fairness, equity and high expectations for all learners;
        
        IV.A.2: Promote the professional growth of self and of all staff members to improve student learning;
        
        IV.A.3: Establish a culture where everyone is accountable for student learning;
        
        IV.A.4: Develop and engage in behaviors that support a culture of continuous learning;
        
        IV.A.5: Ensure the recruitment and assignment of staff members to best meet the needs of all students and foster retention of those staff members;
        
        IV.A.6: Maintain a learning environment that is safe, positive, respectful and supportive;
        
        IV.A.7: Advocate in protecting the rights of all students;
        
        IV.A.8: Model a personal code of ethics of integrity, justice and reflection; and
        
        IV.A.9: Acknowledge the cultures and beliefs of individuals and families.
        
        IV.B: So that:
        
        IV.B.1: Students are known and cared for and the learning environment is personalized;
        
        IV.B.2: Disciplinary practices are equitable, appropriate and supportive of student growth;
        
        IV.B.3: Stakeholders have a positive view of how the leader and the organization “behaves” and believe that the school supports the learning needs of their students;
        
        IV.B.4: Supervision and evaluation processes are fair, equitably implemented, and designed to support the learning and growth of teachers to improve student learning;
        
        IV.B.5: Teachers are willing to take risks in the exploration and implementation of new practices based on reflection and research;
        
        IV.B.6: Students have access to resources necessary to support continuous growth in achievement;
        
        IV.B.7: Student grouping patterns reflect the diversity of the whole student body;
        
        IV.B.8: Teachers and students treat everyone with respect and dignity;
        
        IV.B.9: Members of the school community feel known and welcomed by the school organization;
        
        IV.B.10: Established structures and processes for resolving conflicts between and among members of the school community protect the rights of everyone involved; and
        
        IV.B.11: The school community participates in direct and frequent communication about cultural norms, values and beliefs.
  - Common Core of Teaching (2010)
    - Professional Conduct
      - Professional Conduct
        
        b: Responsibility to the student
        
        b.1: The professional educator, in full recognition of his or her obligation to the student, shall:
        
        b.1.A: Recognize, respect and uphold the dignity and worth of students as individual human beings, and, therefore, deal justly and considerately with students;
        
        b.1.B: Engage students in the pursuit of truth, knowledge and wisdom and provide access to all points of view without deliberate distortion of content area matter;
        
        b.1.C: Nurture in students lifelong respect and compassion for themselves and other human beings regardless of race, ethnic origin, gender, social class, disability, religion, or sexual orientation;
        
        b.1.D: Foster in students the full understanding, application and preservation of democratic principles and processes;
        
        b.1.E: Guide students to acquire the requisite skills and understanding for participatory citizenship and to realize their obligation to be worthy and contributing members of society;
        
        b.1.F: Assist students in the formulation of worthy, positive goals;
        
        b.1.G: Promote the right and freedom of students to learn, explore ideas, develop critical thinking, problem-solving, and necessary learning skills to acquire the knowledge needed to achieve their full potential;
        
        b.1.H: Remain steadfast in guaranteeing equal opportunity for quality education for all students;
        
        b.1.I: Maintain the confidentiality of information concerning students obtained in the proper course of the educational process, and dispense such information only when prescribed or directed by federal or state law or professional practice;
        
        b.1.J: Create an emotionally and physically safe and healthy learning environment for all students; and
        
        b.1.K: Apply discipline promptly, impartially, appropriately and with compassion.
        
        c: Responsibility to the profession
        
        c.1: The professional educator, in full recognition of his or her obligation to the profession, shall:
        
        c.1.A: Conduct himself or herself as a professional realizing that his or her actions reflect directly upon the status and substance of the profession;
        
        c.1.B: Uphold the professional educator's right to serve effectively;
        
        c.1.C: Uphold the principle of academic freedom;
        
        c.1.D: Strive to exercise the highest level of professional judgment;
        
        c.1.E: Engage in professional learning to promote and implement research-based best educational practices;
        
        c.1.F: Assume responsibility for his or her professional development;
        
        c.1.G: Encourage the participation of educators in the process of educational decision-making;
        
        c.1.H: Promote the employment of only qualified and fully certificated, authorized or permitted educators;
        
        c.1.I: Encourage promising, qualified and competent individuals to enter the profession;
        
        c.1.J: Maintain the confidentiality of information concerning colleagues and dispense such information only when prescribed or directed by federal or state law or professional practice;
        
        c.1.K: Honor professional contracts until fulfillment, release, or dissolution mutually agreed upon by all parties to contract;
        
        c.1.L: Create a culture that encourages purposeful collaboration and dialogue among all stakeholders;
        
        c.1.M: Promote and maintain ongoing communication among all stakeholders; and
        
        c.1.N: Provide effective leadership to ensure continuous focus on student achievement.
        
        d: Responsibility to the community
        
        d.1: The professional educator, in full recognition of the public trust vested in the profession, shall:
        
        d.1.A: Be cognizant of the influence of educators upon the community-at-large, obey local, state and national laws;
        
        d.1.B: Encourage the community to exercise its responsibility to be involved in the formulation of educational policy;
        
        d.1.C: Promote the principles and ideals of democratic citizenship; and
        
        d.1.D: Endeavor to secure equal educational opportunities for all students.
        
        e: Responsibility to the student’s family
        
        e.1: The professional educator in recognition of the public trust vested in the profession, shall:
        
        e.1.A: Respect the dignity of each family, its culture, customs, and beliefs;
        
        e.1.B: Promote, respond, and maintain appropriate communications with the family, staff and administration;
        
        e.1.C: Consider the family’s concerns and perspectives on issues involving its children; and
        
        e.1.D: Encourage participation of the family in the educational process.
      - Unprofessional Conduct
        
        f: The professional educator, in full recognition of his or her obligation to the student, shall not:
        
        f.A: Abuse his or her position as a professional with students for private advantage;
        
        f.B: Discriminate against students.
        
        f.C: Sexually or physically harass or abuse students;
        
        f.D: Emotionally abuse students; or
        
        f.E: Engage in any misconduct which would put students at risk; and
        
        g: The professional educator, in full recognition of his or her obligation to the profession, shall not:
        
        g.A: Obtain a certificate, authorization, permit or other credential issued by the state board of education or obtain employment by misrepresentation, forgery or fraud;
        
        g.B: Accept any gratuity, gift or favor that would impair or influence professional decisions or actions;
        
        g.C: Misrepresent his, her or another's professional qualifications or competencies;
        
        g.D: Sexually, physically or emotionally harass or abuse district employees;
        
        g.E: Misuse district funds and/or district property; or
        
        g.F: Engage in any misconduct which would impair his or her ability to serve effectively in the profession; and
        
        h: The professional educator, in full recognition of the public trust vested in the profession, shall not:
        
        h.A: Exploit the educational institution for personal gain;
        
        h.B: Be convicted in a court of law of a crime involving moral turpitude or of any crime of such nature that violates such public trust; or
        
        h.C: Knowingly misrepresent facts or make false statements.
    - Teaching: Foundational Skills
      - 1: Teachers understand and apply essential skills, central concepts and tools of inquiry in their subject matter or field.
        
        1.1: Demonstrating proficiency in reading, writing, and mathematics skills;
        
        1.2: Demonstrating discipline-specific knowledge and skills as described in the relevant national and state professional teaching standards;
        
        1.3: Using developmentally appropriate verbal, non-verbal and technological communications;
        
        1.4: Using technological and digital resources to promote learning, collaboration with colleagues and communication within a learning community;
        
        1.5: Demonstrating understanding of how to use content area literacy skills to enable students to construct meaning through reading, writing, listening, speaking, viewing and presenting; and
        
        1.6: Demonstrating understanding of how to use content area numeracy and analytical skills to enable students to problem solve, interpret and use data and numerical representations.
      - 2: Teachers promote student engagement, independence and interdependence in learning by facilitating a positive learning community.
        
        2.1: Creating a class climate that is responsive to and respectful of the learning needs of students with diverse backgrounds, interests and performance levels;
        
        2.2: Promoting engagement in and shared responsibility for the learning process and providing opportunities for students to initiate their own questions and inquiries;
        
        2.3: Providing explicit instruction about social skills to develop students’ social competence and responsible and ethical behavior by using a continuum of proactive strategies that may be individualized to student needs;
        
        2.4: Fostering appropriate standards of behavior that support a productive learning environment for all students; and
        
        2.5: Maximizing the amount of time spent on learning by effectively managing routines and transitions.
      - 3: Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large.
        
        3.1: Determining students’ prior knowledge to ensure that content instruction is at an appropriate level of challenge and differentiated to meet their learning needs;
        
        3.2: Developing and organizing coherent and relevant units, lessons and learning tasks that build on students’ prior knowledge, skills and interests and engage students in the work of the discipline;
        
        3.3: Promoting the development and application of skills with conceptual understanding, and anticipating students’ content misconceptions;
        
        3.4: Selecting appropriate assessment strategies to monitor ongoing student progress;
        
        3.5: Selecting or designing instructional strategies, resources and flexible groupings that provide opportunity for students to think critically and creatively, and solve problems;
        
        3.6: Integrating learning activities that make real-world, career or global connections, and promote interdisciplinary connections whenever possible;
        
        3.7: Designing or selecting academic and/or behavioral interventions through differentiated, supplemental, specialized instruction for students who do not respond to primary instruction alone;
        
        3.8: Designing strategic questions and opportunities that appropriately challenge students and actively engage them in exploring the content through strategies such as discourse and/or inquiry-based learning; and
        
        3.9: Including strategies for teaching and supporting content area literacy skills and, when appropriate, numeracy skills.
      - 4: Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large.
        
        4.1: Using a variety of evidence-based strategies to enable students to apply and construct new learning;
        
        4.2: Using technological and digital resources strategically to promote learning;
        
        4.3: Leading students to construct meaning through the use of active learning strategies such as purposeful discourse and/or inquiry-based learning;
        
        4.4: Varying the student and teacher roles in ways that develop independence and interdependence with the gradual release of responsibility to students;
        
        4.5: Using differentiated instruction and supplemental interventions to support students with learning difficulties, disabilities and/or particular gifts and talents;
        
        4.6: Monitoring student learning and adjusting teaching during instruction in response to student performance and engagement in learning tasks; and
        
        4.7: Providing meaningful, appropriate and specific feedback to students during instruction to improve their performance.
      - 5: Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction.
        
        5.1: Understanding the different purposes and types of assessment that capture the complexity of student learning across the hierarchy of cognitive skills;
        
        5.2: Using and/or designing a variety of formative and summative assessments and criteria that directly align with the learning objectives and value the diversity of ways in which students learn;
        
        5.3: Using a comprehensive set of data that provides depth and breadth of understanding of student achievement at a particular point in time and over time;
        
        5.4: Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction to ensure students’ progress;
        
        5.5: Providing students with assessment criteria and individualized, descriptive feedback to help them improve their performance and assume responsibility for their learning;
        
        5.6: Supporting students’ progress by communicating academic and behavioral performance expectations and results with students, their families and other educators;
        
        5.7: Understanding the role that lack of opportunity to learn, lack of effective instruction, and assessment bias can play in the overrepresentation in special education of students with cultural, ethnic, gender and linguistic differences; and
        
        5.8: Using academic, behavioral and health data to select and/or design interventions, and assist in the development of individualized education programs for students with disabilities.
      - 6: Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership.
        
        6.1: Continually engaging in reflection, self-evaluation and professional development to enhance their understandings of content, pedagogical skills, resources and the impact of their actions on student learning;
        
        6.10: Collaborating with colleagues, administrators, and families in the development of individualized student success plans to address goal setting, personal and academic development, post secondary and career exploration, and/or capstone projects; and
        
        6.11: Conducting themselves as professionals in accordance with the Connecticut’s Code of Professional Responsibility for Educators.
        
        6.2: Seeking professional development opportunities to enhance skills related to teaching and meeting the needs of all students;
        
        6.3: Collaborating with colleagues, administrators, students and their families to develop and sustain a positive school climate;
        
        6.4: Collaborating with colleagues and administrators to examine student learning data, instructional strategies, curricula, and organizational structures to support continuous school and district improvement;
        
        6.5: Guiding and coaching paraprofessionals and collaborating with colleagues, administrators, and special services staff to monitor the impact of instructional or behavioral support and interventions;
        
        6.6: Proactively communicating in culturally respectful and sensitive ways with families in order to ensure their ongoing awareness of student progress and encourage opportunities to support their child’s learning;
        
        6.7: Understanding the legal rights of students with disabilities and their families within the intervention, referral, and individualized education plan process;
        
        6.8: Understanding how one’s race, gender and culture affect professional interactions with students, families and colleagues;
        
        6.9: Using communication technology in a professional and ethical manner;
  - Connecticut School Leadership Standards (2012)
    - Performance Expectations Elements and Indicators
      - PERFORMANCE EXPECTATION 1: VISION, MISSION & GOALS - Education leaders ensure the success and achievement of all students by guiding the development and implementation of a shared vision of learning, a strong organizational mission, and high expectations for student performance.
        
        Leaders ensure that the creation of the vision, mission, and goals establishes high expectations for all students and staff.
        
        1): Uses varied sources of information and analyzes data about current practices and outcomes to shape a vision, mission, and goals.
        
        2): Aligns the vision, mission, and goals of the school to district, state, and federal policies.
        
        3): Incorporates diverse perspectives and collaborates with all stakeholders to develop a shared vision, mission, and goals so that all students have equitable and effective learning opportunities.
        
        Leaders ensure that the process of implementing and sustaining the vision, mission, and goals is inclusive, building common understandings and commitment among all stakeholders.
        
        1): Develops shared understandings, commitments, and responsibilities with the school community and other stakeholders for the vision, mission, and goals to guide decisions and evaluate actions and outcomes.
        
        2): Aligns actions and communicates the vision, mission, and goals so that the school community and other stakeholders understand, support, and act on them consistently.
        
        3): Advocates for and acts on commitments in the vision, mission, and goals to provide equitable and effective learning opportunities for all students.
        
        Leaders ensure the success and achievement of all students by consistently monitoring and refining the implementation of the vision, mission, and goals.
        
        1): Uses data systems and other sources of information to identify strengths and needs of students, gaps between current outcomes and goals, and areas for improvement.
        
        2): Uses data, research, and best practice to shape programs and activities and regularly assesses their effects.
        
        3): Analyzes data and collaborates with stakeholders in planning and carrying out changes in programs and activities.
        
        4): Identifies and addresses barriers to achieving the vision, mission, and goals.
        
        5): Seeks and aligns resources to achieve the vision, mission, and goals.
      - PERFORMANCE EXPECTATION 2: TEACHING & LEARNING - Education leaders ensure the success and achievement of all students by monitoring and continuously improving teaching and learning.
        
        Leaders develop a strong professional culture which leads to quality instruction focused on student learning and the strengthening of professional competencies.
        
        1): Develops shared understanding and commitment to close achievement gaps so that all students achieve at their highest levels.
        
        2): Supports and evaluates professional development to broaden faculty teaching skills to meet the needs of all students.
        
        3): Seeks opportunities for personal and professional growth through continuous inquiry.
        
        4): Fosters respect for diverse ideas and inspires others to collaborate to improve teaching and learning.
        
        5): Provides support, time, and resources to engage faculty in reflective practice that leads to evaluating and improving instruction, and in pursuing leadership opportunities.
        
        6): Provides timely, accurate, specific, and ongoing feedback using data, assessments, and evaluation methods that improve teaching and learning.
        
        Leaders understand and expect faculty to plan, implement, and evaluate standards-based curriculum and challenging instruction aligned with Connecticut and national standards.
        
        1): Develops a shared understanding of curriculum, instruction, and alignment of standards-based instructional programs.
        
        2): Ensures the development, implementation, and evaluation of curriculum, instruction, and assessment by aligning content standards, teaching, professional development, and assessment methods.
        
        3): Uses evidence-based strategies and instructional practices to improve learning for the diverse needs of all student populations.
        
        4): Develops collaborative processes to analyze student work, monitor student progress, and adjust curriculum and instruction to meet the diverse needs of all students.
        
        5): Provides faculty and students with access to instructional resources, training, and technical support to extend learning beyond the classroom walls.
        
        6): Assists faculty and students to continually develop the knowledge, skills, and dispositions to live and succeed as global citizens.
        
        Leaders use assessments, data systems, and accountability strategies to improve achievement, monitor and evaluate progress, and close achievement gaps.
        
        1): Uses district, state, national, and international assessments to analyze student performance, advance instructional accountability, and guide school improvement.
        
        2): Develops and uses multiple sources of information to evaluate and improve the quality of teaching and learning.
        
        3): Implements district and state processes to conduct staff evaluations to strengthen teaching, learning and school improvement.
        
        4): Interprets data and communicates progress toward the vision, mission, and goals for faculty and all other stakeholders.
      - PERFORMANCE EXPECTATION 3: MANAGING ORGANIZATIONAL SYSTEMS & SAFETY - Education leaders ensure the success and achievement of all students by managing organizational systems and resources for a safe, high-performing learning environment.
        
        Leaders distribute responsibilities and supervise management structures and practices to improve teaching and learning.
        
        1): Uses problem-solving skills and knowledge of operational planning to continuously improve the operational system.
        
        2): Ensures a safe physical plant according to local, state and federal guidelines and legal requirements for safety.
        
        3): Facilitates the development of communication and data systems that assures the accurate and timely exchange of information to inform practice.
        
        4): Evaluates and revises processes to continuously improve the operational system.
        
        5): Oversees acquisition, maintenance and security of equipment and technologies that support the teaching and learning environment.
        
        Leaders ensure a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students, faculty and staff.
        
        1): Develops, implements and evaluates a comprehensive safety and security plan in collaboration with the district, public safety departments and the community.
        
        2): Advocates for, creates and supports collaboration that fosters a positive school climate which promotes the learning and well being of the school community.
        
        3): Involves families and the community in developing, implementing, and monitoring guidelines and community norms for accountable behavior to ensure student learning.
        
        Leaders establish an infrastructure for finance and personnel that operates in support of teaching and learning.
        
        1): Develops and operates a budget within fiscal guidelines that aligns resources of school, district, state and federal regulations.
        
        2): Seeks, secures and aligns resources to achieve organizational vision, mission, and goals to strengthen professional practice and improve student learning.
        
        3): Implements practices to recruit, support, and retain highly qualified staff.
        
        4): Conducts staff evaluation processes to improve and support teaching and learning, in keeping with district and state policies.
      - PERFORMANCE EXPECTATION 4: COLLABORATING WITH FAMILIES & STAKEHOLDERS - Education leaders ensure the success and achievement of all students by collaborating with families and other stakeholders to respond to diverse community interests and needs and to mobilize community resources.
        
        Leaders access resources shared among schools, districts, and communities in conjunction with other organizations and agencies that provide critical resources for children and families.
        
        1): Collaborates with community agencies for health, social, and other services that provide essential resources and services to children and families.
        
        2): Develops mutually beneficial relationships with community organizations and agencies to share school and community resources.
        
        3): Applies resources and funds to support the educational needs of all children and families.
        
        Leaders ensure the success of all students by collaborating with families and other stakeholders.
        
        1): Coordinates the resources of schools, family members, and the community to improve student achievement.
        
        2): Welcomes and engages families in decision making to support their children’s education.
        
        3): Uses a variety of strategies to engage in open communication with staff, families and community members.
        
        Leaders respond and contribute to community interests and needs to provide high quality education for students and their families.
        
        1): Demonstrates the ability to understand, communicate with, and interact effectively with people.
        
        2): Uses assessment strategies and research methods to understand and address the diverse needs of student and community conditions and dynamics.
        
        3): Capitalizes on the diversity of the community as an asset to strengthen education.
        
        4): Collaborates with community programs serving students with diverse needs.
        
        5): Involves all stakeholders, including those with competing or conflicting educational perspectives.
      - PERFORMANCE EXPECTATION 5: ETHICS & INTEGRITY - Education leaders ensure the success and achievement of all students and staff by modeling ethical behavior and integrity.
        
        Leaders demonstrate a commitment to values, beliefs and practices aligned with the vision, mission, and goals for student learning.
        
        1): Demonstrates respect for the inherent dignity and worth of each individual.
        
        2): Models respect for diversity and equitable practices for all stakeholders.
        
        3): Advocates for and acts on commitments stated in the vision, mission, and goals to provide equitable, appropriate, and effective learning opportunities.
        
        4): Overcomes challenges and leads others to ensure that values and beliefs promote the school vision, mission, and goals needed to ensure a positive learning environment.
        
        Leaders demonstrate ethical and legal behavior.
        
        1): Exhibits professional conduct in accordance with Connecticut’s Code of Professional Responsibility for Educators.
        
        2): Models personal and professional ethics, integrity, justice, and fairness and holds others to the same standards.
        
        3): Uses professional influence and authority to foster and sustain educational equity and social justice for all students and staff.
        
        4): Protects the rights of students, families and staff and maintains confidentiality.
        
        Leaders model and expect exemplary practices for personal and organizational performance, ensuring accountability for high standards of student learning.
        
        1): Models, reflects on, and builds capacity for lifelong learning through an increased understanding of research and best practices.
        
        2): Supports on-going professional learning and collaborative opportunities designed to strengthen curriculum, instruction and assessment.
        
        3): Allocates resources equitably to sustain a high level of organizational performance.
        
        4): Promotes understanding of the legal, social and ethical use of technology among all members of the school community.
        
        5): Inspires and instills trust, mutual respect and honest communication to achieve optimal levels of performance and student success.
        
        6): Leaders model and expect exemplary practices for personal and organizational performance, ensuring accountability for high standards of student learning.
      - PERFORMANCE EXPECTATION 6: THE EDUCATION SYSTEM - Education leaders ensure the success and achievement of all students and advocate for their student, faculty and staff needs by influencing social, cultural, economic, legal, and political contexts affecting education.
        
        Leaders engage policymakers to inform and improve education policy.
        
        1): Advocates for public policies and administrative procedures that provide for present and future needs of children and families to improve equity and excellence in education.
        
        2): Promotes public policies that ensure appropriate, adequate, and equitable human and fiscal resources to improve student learning.
        
        3): Collaborates with community leaders to collect and analyze data on economic, social, and other emerging issues to inform district and school planning, policies, and programs.
        
        Leaders improve the broader, social, cultural, economic, legal, and political contexts of education for all students and families.
        
        1): Promotes public discussion within the school community about federal, state, and local laws, policies, and regulations affecting education.
        
        2): Develops and maintains relationships with a range of stakeholders and policymakers to identify, respond to, and influence issues that affect education.
        
        3): Advocates for equity, access, and adequacy in providing for student and family needs to enable all students to meet educational expectations.
        
        Leaders uphold and contribute to policies and political support for excellence and equity in education.
        
        1): Collects and accurately communicates data about educational performance in a clear and timely way.
        
        2): Communicates with decision makers and the community to improve public understanding of federal, state, and local laws, policies, and regulations.
        
        3): Upholds federal, state, and local laws, and influences policies and regulations in support of education.
- CT CORE Transition Skills
  - Special Education / IEP (2013)
    - K-12
      - CT CORE Transition Skills
        
        A:: Assist with the development of his/her Individualized Education Program (IEP)
        
        B:: Attend, participate in and/or facilitate his/her Planning and Placement Team (PPT) meeting
        
        C:: Demonstrate and accept responsibility for his/her independence and activities of daily living
        
        D:: Demonstrate skills needed to access appropriate transportation (both public and private)
        
        E:: Explain his/her disability relative to individual strengths, needs, preferences and interests
        
        F:: Identify and ask for accommodations necessary to ensure equal access and full participation in post-school education and/or employment settings
        
        G:: Describe his/her rights and responsibilities under Disability Legislation (e.g., IDEA, 504, ADA)
        
        H:: Demonstrate skills to access appropriate healthcare to meet his/her individual needs
        
        I:: Demonstrate skills to access community resources and participate in the community with and without support (recognizing the need for interdependence)
        
        J:: Demonstrate skills to access appropriate employment to meet his/her individual needs
        
        K:: Demonstrate skills to access appropriate postsecondary education, training, or lifelong learning opportunities to meet his/her individual needs
        
        L:: Demonstrate appropriate social interactions and skills to develop and maintain meaningful relationships
- Curriculum Framework Companion
  - Mathematics (2005)
    - Grade 1
      - 1 : Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Examine attributes of objects and describe the relationships.
        
        1.1.a.1: Sort, classify and order objects and numbers based on one and two attributes and describe the rule used.
        
        1.1.a.2: Recognize, extend, describe and create a variety of patterns, and translate the same pattern from one representation (such as color) to another representation (such as shape).
        
        1.1.a.3: Describe counting patterns and number patterns.
        
        1.1.a.4: Develop and test generalizations based on observations of patterns and relationships.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Represent the result of counting, combining and separating sets of objects using number sentences.
        
        1.2.a.1: Model real-life situations that involve addition and subtraction of whole numbers using objects, pictures and open sentences.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Identify quantities as equivalent or non-equivalent.
        
        1.3.a.1: Demonstrate balance or equivalence using models.
      - 2 : Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Represent and order two-digit numbers as groups of tens and ones in the base ten place value system.
        
        2.1.a.1: Estimate and describe quantity with benchmark amounts such as 0, 10 and 100.
        
        2.1.a.2: Represent two-digit numbers on number lines and using models.
        
        2.1.a.3: Determine and compare values and trade with sets of pennies and dimes.
        
        2.1.a.4: Identify ordinal position of objects, first through tenth.
        
        2.1.b: Identify and compare equal parts of a whole.
        
        2.1.b.1: Identify and represent 1/2, 1/3 and 1/4 of a whole and identify portions that are not halves, thirds or fourths.
        
        2.1.b.2: Compare parts of a whole object and estimate whether they are closer to a very little, one half or one whole.
        
        2.1.b.3: Make a whole of equal-sized parts of familiar objects.
        
        2.1.c: Partition a set of objects into smaller groups with equal amounts.
        
        2.1.c.1: Identify half of a small set of objects considered to be the whole.
        
        2.1.d: Describe relationships between quantities using ratios.
        
        2.1.d.1: Describe patterns with simple ratios using familiar contexts, such as 1 cat has 4 legs, 2 cats have 8 legs.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Count by groups, add one more to the grouping and compare values of groups.
        
        2.2.a.1: Count whole numbers to 100.
        
        2.2.a.2: Identify, read and write numerals to 100 and beyond.
        
        2.2.a.3: Group and skip count by 2s, 5s and 10s.
        
        2.2.a.4: Count on from a given amount, orally and with models, and count back from 10.
        
        2.2.a.5: Identify 1 more and 1 less and explore 10 more and 10 less than a number.
        
        2.2.b: Add by counting and combining and subtract by separating, comparing or counting on.
        
        2.2.b.1: Write number sentences and use objects and pictures to model and solve addition and subtraction story problems.
        
        2.2.b.2: Develop, describe and use a variety of strategies to add and subtract one-digit numbers.
        
        2.2.b.3: Explore finding the sum of two two-digit numbers using models and counting strategies.
        
        2.2.b.4: Identify reasonable answers to problems that reflect real-world experiences.
      - 3 : Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Classify shapes and solids by common characteristics.
        
        3.1.a.1: Sort, build, name and draw two- and three-dimensional objects.
        
        3.1.a.2: Use a variety of materials to create two- and three-dimensional designs and copy them from visual memory.
        
        3.1.a.3: Create and explore shapes and designs with a line of symmetry.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Describe, name and interpret direction and position of objects.
        
        3.2.a.1: Indicate relative position, direction and location with terms such as inside, outside, top, bottom, left and right.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Plan and sequence events.
        
        3.3.a.1: Estimate and compare the length of time needed to complete tasks using terms such as longer or shorter.
        
        3.3.a.2: Use the calendar to identify dates, days, weeks and months and to plan and sequence events.
        
        3.3.a.3: Tell time to the hour with analog and digital clocks.
        
        3.3.b: Estimate length, area, volume, weight and temperature using nonstandard units.
        
        3.3.b.1: Use physical referents to make estimates and to determine and describe the reasonableness of answers to measurement problems.
        
        3.3.b.2: Use estimation, physical referents and nonstandard units to sort and compare objects.
        
        3.3.c: Use standard units of measure to communicate measurement in a universal manner.
        
        3.3.c.1: Explore using the standard units of inch and centimeter to estimate and measure length.
      - 4 : Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods.
        
        4.1.a: Collect, organize, record and describe data.
        
        4.1.a.1: Pose questions and collect, organize, record and describe data using tallies, tables, real graphs, picture graphs, glyphs (coded pictures) and bar graphs.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Organize data in tables and graphs and make comparisons of the data.
        
        4.2.a.1: Use various methods to organize information including lists, systematic counting, sorting, graphic organizers and tables.
        
        4.2.a.2: Use comparative language to describe the data in tables and graphs.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Determine the likelihood of certain events through simple experiments and observations of games.
        
        4.3.a.1: Observe, record, graph and describe the results of simple probability activities and games.
        
        4.3.a.2: Describe and explain the likelihood of various events in the students’ world.
    - Grade 2
      - 1 : Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Describe and extend patterns.
        
        1.1.a.1: Describe and classify data and objects based on more than one attribute.
        
        1.1.a.2: Use patterns and the rules that describe them to identify a missing object, objects with common or different attributes, and the complement of a set of objects.
        
        1.1.a.3: Explore a variety of ways to describe and write rules for patterns.
        
        1.1.b: Analyze change in terms of quantity and quality using patterns.
        
        1.1.b.1: Explore and describe number patterns including odd and even numbers, counting by 2s, 5s, 10s, 100s and counting on by 10.
        
        1.1.b.2: Make comparisons of data and analyze observable changes using qualitative and quantitative descriptions.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Represent real-life situations using number sentences.
        
        1.2.a.1: Model situations involving addition and subtraction of whole numbers using objects, pictures, symbols and open sentences.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Represent quantities that have the same value with an equal sign.
        
        1.3.a.1: Demonstrate understanding of the = sign as an equality symbol.
      - 2 : Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Represent three-digit numbers as groups of hundreds, tens and ones in the base ten place value system.
        
        2.1.a.1: Use place value models and pictures to represent two- and three-digit numbers and write numbers in expanded and regrouped forms.
        
        2.1.a.2: Locate, label and order two- and three-digit numbers using place value models, pictures and number lines.
        
        2.1.a.3: Use place value models, pictures and number lines to identify 10 more and 10 less and 100 more and 100 less than a number.
        
        2.1.a.4: Count with and trade pennies, dimes and dollars and determine and compare values.
        
        2.1.b: Represent fractions by sharing portions of equal size as parts of a whole or parts of a set.
        
        2.1.b.1: Model and describe equal parts of a whole as unit fractions 1/2 through 1/10.
        
        2.1.b.2: Use models and familiar objects to estimate, compare and order unit fractions (1/2, 1/3, 1/4) of a whole.
        
        2.1.b.3: Estimate and use counting and grouping of objects to find equal parts of a small set of counting objects, such as 1/2, 1/3 or 1/4 of 12 cookies.
        
        2.1.b.4: Explore equivalent fractions using models.
        
        2.1.c: Recognize that the denominator of a fraction tells how many equal parts an object or a set has been divided into, and the numerator indicates how many of the parts are being considered.
        
        2.1.c.1: Identify and build models of fractional parts of a whole (such as 3/4), other than unit fractions.
        
        2.1.c.2: Explore and describe addition with like denominators and write matching fraction sentences using models.
        
        2.1.d: Describe relationships between quantities using ratios.
        
        2.1.d.1: Describe simple ratios in patterns using models and pictures (e.g., in a pattern of green, green, red blocks, there are always two green blocks for each red block).
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Develop fact families of basic facts using the inverse relationship of addition and subtraction.
        
        2.2.a.1: Recall basic addition and subtraction facts.
        
        2.2.a.2: Identify reasonable answers and solve addition and subtraction problems involving real-world experiences.
        
        2.2.b: Explore the relationship of multiplication and division through a variety of methods.
        
        2.2.b.1: Explore multiplication by extending number patterns, skip counting, combining repeated addends, building models of groups the same size and using arrays and pictures.
        
        2.2.b.2: Explore the connection between multiplication and division using models and pictures of groups and arrays.
        
        2.2.c: Identify and use equivalent representations of numbers to estimate and compute.
        
        2.2.c.1: Compare and round numbers to the nearest 10 using place value models and number lines.
        
        2.2.c.2: Explore and describe strategies for representing, estimating, adding and subtracting two two-digit numbers with and without regrouping.
        
        2.2.c.3: Recognize when an estimate is appropriate and use estimation strategies that result in identifying a reasonable answer to a problem.
      - 3 : Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Identify shapes as the same when there are changes in position.
        
        3.1.a.1: Explore translations (slides), reflections (flips) and rotations (turns) of simple polygons using manipulative materials.
        
        3.1.a.2: Build and identify shapes that have one or more lines of reflective symmetry or that can be divided into two congruent parts.
        
        3.1.a.3: Explore filling a two-dimensional region with different shapes.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Recognize and use geometric relationships to solve problems.
        
        3.2.a.1: Explore combining and subdividing polygons and solids with manipulative materials and reconstruct them from visual memory.
        
        3.2.a.2: Build, describe, draw and identify polygons, solids and other two- and three-dimensional objects found in the environment.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Estimate and measure the length of time to complete activities and tasks.
        
        3.3.a.1: Use the calendar to write and solve problems involving time.
        
        3.3.a.2: Tell time to the half-hour, and explore time to the quarter-hour (analog and digital).
        
        3.3.b: Measure through direct comparison and through repetition of units.
        
        3.3.b.1: Develop and use nonstandard referents and standard benchmarks to estimate and measure length, area, weight, capacity and volume.
        
        3.3.b.2: Identify reasonable estimates and describe the strategies used to determine the estimates.
        
        3.3.b.3: Explore using measurement tools such as thermometers, basic rulers and balance scales to measure temperature, length and weight.
      - 4 : Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods.
        
        4.1.a: Construct graphs from data, then make comparisons and draw conclusions.
        
        4.1.a.1: Pose questions and systematically collect, sort, organize, record and analyze data using tables, charts and picture and bar graphs.
        
        4.1.a.2: Use comparative terms to describe data.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Determine patterns and make predictions from data displayed in tables and graphs.
        
        4.2.a.1: Investigate combinations using models.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Analyze data gathered from experiments and identify the likelihood of future events.
        
        4.3.a.1: Discuss the likelihood of various events, state possibilities, make predictions and test them in practical situations.
        
        4.3.a.2: Conduct probability experiments and record the results in tables and graphs.
    - Grade 3
      - 1 : Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Create and describe patterns using different objects and symbols.
        
        1.1.a.1: Use a variety of materials to construct, reproduce, describe and extend numerical and spatial patterns.
        
        1.1.a.2: Explore and describe patterns and sequences using tables, graphs and charts.
        
        1.1.a.3: Sort and classify the same set of objects in more than one way and explain the reason for each sort.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Identify mathematical relationships as equations.
        
        1.2.a.1: Model situations that reflect mathematical relationships involving addition, subtraction, multiplication and division as open number sentences and match number sentences to story problems.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Represent quantities that have the same value with an equal sign.
        
        1.3.a.1: Demonstrate understanding of the = sign as an equality symbol and explore inequalities and the "not equal to" symbol.
        
        1.3.a.2: Demonstrate equivalence using the commutative and associative properties of whole numbers.
      - 2 : Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Represent numbers in expanded and regrouped forms in the base ten place value system.
        
        2.1.a.1: Use models and expanded and regrouped forms to represent two- and three-digit numbers.
        
        2.1.a.2: Locate, label, compare and order whole numbers to 1000, including multiples of 10 and 100, using place value models, number patterns and the number line.
        
        2.1.a.3: Name and state the value of pennies, nickels, dimes, quarters and half-dollars and show different ways to make a given amount.
        
        2.1.a.4: Determine and compare the values of sets of coins and write the values using decimal notation.
        
        2.1.b: Recognize that a fraction with the same numerator and denominator represents the whole object or an entire set.
        
        2.1.b.1: Use models and pictures to represent fractions and label the parts with words and fraction symbols.
        
        2.1.b.2: Identify a whole as a fraction with the same numerator and denominator.
        
        2.1.b.3: Use counting and grouping of objects to find equal parts of a set of objects and use models and number patterns to identify amounts such as 2/3 of 12 is 8.
        
        2.1.c: Use fractions to measure and to represent points on a ruler or number line.
        
        2.1.c.1: Estimate fractional values and measure to the nearest half unit with the aid of number lines and rulers.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Use strategies that involve place value patterns and algebraic properties to estimate, add and subtract.
        
        2.2.a.1: Identify 10 and 100 more and less than a number.
        
        2.2.a.2: Compare and round numbers to the nearest 10 and 100.
        
        2.2.a.3: Use commutative and associative properties to solve problems.
        
        2.2.b: Approximate solutions to problems involving computation through the use of efficient methods.
        
        2.2.b.1: Estimate, add and subtract with two- and three- digit numbers using a variety of strategies.
        
        2.2.b.2: Use estimation strategies to determine and justify the reasonableness of a computational answer.
        
        2.2.b.3: Recognize when an estimate is appropriate and determine whether an estimation strategy will result in an over-or underestimate.
        
        2.2.c: Solve multiplication and division problems using rectangular arrays, number patterns, skip counting and repeated addends.
        
        2.2.c.1: State the multiplication and division facts with factors of 1, 2, 3, 4, 5 and 10.
        
        2.2.c.2: Explore division problems with and without remainders.
        
        2.2.c.3: Write and solve multiplication and division story problems and match to number sentences (equations).
        
        2.2.c.4: Use models and pictures of sets and arrays to represent multiplication and division of two- and three-digit numbers by one-digit numbers.
        
        2.2.d: Compare fractions, identify equivalent fractions, add and subtract fractions with like and unlike denominators using models and pictures.
        
        2.2.d.1: Construct and use models to identify equivalent fractions and to compare and order fractions with like and unlike denominators of 2, 3, 4, 5, 6 and 8.
        
        2.2.d.2: Identify patterns with equivalent ratios such as 3 out of 6 crayons are red or 4 out of 8 crayons are red are the same as 1 out of 2 crayons is red.
        
        2.2.d.3: Construct and use models to add and subtract fractions with like and unlike denominators and write fraction sentences to match the models.
        
        2.2.d.4: Write and solve story problems that involve fractions.
      - 3 : Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Classify and compare polygons and solids using various attributes.
        
        3.1.a.1: Sort polygons and solids through using characteristics such as the relationship of sides (parallel, perpendicular), kinds of angles (acute, right and obtuse), symmetry and congruence.
        
        3.1.a.2: Describe similarities and differences of two- and three-dimensional shapes in the environment using physical features such as number of sides, number of angles, lengths of sides and straight and curved parts.
        
        3.1.a.3: Investigate ways to tile or tessellate a region or shape using various polygons.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Represent location on simple maps.
        
        3.2.a.1: Draw and interpret simple maps using coordinate systems and shapes or pictures.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Plan events and make schedules.
        
        3.3.a.1: Tell time to the minute, using analog and digital clocks, and identify AM and PM.
        
        3.3.a.2: Use calendars and clocks to plan and sequence events.
        
        3.3.b: Determine and use different tools and units appropriate for specific measurement tasks.
        
        3.3.b.1: Develop and explain strategies for using nonstandard and standard referents to estimate measurements of length, area, weight, temperature, volume and capacity.
        
        3.3.b.2: Explore strategies for estimating and measuring the perimeters, areas and volumes of irregular shapes and solids.
        
        3.3.b.3: Describe and use estimation strategies that can identify a reasonable answer to a measurement problem when an estimate is appropriate.
      - 4 : Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods.
        
        4.1.a: Design surveys for the collection of data and justify conclusions drawn from the data.
        
        4.1.a.1: Pose questions and use a variety of ways to collect, organize and analyze data from samples and surveys.
        
        4.1.a.2: Display, read, interpret and draw conclusions from data that is represented in a variety of ways including tables, charts, lists, diagrams, line plots and bar graphs.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Analyze data to identify a typical element or event.
        
        4.2.a.1: Describe trends in data using range and mode.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Use samples and simulations to determine probability, and to make and test predictions.
        
        4.3.a.1: Make predictions and test them by conducting probability experiments and recording results.
        
        4.3.a.2: Explore the fairness of games involving a variety of spinners and dice.
    - Grade 4
      - 1 : Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Classify patterns as repeating or growing.
        
        1.1.a.1: Recognize a variety of patterns and trends including repeating and growing patterns.
        
        1.1.a.2: Explore extending and comparing arithmetic and geometric sequences.
        
        1.1.a.3: Develop and test generalizations of patterns and relationships.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Demonstrate the equivalence of both sides of an equation.
        
        1.2.a.1: Use equations to describe the rules for number patterns and to model word problems.
        
        1.2.a.2: Demonstrate equivalence with the commutative, associative and distributive properties of whole numbers.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Represent possible values using symbols.
        
        1.3.a.1: Use variables to represent quantities in expressions and number sentences.
      - 2 : Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Extend whole number place value patterns, models and notations to include decimals, which are fractions that have denominators that are multiples of ten.
        
        2.1.a.1: Build place value models, draw diagrams and show equivalent representations for two-, three- and four-digit numbers in expanded and regrouped forms.
        
        2.1.a.2: Build models and describe tenths and hundredths using equivalent ratio, fraction and decimal notation.
        
        2.1.b: Use models and pictures to reveal patterns about equivalent fractions and ratios.
        
        2.1.b.1: Estimate locations and label fractions on number lines and rulers.
        
        2.1.b.2: Build and label a variety of models to represent, compare and order fractional parts of a whole and mixed numbers and to identify ratios and equivalent fractions.
        
        2.1.b.3: Use counting, number patterns and grouping to identify parts of a set.
        
        2.1.c: Use fractions to represent a ratio or a division problem.
        
        2.1.c.1: Express a division problem as a fraction and describe the relationship between the divisor and the remainder written as a fraction.
        
        2.1.d: Make comparisons and describe quantitative relationships using ratios.
        
        2.1.d.1: Use models, pictures and number patterns to solve simple problems involving ratios and proportions.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Use place value concepts and commutative and associative properties to estimate and compute.
        
        2.2.a.1: Use place value models, diagrams, number patterns and number lines to identify, order, round, and compare two-, three-, and four-digit whole numbers up to 10,000.
        
        2.2.a.2: Solve practical problems and extend patterns involving 10 and 100 more and less than a number.
        
        2.2.a.3: Use place value concepts, number patterns, the number line and the commutative and associative properties to develop estimation and computation strategies.
        
        2.2.a.4: Apply and explain a variety of estimation strategies in problem-solving situations to add and subtract money amounts less than $10.00 and two- and three-digit numbers with and without regrouping.
        
        2.2.a.5: Determine and discuss the reasonableness of an answer and explain why a particular estimation strategy will result in an over- or underestimate.
        
        2.2.a.6: Write and solve multistep word problems, including problems with extraneous information.
        
        2.2.b: Use number patterns, basic facts, rectangular arrays, place value models and the distributive property to multiply and divide.
        
        2.2.b.1: Develop fluency with multiplication and division fact families for all factors 1 through 10.
        
        2.2.b.2: Relate multiplication and division to models with groups and rectangular arrays and begin to identify prime and composite numbers.
        
        2.2.b.3: Explore the property of zero in multiplication and its implication in division.
        
        2.2.b.4: Identify the appropriate operation and write a word problem to match a given addition, subtraction, multiplication or division number sentence and write the matching number sentence to solve a word problem.
        
        2.2.b.5: Use arrays and explore using the distributive property 10 x (5 + 4) = (10 x 5) + (10 x 4) to estimate, multiply and divide two- and three-digit numbers by one-digit factors.
        
        2.2.c: Add and subtract fractions and mixed numbers with like and unlike denominators using models, pictures and number sentences.
        
        2.2.c.1: Solve problems involving the addition and subtraction of fractions with like denominators.
        
        2.2.c.2: Use models and pictures to estimate a reasonable answer when adding or subtracting decimals, fractions and mixed numbers.
        
        2.2.c.3: Write and solve word problems involving decimals, fractions and mixed numbers, identify reasonable answers, and match equations to the problems.
      - 3 : Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Describe geometric properties of polygons and solids.
        
        3.1.a.1: Build, draw, describe and classify two- and three-dimensional figures.
        
        3.1.a.2: Analyze two-dimensional shapes and determine lines of symmetry and congruence.
        
        3.1.a.3: Identify translations, reflections and rotations in geometric designs.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Find possible pathways between two points using maps that are based on the rectangular coordinate system.
        
        3.2.a.1: Create and read maps and use coordinate systems to specify locations.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Recognize that patterns exist between measurements of length, perimeter and area of squares and rectangles.
        
        3.3.a.1: Explore converting inches to feet and feet to yards.
        
        3.3.a.2: Solve practical problems that involve estimation and measurement of length, perimeter, area, volume, capacity, weight and temperature.
        
        3.3.a.3: Explore relationships between the lengths of sides of rectangles and their areas and perimeters and generalize the patterns as simple formulas.
        
        3.3.b: Make precise measurements and use benchmarks to estimate measures.
        
        3.3.b.1: Identify and use the appropriate customary and metric units and tools for measuring length, perimeter, area, weight, time, temperature, volume and capacity.
        
        3.3.b.2: Explore converting from one unit to another when measuring time and solve problems that involve elapsed time using clocks and calendars.
        
        3.3.b.3: Use estimation to predict reasonable answers to measurement problems.
        
        3.3.b.4: Estimate, draw and measure length to the nearest inch, half-inch and centimeter.
      - 4 : Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods.
        
        4.1.a: Organize and analyze categorical and numerical data.
        
        4.1.a.1: Explore a variety of ways to collect, organize, record, analyze and interpret data and identify patterns and trends.
        
        4.1.a.2: Construct and interpret broken line graphs, line plots, bar graphs, picture graphs, glyphs and simple circle graphs.
        
        4.1.a.3: Make predictions and defend conclusions based on data.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Describe what is “average” about the characteristics in a data set.
        
        4.2.a.1: Use the range, mode, median and mean to describe features of a data set.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Determine fair situations and good choices based upon the likelihood of an occurrence.
        
        4.3.a.1: Identify possible outcomes of events using combinations (where order does not matter) and explore situations resulting in permutations (where order does matter).
        
        4.3.a.2: Conduct probability experiments and express the probability based on possible outcomes.
    - Grade 5
      - 1 : Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Identify trends and make predictions based upon patterns and data displayed in different formats.
        
        1.1.a.1: Extend and compare arithmetic and geometric sequences.
        
        1.1.a.2: Represent geometric and numeric patterns using words, tables, graphs and equations.
        
        1.1.a.3: Analyze patterns and data to make generalizations and predictions.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Recognize that a change in one variable may relate to a change in another variable.
        
        1.2.a.1: Describe how a change in one variable relates to a change in a second variable in context.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Describe the general relationship between two sets of data using an equation or inequality.
        
        1.3.a.1: Represent mathematical relationships using variables in expressions, equations and inequalities.
        
        1.3.a.2: Model and solve one-step equations using materials that model equivalence.
      - 2 : Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Extend whole number place value patterns, models and notations to include decimals, which are fractions that have denominators that are multiples of ten.
        
        2.1.a.1: Identify, round, order and compare whole numbers to 1,000,000 using place value models, diagrams and number lines.
        
        2.1.a.2: Express numbers in expanded and regrouped forms and use the numbers to support computational strategies.
        
        2.1.a.3: Solve problems involving finding 10, 100 and 1000 more and less than a number.
        
        2.1.a.4: Estimate products and missing factors using multiples of 10, 100 and 1000.
        
        2.1.a.5: Use models to extend whole number place value concepts and patterns to decimals.
        
        2.1.a.6: Explore numbers less than zero and extend the number line to introduce the concept of integers within practical applications.
        
        2.1.b: Classify numbers by their factors.
        
        2.1.b.1: Use rectangular arrays to identify factor pairs and to classify numbers as prime, composite and perfect squares.
        
        2.1.b.2: Explore divisibility rules and patterns with remainders.
        
        2.1.c: Express numbers as equivalent fractions, decimals or percents.
        
        2.1.c.1: Represent a rational number in its equivalent fraction, decimal, ratio and percent forms with models, number patterns and common factors.
        
        2.1.c.2: Construct and use models and pictures to add and subtract fractions, decimals and mixed numbers with like and unlike denominators.
        
        2.1.c.3: Use equivalence and substitution with common denominators when adding and subtracting.
        
        2.1.c.4: Construct and use models and pictorial representations to multiply common fractions and mixed numbers.
        
        2.1.d: Represent ratios and proportions and solve problems using models and pictures.
        
        2.1.d.1: Build models to identify and compare ratios and describe quantitative relationships using fraction and decimal equivalents.
        
        2.1.d.2: Write division problems in fraction form and round the fraction form to estimate an answer to a division problem.
        
        2.1.d.3: Use ratios and proportions to solve practical problems such as interpreting maps and scale drawings or identifying probability.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Estimate and compute using models and pictures.
        
        2.2.a.1: Choose and use benchmarks to approximate locations on number lines and coordinate grids.
        
        2.2.a.2: Estimate and use counting, grouping of objects, number patterns, equivalent ratios and division to find fractional parts of a set of objects.
        
        2.2.a.3: Develop strategies, using place value relationships, inverse operations and commutative, associative and distributive properties, to simplify computations with two-, three-, and four-digit numbers and money amounts.
        
        2.2.a.4: Use estimation to predict results and to recognize when an answer is or is not reasonable.
        
        2.2.a.5: Explain when an estimation strategy will result in an over- or underestimate.
        
        2.2.a.6: Create and solve multistep problems and explore order of operations in the context of practical situations.
      - 3 : Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Use geometric relationships to describe polygons and solids.
        
        3.1.a.1: Use geometric relationships such as parallel, perpendicular and congruent to describe the attributes of sets and subsets of shapes and solids.
        
        3.1.a.2: Make and test conjectures about geometric relationships.
        
        3.1.b: Recognize that changes in the perimeter of a polygon may affect its area, and changes in area may affect the perimeter.
        
        3.1.b.1: Explore the relationship between area and perimeter when the dimensions of a polygon change.
        
        3.1.b.2: Develop formulas to find the perimeter and area of squares, rectangles and triangles.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Identify, describe and build nets for solid figures and objects.
        
        3.2.a.1: Represent the surface of three-dimensional objects through the use of two-dimensional nets.
        
        3.2.a.2: Investigate and develop strategies to determine the volume of rectangular solids.
        
        3.2.b: Determine geometric relationships through spatial visualization.
        
        3.2.b.1: Plot points on the rectangular coordinate system and estimate and determine the distance between points.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Solve problems in the measure of time and in converting units of length in the customary and metric systems using specific ratios.
        
        3.3.a.1: Solve length problems involving conversion of measure within the customary and metric systems.
        
        3.3.a.2: Solve problems involving the conversion of measure of time and elapsed time (days, hours, minutes and seconds).
        
        3.3.a.3: Estimate and choose appropriate units and tools to measure and solve a variety of problems involving length, perimeter, area, volume, capacity, mass, time, angle and temperature.
      - 4 : Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods.
        
        4.1.a: Differentiate between numerical and categorical data and their appropriate representations.
        
        4.1.a.1: Construct and interpret broken line graphs, line plots, bar graphs, picture graphs, simple circle graphs, and stem and leaf plots and evaluate how well each kind of display represents the features of the data.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Examine different data collection methods and their effects.
        
        4.2.a.1: Design and conduct surveys and samplings to collect data that represent a general population.
        
        4.2.a.2: Explore how a change in an outlier can change the measures of central tendency.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Relate the likelihood of an event to a numerical value.
        
        4.3.a.1: Identify possible outcomes and express the likelihood of events as a fraction.
        
        4.3.a.2: Design and conduct probability experiments and games of chance.
        
        4.3.a.3: Make and test predictions of probability and fairness.
    - Grade 6
      - 1 : Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Identify relationships and make generalizations through the use of patterns.
        
        1.1.a.1: Describe, analyze and extend numeric, geometric and statistical patterns and use them to identify trends and justify predictions.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Represent and analyze mathematical relationships with the help of tables, graphs, equations and inequalities.
        
        1.2.a.1: Determine the nature of changes in linear relationships using graphs, tables and equations.
        
        1.2.a.2: Represent numerical and contextual situations with algebraic expressions, equations and inequalities.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Solve real-world problems using algebraic methods.
        
        1.3.a.1: Use variables as placeholders, to denote a pattern, to write a formula and to represent a function or relation.
        
        1.3.a.2: Evaluate algebraic expressions and formulas using substitution.
        
        1.3.b: Demonstrate how to maintain equivalence in equations.
        
        1.3.b.1: Model and solve one-step linear equations by maintaining equivalence.
      - 2 : Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Relate whole numbers, fractions, decimals and integers to number lines, scales, the coordinate plane and problem- solving situations.
        
        2.1.a.1: Locate, order and compare whole numbers, fractions, decimals and integers on number lines, scales and the coordinate grid.
        
        2.1.a.2: Explain orally and in writing when a situation requires an exact answer or when an estimate is sufficient.
        
        2.1.b: Express place value patterns using exponents to write powers of ten.
        
        2.1.b.1: Recognize place value patterns when multiplying and dividing decimals by powers of 10.
        
        2.1.b.2: Compare large numbers using expanded forms and powers of ten.
        
        2.1.b.3: Develop, describe and use a variety of ways to estimate and calculate with large numbers and connect the strategies to powers of ten.
        
        2.1.c: Interpret and connect fraction notation to division.
        
        2.1.c.1: Use models and common factors to identify equivalent fractions and their decimal representations.
        
        2.1.c.2: Determine the decimal equivalents of fractions.
        
        2.1.c.3: Recognize that multiplication by a unit fraction is equivalent to dividing by the fraction’s denominator.
        
        2.1.d: Compare quantities and solve problems using ratios, rates and percents.
        
        2.1.d.1: Estimate and find percents using benchmarks and number patterns.
        
        2.1.d.2: Convert between rates using ratios and proportions.
        
        2.1.d.3: Solve problems involving ratios, proportions and percents.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Solve problems using a variety of computational strategies, including the use of calculators.
        
        2.2.a.1: Estimate and predict reasonable answers and recognize and explain when an estimate will be more or less than an exact answer.
        
        2.2.a.2: Use a variety of computational strategies (mental computation, paper-and-pencil and calculator) to add, subtract, multiply and divide multidigit numbers in the context of multistep word and practical problems.
        
        2.2.a.3: Apply the order of operations and algebraic properties (associative, commutative, distributive, inverse operations and additive and multiplicative identities) to estimate and solve multistep problems.
        
        2.2.a.4: Use factors of composite numbers, powers of ten and divisibility rules to find products and missing factors.
        
        2.2.a.5: Add, subtract and multiply fractions and decimals using a variety of computational strategies.
        
        2.2.a.6: Create and solve a variety of problems involving fractions, decimals, mixed numbers, money and simple percents.
        
        2.2.b: Describe when products or quotients with fractions and decimals can yield a larger or smaller result than either factor.
        
        2.2.b.1: Determine the fractional part of a set using procedures connected to models.
        
        2.2.b.2: Represent division with decimals, fractions and mixed numbers as related to models and context.
      - 3 : Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Classify polygons according to their properties.
        
        3.1.a.1: Use the relationships of sides and angles to classify sets and subsets of polygons.
        
        3.1.a.2: Make and test conjectures about side and angle relationships and congruence.
        
        3.1.b: Examine the relationships between the measures of area of 2-dimensional objects and volumes of 3-dimensional objects.
        
        3.1.b.1: Use the rectangle as a basic shape to model and develop formulas for the area of triangles, parallelograms, trapezoids and circles.
        
        3.1.b.2: Recognize the relationships among radius, diameter, circumference and area of circles.
        
        3.1.b.3: Develop and use strategies to determine the volume of rectangular solids and cylinders.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Construct similar polygons on coordinate grids.
        
        3.2.a.1: Explore similarity of polygons as a result of dilations (a reduction or enlargement) and their effects on their measurements.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Solve problems involving measurement through the use of a variety of tools, techniques and strategies.
        
        3.3.a.1: Estimate and determine length, area, volume, mass and angle measures.
        
        3.3.a.2: Select and use appropriate units, strategies and tools to measure and solve problems involving length, perimeter, area, volume, capacity, weight, mass, temperature and angles.
        
        3.3.b: Use specific ratios to convert between measures of length, area, volume, mass and capacity in the customary and metric systems.
        
        3.3.b.1: Use different ratios to convert between units of length, area and volume in the customary and metric systems.
        
        3.3.b.2: Recognize and use powers of ten as conversion ratios in the metric system.
      - 4 : Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods.
        
        4.1.a: Display and compare sets of data using various systematic or graphical representations.
        
        4.1.a.1: Compare sets of data graphically using histograms, double bar graphs, back-to-back stem and leaf plots and scatter plots.
        
        4.1.a.2: Construct circle graphs and recognize that they represent data proportionally.
        
        4.1.a.3: Use systematic listing and counting strategies to solve problems.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Describe the shape of data sets using the measures of spread and central tendency.
        
        4.2.a.1: Describe the shape of data sets using measures of spread (range and outliers) and central tendency (mode, median and mean).
        
        4.2.a.2: Recognize that changes in a data set can affect the mode, median, mean and range.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Understand that probabilities are more reliable to use as predictors when there is a large number of trials.
        
        4.3.a.1: Explore the relationship between the number of trials in an experiment and the predicted outcomes.
        
        4.3.a.2: Design and conduct probability experiments and make predictions about outcomes that are equally likely or not equally likely.
        
        4.3.b: Express probability using various numerical representations.
        
        4.3.b.1: Express probabilities as fractions, ratios, decimals and percents.
    - Grade 7
      - 1 : Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Analyze physical phenomena and patterns to identify relationships and make generalizations.
        
        1.1.a.1: Generalize mathematical situations and patterns with algebraic expressions, equations and inequalities.
        
        1.1.a.2: Identify the independent and dependent variables in a given situation.
        
        1.1.a.3: Recognize and explain when a graph should be continuous or a discrete set of points.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Describe the effects of characteristics of mathematical relationships on the way the relationships are represented.
        
        1.2.a.1: Use graphs, tables, equations and verbal descriptions to represent and analyze changes in linear and nonlinear relationships.
        
        1.2.a.2: Recognize that a linear relationship has a constant rate of change.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Solve problems using a variety of algebraic methods.
        
        1.3.a.1: Solve problems using concrete, verbal, symbolic, graphical and tabular representations.
        
        1.3.b: Maintain equivalence in equations to determine solutions.
        
        1.3.b.1: Model and solve one-step and two-step linear equations using a variety of methods.
      - 2 : Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Represent real-world situations and solutions to problems using the appropriate symbolic form (fractions, decimals or percents).
        
        2.1.a.1: Rewrite a rational number in its equivalent fraction, decimal, ratio and percent forms with number patterns and common factors.
        
        2.1.a.2: Identify and classify fractions as terminating or repeating decimals.
        
        2.1.a.3: Estimate and perform computations with fractions, decimals, mixed numbers, improper fractions, ratios, proportions and percents.
        
        2.1.a.4: Multiply and divide mixed numbers and decimals using the distributive property.
        
        2.1.a.5: Use and describe appropriate methods to divide by a fraction or a decimal.
        
        2.1.a.6: Solve practical problems involving rates, scale factors, mixtures and percents with proportions.
        
        2.1.a.7: Estimate to predict outcomes and determine reasonableness of results, and describe whether an estimate is an over- or underestimate.
        
        2.1.b: Understand the use of scientific notation as related to powers of ten as an efficient method for writing and comparing very large numbers.
        
        2.1.b.1: Use powers of ten and positive exponents to express and compare magnitude of very large numbers and connect to scientific notation.
        
        2.1.b.2: Develop, describe and use a variety of methods to estimate and calculate with very large numbers.
        
        2.1.c: Use percents to make comparisons between groups of unequal size.
        
        2.1.c.1: Estimate and find percents, including percents greater than 100 percent and less than 1 percent using number patterns and the distributive property.
        
        2.1.c.2: Find what percent one amount is of another amount using a variety of strategies.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Extend the operations of addition, subtraction, multiplication and division to negative numbers.
        
        2.2.a.1: Solve problems with positive and negative numbers using models and number lines.
        
        2.2.a.2: Use the order of operations to compute and solve a variety of multistep problems, including those with parentheses and exponents.
        
        2.2.a.3: Explore absolute value while solving problems involving distance.
      - 3 : Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Describe and classify polygons according to their transformational properties.
        
        3.1.a.1: Identify which classes of polygons have line and/or rotational symmetry.
        
        3.1.a.2: Use rectangular grids to represent polygons and perform transformations (translations, rotations, reflections and dilations) on these polygons.
        
        3.1.a.3: Describe the effect of transformations on polygons with line and/or rotational symmetry.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Understand how 3-dimensional objects can be represented in 2 dimensions using base plans (footprints), orthogonal views, nets and isometric drawings.
        
        3.2.a.1: Draw and interpret nets, cross-sections and front, side and top views of various solids.
        
        3.2.a.2: Develop and use strategies to determine the surface area of three-dimensional objects.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Solve geometric and measurement problems through the use of a variety of tools, techniques and strategies.
        
        3.3.a.1: Use estimation and measurement strategies to solve problems involving the areas of irregular polygons and volumes of irregular solids.
      - 4 : Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods.
        
        4.1.a: Select the appropriate visual representation of data based on the kind of data collected and the purpose for their use.
        
        4.1.a.1: Formulate questions, design surveys and samplings, organize and analyze gathered data and defend the analysis.
        
        4.1.a.2: Organize and display data using appropriate graphical representations and make and defend predictions based on patterns and trends.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Understand that measures of central tendency and spread can be used to describe data sets and justify conclusions.
        
        4.2.a.1: Find, use and interpret measures of central tendency and spread, including mode, median, mean, range and outliers.
        
        4.2.a.2: Compare two sets of data based on their distributions and measures of central tendency.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Compare and determine experimental and theoretical probabilities.
        
        4.3.a.1: Identify the two ways of obtaining probabilities: by gathering data from experiments (experimental probability); and by analyzing the possible and likely outcomes (theoretical probability).
        
        4.3.a.2: Conduct experiments and compare experimental to theoretical probabilities.
        
        4.3.a.3: Solve problems involving the probability of simple and compound events in familiar contexts.
    - Grade 8
      - 1 : Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Analyze physical phenomena, functions and patterns to identify relationships and make generalizations.
        
        1.1.a.1: Write recursive and explicit functions to generalize patterns.
        
        1.1.a.2: Identify relationships that are linear and nonlinear and compare and contrast their properties using tables, graphs, equations and verbal descriptions.
        
        1.1.a.3: Recognize and solve problems of direct variation.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Describe the effects of characteristics of linear relationships on the way the relationships are represented verbally and in tables, graphs and equations.
        
        1.2.a.1: Determine the constant rate of change in a linear relationship and recognize this as the slope of a line.
        
        1.2.a.2: Compare and contrast the graphs of lines with the same slope versus those with different slopes.
        
        1.2.a.3: Interpret slope and y-intercepts from contextual situations, graphs and linear equations.
        
        1.2.a.4: Given two linear relationships in context, recognize that they may have a common solution.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Solve problems using various algebraic methods and properties.
        
        1.3.a.1: Solve multistep equations using algebraic properties.
        
        1.3.a.2: Use tables, graphs and equations to represent mathematical relationships and solve real-world problems.
      - 2 : Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Compare and order integers, powers and roots using number lines and grids.
        
        2.1.a.1: Compare, locate, label and order rational numbers on number lines, scales, coordinate grids and measurement tools.
        
        2.1.a.2: Identify another rational number between any two rational numbers.
        
        2.1.a.3: Solve a variety of problems involving integers, powers, roots and scientific notation.
        
        2.1.b: Extend the understanding of scientific notation to very small numbers.
        
        2.1.b.1: Use powers of ten and negative exponents to write decimal fractions.
        
        2.1.b.2: Use powers of ten and positive and negative exponents to express and compare magnitude of very large and very small numbers and connect to scientific notation.
        
        2.1.b.3: Find the results of multiplication and division with powers of ten using patterns in operating with exponents.
        
        2.1.b.4: Develop, describe and use a variety of methods to operate with very large and very small numbers.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Solve problems involving fractions, decimals, ratios and percents.
        
        2.2.a.1: Estimate and solve problems involving percent of increase and decrease.
        
        2.2.b: Make generalizations about operations with very large and very small numbers.
        
        2.2.b.1: Use the rules for exponents to multiply and divide with powers of ten, including negative exponents.
        
        2.2.b.2: Develop, describe and use a variety of methods to estimate and calculate mentally with very large and very small numbers.
        
        2.2.c: Connect the exponential growth and decay models to repeated multiplication by the same factor.
        
        2.2.c.1: Solve problems that involve repetitive patterns and iterations, such as compound interest, using tables, spreadsheets and calculators.
      - 3 : Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Explore the relationships among sides, angles, perimeters, areas, surface areas and volumes of congruent and similar polygons and solids.
        
        3.1.a.1: Explore the effect of scale factors on the length, area and volume ratios of similar polygons, circles and solids.
        
        3.1.a.2: Make and test conjectures about the relationships among angles, sides, perimeters and areas of congruent and similar polygons, including the Pythagorean Theorem.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Model geometric relationships in a variety of ways.
        
        3.2.a.1: Use coordinate geometry to explore and test geometric relationships of parallel and perpendicular lines and polygons and their transformations.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Use a variety of concrete methods, including displacement, to find volumes of solids.
        
        3.3.a.1: Develop measurement strategies to find the surface area and volume of pyramids, cones, spheres and irregular solids.
        
        3.3.a.2: Use estimation and measurement strategies to solve problems involving the volumes of solids.
        
        3.3.b: Solve problems involving measurement through the use of appropriate tools, techniques and strategies.
        
        3.3.b.1: Use the Pythagorean Theorem to solve indirect measurement problems.
        
        3.3.b.2: Describe the accuracy of estimates and measures and the precision of measurement tools.
        
        3.3.b.3: Solve dimensional analysis problems.
      - 4 : Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods.
        
        4.1.a: Construct appropriate representations of data based on the size and kind of data set and the purpose for their use.
        
        4.1.a.1: Collect, organize, display, compare and analyze large data sets.
        
        4.1.a.2: Construct a variety of data displays, including box-and-whisker plots, and identify where measures of central tendency and dispersion are found in graphical displays.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Make and evaluate statistical claims and justify conclusions with evidence.
        
        4.2.a.1: Make predictions from scatter plots using or estimating a line-of-best-fit.
        
        4.2.a.2: Make inferences and evaluate reasonable hypotheses based on experimental data.
        
        4.2.a.3: Analyze and interpret data using descriptive statistics, including range, mode, median, quartiles, outliers and mean.
        
        4.2.a.4: Determine the accuracy of statistical claims.
        
        4.2.a.5: Describe the role of random sampling, random number generation and the effects of sample size in statistical claims.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Determine possible outcomes using a variety of counting techniques.
        
        4.3.a.1: Distinguish between combinations and permutations as ways to predict possible outcomes in certain situations.
        
        4.3.a.2: Use combinations and permutations, trees and networks (counting strategies) in a variety of contexts, and identify when order is irrelevant in determining a solution.
    - Grades 9-12 Core
      - 1 : Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Describe relationships and make generalizations about patterns and functions.
        
        1.1.a.1: Identify, describe, create and generalize numeric, geometric and statistical patterns with tables, graphs, words and symbolic rules.
        
        1.1.a.2: Make and justify predictions based on patterns.
        
        1.1.a.3: Identify the characteristics of functions and relations, including domain and range.
        
        1.1.a.4: Describe and compare properties and classes of linear, quadratic and exponential functions.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Represent and analyze linear and nonlinear functions and relations symbolically and with tables and graphs.
        
        1.2.a.1: Represent functions and relations on the coordinate plane.
        
        1.2.a.2: Identify an appropriate symbolic representation for a function or relation displayed graphically or verbally.
        
        1.2.a.3: Recognize and explain the meaning of the slope and x- and y-intercepts as they relate to a context, graph, table or equation.
        
        1.2.a.4: Evaluate and interpret the graphs of linear, exponential and polynomial functions.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Manipulate equations, inequalities and functions to solve problems.
        
        1.3.a.1: Model and solve problems with linear, quadratic and absolute value equations and linear inequalities.
        
        1.3.a.2: Determine equivalent representations of an algebraic equation or inequality to simplify and solve problems.
        
        1.3.a.3: Solve systems of two linear equations using algebraic or graphical methods.
      - 2 : Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Extend the understanding of number to include integers, rational numbers and real numbers.
        
        2.1.a.1: Compare, locate, label and order real numbers on number lines, scales, coordinate grids and measurement tools.
        
        2.1.a.2: Select and use an appropriate form of number (integer, fraction, decimal, ratio, percent, exponential, scientific notation, irrational) to solve practical problems involving order, magnitude, measures, labels, locations and scales.
        
        2.1.b: Interpret and represent large sets of numbers with the aid of technologies.
        
        2.1.b.1: Use technological tools such as spreadsheets, probes, computer algebra systems and graphing utilities to organize and analyze large amounts of numerical information.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Develop strategies for computation and estimation using properties of number systems to solve problems.
        
        2.2.a.1: Select and use appropriate methods for computing to solve problems in a variety of contexts.
        
        2.2.a.2: Solve problems involving scientific notation and absolute value.
        
        2.2.a.3: Develop and use a variety of strategies to estimate values of formulas, functions and roots; to recognize the limitations of estimation; and to judge the implications of the results.
        
        2.2.b: Solve proportional reasoning problems.
        
        2.2.b.1: Use dimensional analysis to determine equivalent rates.
        
        2.2.b.2: Solve problems using direct and inverse variation.
      - 3 : Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Investigate relationships among plane and solid geometric figures using geometric models, constructions and tools.
        
        3.1.a.1: Use models and constructions to make, test and summarize conjectures involving properties of geometric figures.
        
        3.1.a.2: Use geometric properties to solve problems in two and three dimensions.
        
        3.1.a.3: Determine and compare properties of classes of polygons.
        
        3.1.b: Develop and evaluate mathematical arguments using reasoning and proof.
        
        3.1.b.1: Recognize the validity of an argument.
        
        3.1.b.2: Create logical arguments to solve problems and determine geometric relationships.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Verify geometric relationships using algebra, coordinate geometry, and transformations.
        
        3.2.a.1: Interpret geometric relationships using algebraic equations and inequalities, and vice versa.
        
        3.2.a.2: Describe how a change in measurement of one or more parts of a polygon or solid may affect its perimeter, area, surface area and volume and make generalizations for similar figures.
        
        3.2.a.3: Apply transformations to plane figures to determine congruence, similarity, symmetry and tessellations.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Solve a variety of problems involving 1-, 2- and 3-dimensional measurements using geometric relationships and trigonometric ratios.
        
        3.3.a.1: Select appropriate units, scales, degree of precision, and strategies to determine length, angle measure, perimeter, circumference and area of plane geometric figures.
        
        3.3.a.2: Use indirect methods including the Pythagorean Theorem, trigonometric ratios and proportions in similar figures to solve a variety of measurement problems.
        
        3.3.a.3: Judge the reasonableness of answers to direct and indirect measurement problems.
        
        3.3.a.4: Use two-dimensional representations and formal and informal methods to solve surface-area and volume problems.
      - 4 : Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods.
        
        4.1.a: Create the appropriate visual or graphical representation of real data.
        
        4.1.a.1: Collect real data and create meaningful graphical representations of the data.
        
        4.1.a.2: Develop, use and explain applications and limitations of linear and nonlinear models and regression in a variety of contexts.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Analyze real-world problems using statistical techniques.
        
        4.2.a.1: Estimate an unknown value between data points on a graph (interpolation) and make predictions by extending the graph (extrapolation).
        
        4.2.a.2: Use data from samples to make inferences about a population and determine whether claims are reasonable or false.
        
        4.2.a.3: Determine and use measures of spread and central tendency to describe and compare sets of data.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Understand and apply the principles of probability in a variety of situations.
        
        4.3.a.1: Determine outcomes and solve problems involving the probabilities of events.
        
        4.3.a.2: Explore the concepts of conditional probability in real-world contexts.
        
        4.3.a.3: Apply theoretical and experimental probabilities appropriately to solve problems and predict experimental results.
    - Grades 9-12 Extended
      - 1 : Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Model real-world situations and make generalizations about mathematical relationships using a variety of patterns and functions.
        
        1.1.a.1: Describe and compare properties and classes of functions, including exponential, polynomial, rational, logarithmic and trigonometric.
        
        1.1.a.2: Analyze essential relations in a problem to determine possible functions that could model the situation.
        
        1.1.a.3: Explore conic sections and their applications graphically and symbolically.
        
        1.1.a.4: Solve problems involving financial applications including compound interest, amortization of loans, and investments.
        
        1.1.a.5: Solve problems involving direct and inverse variation.
        
        1.1.a.6: Understand and use optimization strategies, including linear programming.
        
        1.1.a.7: Apply the concepts of limits to sequences and asymptotic behavior of functions.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Relate the behavior of functions and relations to specific parameters and determine functions to model real-world situations.
        
        1.2.a.1: Relate the graphical representation of a function to its function family and find equations, intercepts, maximum or minimum values, asymptotes and line of symmetry for that function.
        
        1.2.a.2: Recognize the effect of changes in parameters on the graphs of functions or relations.
        
        1.2.a.3: Recognize that the slope of the tangent line to a curve represents the rate of change.
        
        1.2.a.4: Represent functions and relations with polar coordinates and in the complex plane.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Use and extend algebraic concepts to include real and complex numbers, vectors and matrices.
        
        1.3.a.1: Determine equivalent representations of an algebraic equation or inequality to simplify and solve problems.
        
        1.3.a.2: Combine, compose and invert functions.
        
        1.3.a.3: Use logarithms, vectors and matrices to solve problems.
      - 2 : Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Extend the understanding of number to include the set of complex numbers.
        
        2.1.a.1: Compare and contrast the properties of numbers and number systems, including rational, real and complex numbers.
        
        2.1.a.2: Select and use an appropriate form of number (integer, fraction, decimal, ratio, percent, exponential, scientific notation, irrational, complex) to solve practical problems involving order, magnitude, measures, labels, locations and scales.
        
        2.1.a.3: Justify mathematical procedures and determine how they apply to invented operations using field properties (closure, associative, commutative, distributive, identity and inverse).
        
        2.1.a.4: Judge the effects of computations with powers and roots on the magnitude of results.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Investigate mathematical properties and operations related to objects that are not numbers.
        
        2.2.a.1: Recognize vectors and matrices as systems that have some, but not all, of the properties of real numbers.
        
        2.2.a.2: Perform operations with complex numbers, matrices, determinants and logarithms.
      - 3 : Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Use methods of deductive and inductive reasoning to make, test and validate geometric conjectures.
        
        3.1.a.1: Recognize the relationships between a conditional statement and its converse, inverse and contrapositive.
        
        3.1.a.2: Test the validity of logical arguments.
        
        3.1.a.3: Use deductive arguments, including direct and indirect proofs, to develop an understanding of an axiomatic approach to geometry.
        
        3.1.b: Explore non-Euclidean geometries.
        
        3.1.b.1: Recognize that the familiar geometry of Euclid is based on a particular set of axioms and that a different set of axioms would lead to a different geometry.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Use a variety of coordinate systems and transformations to solve geometric problems in 2 and 3 dimensions using appropriate tools and technologies.
        
        3.2.a.1: Visualize three-dimensional objects from different perspectives and analyze cross-sections, surface area and volume.
        
        3.2.a.2: Use Cartesian, navigational, polar and spherical systems to represent, analyze and solve geometric and measurement problems.
        
        3.2.a.3: Represent translations, reflections, rotations and dilations of plane figures using sketches, coordinates, vectors, function notation and matrices to examine the effects of transformations and their composites and to solve related geometric problems.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Approximate measurements that cannot be directly determined with some degree of precision using appropriate tools, techniques and strategies.
        
        3.3.a.1: Use successive approximation, upper and lower bounds, and limits to solve measurement problems.
        
        3.3.a.2: Use properties of similarity and techniques of trigonometry to make indirect measurements of lengths and angles to solve a variety of problems.
      - 4 : Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods.
        
        4.1.a: Model real data graphically using appropriate tools, technologies and strategies.
        
        4.1.a.1: Investigate and solve relevant problems by designing statistical experiments and collecting, organizing, displaying and analyzing data in tabular, graphical and symbolic forms.
        
        4.1.a.2: Apply and defend regression models for bivariate data and use them to formulate predictions.
        
        4.1.a.3: Recognize the limitations of mathematical models based on sample data as representations of real-world situations.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Describe and analyze sets of data using statistical models.
        
        4.2.a.1: Determine statistical measures to describe univariate data.
        
        4.2.a.2: Describe characteristics of sampling methods and analyze the effects of random versus biased sampling.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Solve problems using the methods of discrete mathematics.
        
        4.3.a.1: Understand and use permutations, combinations, recursion and mathematical induction to solve problems.
        
        4.3.a.2: Solve problems using finite graphs.
        
        4.3.b: Make statistical inferences through the use of probability.
        
        4.3.b.1: Explore the characteristics and applications of the normal distribution and standardized scores.
        
        4.3.b.2: Construct and interpret confidence intervals.
        
        4.3.b.3: Explore a variety of statistical tests such as chi-squares and t-tests and understand the meaning of hypothesis testing.
        
        4.3.b.4: Use relative frequency and expected values to represent and solve problems involving uncertainty.
    - Kindergarten
      - 1 : Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Sort and classify objects using attributes.
        
        1.1.a.1: Sort and classify objects by size, shape, color, texture, use, position and orientation and describe the reason for the action.
        
        1.1.b: Identify a pattern and describe the rule using the physical attributes or position of objects in a sequence.
        
        1.1.b.1: Recognize, copy and extend patterns of sounds, colors, shapes, textures and numbers in a variety of contexts and describe the rule of the pattern.
        
        1.1.b.2: Make comparisons and describe qualitative and quantitative changes of a given pattern (more, less, bigger, smaller, longer, one more, one less).
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.: Connecticut has no content for this Standard at this grade level.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.: Connecticut has no content for this Standard at this grade level.
      - 2 : Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Use numbers to count, order, compare, label, locate and measure.
        
        2.1.a.1: Use numbers to locate, order, label and measure.
        
        2.1.a.2: Identify the numerals 1-10 and match sets of objects to the numerals.
        
        2.1.a.3: Compare sets using the terms “more,” “less” or “the same” and order sets from least to greatest.
        
        2.1.a.4: Identify ordinal position of objects, first through fifth, and last.
        
        2.1.a.5: Act out story problems and solve practical problems using objects.
        
        2.1.b: Share equal parts of an object.
        
        2.1.b.1: Use a variety of models to identify a whole and a half of an object.
        
        2.1.b.2: Compare two parts of a whole and describe the parts as closer to a whole, or closer to very little.
        
        2.1.b.3: Recognize that two halves can be put together to make a whole.
        
        2.1.c: Share a set of objects that is divided into groups with equal amounts.
        
        2.1.c.1: Share a set of objects considered to be a whole by forming two smaller sets that have equal amounts.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Count, adding one more to the previous number and group and count by ones and tens.
        
        2.2.a.1: Count to and past 10 to 20, then to 30, and group and count objects by 10.
        
        2.2.a.2: Estimate the amount of objects in a set using 10 as a benchmark, and then count to determine if the amount is more or less than 10.
        
        2.2.a.3: Identify sets and numbers, which are equal and one more.
        
        2.2.a.4: Recognize and name pennies and dimes; count and trade pennies for objects.
      - 3 : Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Identify and sort shapes and solids by physical characteristics.
        
        3.1.a.1: Sort, order, compare and use comparative language to describe small sets of objects sequenced by size, length, area and volume.
        
        3.1.a.2: Identify, sort and compare two- and three-dimensional shapes and solids in the environment, such as triangles, squares, rectangles, circles, cubes, spheres, cylinders and cones.
        
        3.1.a.3: Use a variety of materials to create geometric shapes and solids and build copies of simple shapes and designs by direct observation and by visual memory.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Use positional language to describe location, direction and position of objects
        
        3.2.a.1: Describe the position, location and direction of objects, or parts of objects, using terms such as inside, outside, top, bottom, close, closer, etc.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Use calendars and clocks to measure and record time.
        
        3.3.a.1: Locate a date on the calendar (yesterday, today and tomorrow) and sequence events using terms like before and after.
        
        3.3.b: Use nonstandard units to estimate measures of length, area, temperature, weight and capacity.
        
        3.3.b.1: Estimate the number of objects in a handful, and then count to verify.
        
        3.3.b.2: Estimate the amount of objects in a set using benchmarks of 10, and count to determine if the estimate is more or less.
        
        3.3.b.3: Explore, describe and discuss strategies to estimate length, area, temperature and weight using nonstandard units to compare.
        
        3.3.b.4: Explore using everyday objects as nonstandard units to measure length, area and capacity.
        
        3.3.b.5: Compare the weight of two objects using a balance scale and identify which is heavier.
      - 4 : Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods.
        
        4.1.a: Visualize information and make comparisons about information displayed in real and picture graphs.
        
        4.1.a.1: Pose questions about personal information, experiences and environment.
        
        4.1.a.2: Explore ways to record and organize data using tallies and tables.
        
        4.1.a.3: Construct real graphs and picture graphs and describe the data using the terms more, less and same.
        
        4.1.a.4: Organize information through systematic counting, sorting, making lists and graphic organizers.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Extend different types of patterns and make predictions.
        
        4.2.a.1: Identify visual, auditory and physical patterns and extend to make predictions.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Observe the frequency of real-world events and identify the likelihood of future events.
        
        4.3.a.1: Describe the likelihood of events related to personal experiences.
        
        4.3.a.2: Engage in simple probability activities and discuss the results.
    - Prekindergarten
      - 1 : Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Sort and classify objects by an attribute.
        
        1.1.a.1: Sort and classify objects by a single attribute (size, shape, color, texture, orientation and position) and describe the reason for the action.
        
        1.1.a.2: Describe qualitative changes such as hotter, cooler or taller.
        
        1.1.b: Describe and extend patterns using the attributes of various objects.
        
        1.1.b.1: Recognize, copy, extend and create simple auditory and physical patterns using a variety of materials in different contexts.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.: Connecticut has no content for this Standard at this grade level.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.: Connecticut has no content for this Standard at this grade level.
      - 2 : Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Use numbers to count, order and compare.
        
        2.1.a.1: Count and identify the number of objects in a set.
        
        2.1.a.2: Compare sets and identify those with more, less and the same amounts.
        
        2.1.a.3: Describe the position of objects using the terms first and last.
        
        2.1.b: Share equal parts of a whole object.
        
        2.1.b.1: Explore a whole and half of an object.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Count, adding one more to the previous amount.
        
        2.2.a.1: Count by rote, 1 to 10
        
        2.2.a.2: Count as one more object is added to a set of objects.
      - 3 : Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Identify and sort shapes and solids by physical characteristics.
        
        3.1.a.1: Identify and sort simple shapes such as square, rectangle, triangle and circle, and solids such as cube, cylinder, sphere and prism.
        
        3.1.a.2: Use a variety of materials to construct various shapes and describe their physical attributes.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Use positional language to describe location, direction and position of objects.
        
        3.2.a.1: Use positional language – e.g., under, over, inside, next, near, in front – to describe position and order.
        
        3.2.a.2: Complete simple shape and jigsaw puzzles.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Sequence events during a limited time period.
        
        3.3.a.1: Describe time periods or a sequence of events using terms such as morning, afternoon and night or yesterday, today and tomorrow.
        
        3.3.b: Use nonstandard units to estimate measures of length, area and capacity.
        
        3.3.b.1: Use nonstandard units and body referents to compare and estimate length, area and capacity.
        
        3.3.b.2: Sort, estimate and order objects by length or area using comparative language such as more, longer, shorter, taller or bigger to describe relationships.
      - 4 : Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods.
        
        4.1.a: Make comparisons from information displayed in real graphs.
        
        4.1.a.1: Collect, describe, organize, sort and display objects and pictures in real graphs.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Determine when events are likely to happen again.
        
        4.3.a.1: Use patterns to describe some events that repeat.
        
        4.3.a.2: Identify events related to personal experiences as likely or unlikely to happen.
- Curriculum Frameworks
  - Arts: Dance (1998)
    - Grades: 5-8
      - 1: Students will identify and perform movement elements and dance skills.
        
        1.1: demonstrate the following movement skills and explain the underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing
        
        1.2: identify and demonstrate longer and more complex steps and patterns
        
        1.3: transfer a spatial pattern from the visual to the kinesthetic
        
        1.4: transfer a rhythmic pattern from sound to movement
        
        1.5: identify and demonstrate a range of dynamics/ movement qualities
        
        1.6: demonstrate increasing kinesthetic awareness, concentration and focus in performing a range of movement skills
        
        1.7: memorize and reproduce movement sequences and dances
        
        1.8: describe the movement elements observed in a dance, using appropriate movement/dance vocabulary
      - 2: Students will understand choreographic principles, processes and structures.
        
        2:Choreography.1: use improvisation to generate movement for choreography
        
        2:Choreography.2: create sequences and simple dances that demonstrate the principles of, for example, repetition, contrast, transition and climax
        
        2:Choreography.3: demonstrate successfully the structures or forms of AB, ABA, canon, call and response, and narrative
        
        2:Choreography.4: demonstrate the ability to work cooperatively in pairs and small groups during the choreographic process
        
        2:Choreography.5: demonstrate the following partner skills: creating contrasting and complementary shapes, taking and supporting weight, balance and counterbalance
        
        2:Choreography.6: describe and analyze the choreographic structure of dance viewed in class, in the theatre, or on video
      - 3: Students will understand how dance creates and communicates meaning.
        
        3.1: effectively demonstrate the difference between pantomiming and creating abstract meaning through dance movement
        
        3.2: observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance
        
        3.3: demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance
        
        3.4: explain the meaning of one of their own dances
      - 4: Students will apply analytical and evaluative thinking skills in dance.
        
        4.1: create a movement idea and demonstrate multiple interpretations, choose the most effective and discuss the reasons for their choice
        
        4.2: compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities)
        
        4.3: identify possible aesthetic criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast, clarity of idea)
      - 5: Students will demonstrate an understanding of dance in various cultures and historical periods.
        
        5.1: competently perform folk, traditional and/or classical dances from various cultures or time periods, and describe similarities and differences in steps and movement styles
        
        5.2: competently perform folk, social and/or theatrical dances from a broad spectrum of 20th century America
        
        5.3: learn from resources (such as people, books and videos) in their own community a folk dance of a different culture or a social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its contex
        
        5.4: describe the role of dance in at least two different cultures or time periods
      - 6: Students will make connections between dance and healthful living.
        
        6.1: identify at least three personal goals to improve themselves as dancers and steps they are taking to reach those goals
        
        6.2: identify major muscle groups and how they work together to produce movement
        
        6.3: create their own warm-up and discuss how that warm-up prepares the body and mind for expressive purposes
        
        6.4: explain strategies to prevent dance injuries
      - 7: Students will make connections between dance, other disciplines and daily life.
        
        7.1: cite examples of concepts used in dance and another discipline outside the arts (such as balance, shape, pattern)
        
        7.2: create a dance project that explores and expresses important ideas from another arts discipline (such as foreground and background, or color, in visual art)
        
        7.3: video record a dance produced in class, intensifying or changing the meaning of the dance through the recording process
    - Grades: 9-12
      - 1: Students will identify and perform movement elements and dance skills.
        
        1.1: demonstrate appropriate skeletal alignment, bodypart articulation, strength, flexibility, agility and coordination in locomotor and nonlocomotor movements with consistency and reliability
        
        1.2: identify and perform basic dance steps, positions and patterns for dance from two different styles or traditions, demonstrating clarity and stylistic accuracy
        
        1.3: use spatial awareness to heighten artistic expression
        
        1.4: demonstrate rhythmic acuity and musicality
        
        1.5: create and perform combinations and variations in a broad dynamic range
        
        1.6: perform dances confidently, communicating the artistic intention of the choreographer
        
        1.7: memorize and perform a varied repertoire of dances
        
        1.8: describe the characteristics of a particular choreographer’s movement vocabulary
      - 2: Students will understand choreographic principles, processes and structures.
        
        2.1: use effectively a range of choreographic processes
        
        2.2: choreograph dances which effectively demonstrate a range of choreographic principles
        
        2.3: demonstrate understanding of structures or forms (such as theme and variation, rondo, round, structured improvisation and chance) through brief dance studies
        
        2.4: choreograph duets and small-group dances demonstrating an understanding of choreographic principles, processes and structures both in collaborative groups and as choreographer/director
        
        2.5: develop an idea independently from initial inception through to presentation for an audience
        
        2.6: describe how a choreographer manipulated and developed the basic movement content in a dance
      - 3: Students will understand how dance creates and communicates meaning.
        
        3.1: formulate and answer questions about how movement choices communicate abstract ideas in dance
        
        3.2: examine the ways in which a dance creates and conveys meaning by considering the dance from different cultural perspectives
        
        3.3: compare and contrast how meaning is communicated in two of their own dances
        
        3.4: create a dance that effectively communicates a contemporary social theme or a topic of personal significance
      - 4: Students will apply analytical and evaluative thinking skills in dance.
        
        4.1: create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions
        
        4.2: establish a set of artistic criteria and apply it in evaluating their own work and that of others
        
        4.3: compare the work of two contrasting choreographers using a given set of artistic criteria
        
        4.4: analyze the style of a choreographer or cultural form, then create a dance study in that style and evaluate the results in discussion with peers
        
        4.5: formulate and answer their own aesthetic questions (such as: What is it that makes a particular dance that dance? What makes a successful dance successful?)
      - 5: Students will demonstrate an understanding of dance in various cultures and historical periods.
        
        5.1: perform or discuss the traditions and technique of a classical dance form
        
        5.2: perform and describe similarities and differences between two contemporary theatrical forms of dance or two folk dance forms
        
        5.3: create a time line illustrating important dance events in the 20th century
        
        5.4: analyze historical and cultural images of the body in dance and compare these to contemporary images
        
        5.5: create and answer questions about dance and dancers prior to the 20th century
      - 6: Students will make connections between dance and healthful living.
        
        6.1: reflect upon their own progress and personal growth during their study of dance
        
        6.2: create and demonstrate movement sequences which stretch and strengthen the main muscle groups
        
        6.3: analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media
        
        6.4: effectively communicate how lifestyle choices affect the dancer
      - 7: Students will make connections between dance, other disciplines and daily life.
        
        7.1: create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines
        
        7.2: identify commonalties and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements and ways of communicating meaning
        
        7.3: create an interdisciplinary project using media technologies (such as video, computer) that presents dance in a new or enhanced form (such as video dance, video/ computer-aided live performance, or animation)
    - Grades: K-4
      - 1: Students will identify and perform movement elements and dance skills.
        
        demonstrate understanding of spatial concepts through, for example:
        
        a: shape-making at low, middle and high levels;
        
        b: defining and maintain-ing personal space; and
        
        c: demonstrating ments in straight and curved pathways;
        
        1.1: demonstrate nonlocomotor movements (such as bend, twist, stretch, swing, sway)
        
        1.2: demonstrate eight basic locomotor movements (walk, run, hop, jump, leap, gallop, slide and skip), traveling forward, backward, sideward, diagonally and turning
        
        1.3: demonstrate understanding of spatial concepts through, for example: - shape-making at low, middle and high levels; - defining and maintaining personal space; and - demonstrating movements in straight and curved pathways
        
        1.4: demonstrate accuracy in moving to a musical beat and responding to changes in tempo
        
        1.5: identify and demonstrate basic dynamic contrasts (slow/quick, gentle/ strong)
        
        1.6: demonstrate kinesthetic awareness and concentration in performing movement skills
        
        1.7: demonstrate accuracy in memorizing and reproducing simple movement phrases
        
        1.8: observe and describe the movement elements (action, space, dynamics) in a brief movement study
      - 2: Students will understand choreographic principles, processes and structures.
        
        2.1: use improvisation to discover and invent movement and to solve movement problems
        
        2.2: create a sequence or simple dance with a beginning, middle and end, both with and without a rhythmic accompaniment, and identify each of these sequence parts
        
        2.3: create a dance phrase, repeat it, and then vary it (making changes in the time, space, and/or force/ energy)
        
        2.4: demonstrate the ability to work effectively alone and with a partner
        
        2.5: demonstrate the following partner skills: copying, leading and following, mirroring
        
        2.6: improvise, create and perform simple dances based on concepts suggested by the teacher and their own feelings and ideas
        
        2.7: identify and describe the choreographic structure of their own dances in simple terms
      - 3: Students will understand how dance creates and communicates meaning.
        
        3.1: observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures)
        
        3.2: take an active role in a class discussion about interpretations of and reactions to dances that are either produced in class or viewed in the theatre or on video
        
        3.3: present their own dances to peers and discuss their meanings with confidence
      - 4: Students will apply analytical and evaluative thinking skills in dance.
        
        4.1: explore, discover and realize multiple solutions to a given movement problem, choose their favorite solution and discuss the reasons for their choice
        
        4.2: observe two dances and discuss how they are similar and different in terms of one of the elements of dance (such as space) by observing body shapes, levels, pathways
        
        4.3: demonstrate appropriate audience behavior in watching dance performances, and discuss their opinions about the dances with their peers in a supportive and constructive way
      - 5: Students will demonstrate an understanding of dance in various cultures and historical periods.
        
        5.1: perform folk dances from various cultures with competence and confidence
        
        5.2: perform a dance from a resource in their own community, and describe the cultural and/or historical context (how and why this dance is/was performed)
        
        5.3: answer questions about dance in a particular culture and time period (for example: In colonial America, why and in what settings did people dance? What did the dances look like?)
      - 6: Students will make connections between dance and healthful living.
        
        6.1: identify at least three personal goals to improve themselves as dancers
        
        6.2: describe the skeleton and how it works in simple terms
        
        6.3: explain how healthful practices (such as nutrition, safety) enhance their ability to dance, citing multiple examples
      - 7: Students will make connections between dance, other disciplines and daily life.
        
        7.1: create a dance project that reveals understanding of a concept or idea from another discipline (such as pattern in dance and science)
        
        7.2: respond to a dance using another art form, and explain the connections between the dance and their response to it (for example, making a painting about a dance and describing the connections)
        
        7.3: video record a simple dance (after collaborative planning in small groups) which successfully shows the concept or idea that drives the dance
  - Arts: Music (1998)
    - Grades: 5-8
      - 1: Students will sing, alone and with others, a varied repertoire of songs.
        
        1.1: sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles
        
        1.2: sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2, on a scale of 1 to 6, including some songs performed from memory
        
        1.3: sing music representing diverse genres and cultures, with expression appropriate for the work being performed
        
        1.4: sing music written in two and three parts
        
        1.5: Students who participate in a choral ensemble or class will, in addition, sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3, on a scale of 1 to 6, including some songs performed from memory.
      - 2: Students will play, alone and with others, a varied repertoire of instrumental music.
        
        2.1: perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position and good breath, bow or stick control
        
        2.2: perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature with a difficulty level of 2, on a scale of 1 to 6
        
        2.3: perform music representing diverse genres and cultures, with expression appropriate for the work being performed
        
        2.4: play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument
        
        2.5: Students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3, on a scale of 1 to 6, including some solos perform
      - 3: Students will improvise melodies, variations and accompaniments.
        
        3.1: improvise simple harmonic accompaniments
        
        3.2: improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys
        
        3.3: improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter and tonality
      - 4: Students will compose and arrange music.
        
        4.1: compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance
        
        4.2: arrange simple pieces for voices or instruments other than those for which the pieces were written
        
        4.3: use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging
      - 5: Students will read and notate music.
        
        5.1: read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures
        
        5.2: read at sight simple melodies in both the treble and bass clefs
        
        5.3: identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression
        
        5.4: use standard notation to record their musical ideas and the musical ideas of others
        
        5.5: Students who participate in a performing ensemble or class will, in addition, sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6.
      - 6: Students will listen to, describe and analyze music.
        
        6.1: describe specific music events in a given aural example, using appropriate terminology
        
        6.2: analyze the uses of elements of music in aural examples representing diverse genres and cultures
        
        6.3: demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music
      - 7: Students will evaluate music and music performances.
        
        7.1: develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing
        
        7.2: evaluate the quality and effectiveness of their own and others’ performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music, and offer constructive suggestions for improvement
      - 8: Students will make connections between music, other disciplines and daily life.
        
        8.1: compare in two or more arts how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human relationships in theatre) can be used to transform similar events, scenes, emotions or ideas into works of ar
        
        8.2: describe ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated
        
        8.3: identify a variety of music-related careers
      - 9: Students will understand music in relation to history and culture.
        
        9.1: describe distinguishing characteristics of representative music genres and styles from a variety of cultures
        
        9.2: classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high-quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exemplary
        
        9.3: compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically performed
    - Grades: 9-12
      - 1: Students will sing, alone and with others, a varied repertoire of songs.
        
        1.1: sing with expression and technical accuracy a large and varied repertoire of vocal literature with a difficulty level of 4, on a scale of 1 to 6, including some songs performed from memory
        
        1.2: sing ensemble music for up to four parts, with and without accompaniment
        
        1.3: demonstrate well-developed ensemble skills
      - 2: Students will play, alone and with others, a varied repertoire of instrumental music.
        
        2.1: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a difficulty level of 4, on a scale of 1 to 6
        
        2.2: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
        
        2.3: perform in small ensembles with one student on a part
      - 3: Students will improvise melodies, variations and accompaniments.
        
        3.1: improvise stylistically appropriate harmonizing parts
        
        3.2: improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys
        
        3.3: improvise original melodies over given chord progressions, each in a consistent style, meter and tonality
      - 4: Students will compose and arrange music.
        
        4.1: compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect
        
        4.2: arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music
        
        4.3: compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional use of the sound sources
      - 5: Students will read and notate music.
        
        5.1: demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used
        
        5.2: sight-read, accurately and expressively, music with a difficulty level of 3, on a scale of 1 to 6
      - 6: Students will listen to, describe and analyze music.
        
        6.1: analyze aural examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of music elements and expressive devices
        
        6.2: demonstrate extensive knowledge of the technical vocabulary of music
        
        6.3: identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work, and give examples of other works that make similar uses of these devices and techniques
      - 7: Students will evaluate music and music performances.
        
        7.1: evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements and improvisations and apply the criteria in their personal participation in music
        
        7.2: evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models
      - 8: Students will make connections between music, other disciplines and daily life.
        
        8.1: explain how elements, artistic processes and organizational principles are used in similar and distinctive ways in the various arts, and cite examples
        
        8.2: compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures
        
        8.3: explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated
        
        8.4: apply music skills and understandings to solve problems relevant to a variety of careers
      - 9: Students will understand music in relation to history and culture
        
        9.1: classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music, and explain the reasoning behind their classifications
        
        9.2: identify sources of American music genres, trace the evolution of those genres, and cite wellknown musicians associated with them
        
        9.3: identify various roles musicians perform, cite representative individuals who have functioned in each role, and describe their activities and performances
    - Grades: K-4
      - 1: Students will sing, alone and with others, a varied repertoire of songs.
        
        1.1: sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo
        
        1.2: sing expressively, with appropriate dynamics, phrasing and interpretation
        
        1.3: sing from memory a varied repertoire of songs representing genres and styles from diverse cultures
        
        1.4: sing ostinatos, partner songs and rounds
        
        1.5: sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor
      - 2: Students will play, alone and with others, a varied repertoire of instrumental music.
        
        2.1: perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo
        
        2.2: perform easy rhythmic, melodic and chordal patterns accurately and independently on rhythmic, melodic and harmonic classroom instruments
        
        2.3: perform expressively a varied repertoire of music representing diverse genres and styles
        
        2.4: echo short rhythms and melodic patterns
        
        2.5: perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor
        
        2.6: perform independent instrumental parts while other students sing or play contrasting parts
      - 3: Students will improvise melodies, variations and accompaniments.
        
        3.1: improvise “answers” in the same style to given rhythmic and melodic phrases
        
        3.2: improvise simple rhythmic and melodic ostinato accompaniments
        
        3.3: improvise simple rhythmic variations and simple melodic embellishments on familiar melodies
        
        3.4: improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means
      - 4: Students will compose and arrange music.
        
        4.1: create and arrange music to accompany readings or dramatizations
        
        4.2: create and arrange short songs and instrumental pieces within specified guidelines
        
        4.3: use a variety of sound sources when composing
      - 5: Students will read and notate music.
        
        5.1: read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/ 4, and 4/4 meter signatures
        
        5.2: use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble clef in major keys
        
        5.3: identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing
        
        5.4: use standard symbols to notate meter, rhythm, pitch and dynamics in simple patterns presented by the teacher
      - 6: Students will listen to, describe and analyze music.
        
        6.1: identify simple music forms when presented
        
        6.2: demonstrate perceptual skills by moving in response to, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures
        
        6.3: use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances
        
        6.4: identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices and male and female adult voices
        
        6.5: respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music
      - 7: Students will evaluate music and music performances.
        
        7.1: devise criteria for evaluating performances and compositions
        
        7.2: explain, using appropriate music terminology, their personal preferences for specific musical works and styles
      - 8: Students will make connections between music, other disciplines and daily life.
        
        8.1: identify similarities and differences in the meanings of common terms used in the various arts
        
        8.2: identify ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated
      - 9: Students will understand music in relation to history and culture.
        
        9.1: identify by genre or style aural examples of music from various historical periods and cultures
        
        9.2: describe in simple terms how elements of music are used in music examples from various cultures of the world
        
        9.3: identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use
        
        9.4: identify and describe roles of musicians in various music settings and cultures
        
        9.5: demonstrate audience behavior appropriate for the context and style of music performed
  - Arts: Theatre (1998)
    - Grades: 5-8
      - 1: Students will create theatre through improvising, writing and refining scripts.
        
        1.1: individually and in groups, develop characters, environments and actions that create tension and suspense
        
        1.2: refine and record dialogue and action
      - 2: Students will act by developing, communicating and sustaining characters.
        
        2:Acting.1: analyze dramatic text to discover, articulate and justify character motivation
        
        2:Acting.2: invent character behaviors based on the observation of interactions, ethical choices and emotional responses of people
        
        2:Acting.3: use acting skills (such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that reflect artistic choices
        
        2:Acting.4: in an ensemble, interact as the invented characters
      - 3: Students will design and produce the technical elements of theatre through artistic interpretation and execution.
        
        3.1: describe and use the relationship among scenery, properties, lighting, sound, costumes and makeup in creating an environment appropriate for the drama
        
        3.2: analyze improvised and scripted scenes for technical requirements
        
        3.3: develop the environment using visual elements (line, texture, color, space), visual principles (repetition, balance, emphasis, contrast, unity) and aural qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources
        
        3.4: work collaboratively and safely to select and create elements of scenery, properties, lighting and sound to signify environments, and costumes and makeup to suggest character
      - 4: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.
        
        4.1: demonstrate social, group and consensus skills by leading small groups in planning visual and aural elements and in rehearsing improvised and scripted scenes
      - 5: Students will research, evaluate and apply cultural and historical information to make artistic choices.
        
        5.1: apply research from print and nonprint sources to script writing, acting, design and directing choices
      - 6: Students will make connections between theatre, other disciplines and daily life.
        
        6.1: describe characteristics and compare the presentation of characters, environments and actions in theatre, dance and visual arts
        
        6.2: incorporate elements of dance, music and visual arts to express ideas and emotions in improvised and scripted scenes
        
        6.3: express and compare personal reactions to several art forms
        
        6.4: describe and compare the functions and interaction of performing artists, visual artists and audience members in theatre, dance, music and visual arts
        
        6.5: describe ways in which the principles and subject matter of theater and other arts disciplines taught in school are interrelated
        
        6.6: explain how social concepts such as cooperation, communication, collaboration, consensus, self esteem, risk taking, sympathy and empathy apply in theatre and daily life
        
        6.7: explain the knowledge, skills and discipline needed to pursue careers and avocational opportunities in theatre
      - 7: Students will analyze, critique and construct meanings from works of theatre.
        
        7.1: describe and analyze the effect of publicity, study guides, programs and physical environments on audience response and appreciation of dramatic performances
        
        7.2: articulate and support the meanings constructed from dramatic performances
        
        7.3: use articulated criteria to describe, analyze and constructively evaluate the effectiveness of artistic choices in dramatic performances
        
        7.4: describe and evaluate the effectiveness of students’ contributions (as playwrights, actors, designers and directors) to the collaborative process of developing improvised and scripted scenes
      - 8: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.
        
        8.1: describe and compare universal characters and situations in dramas from and about various cultures and historical periods, create improvised and scripted scenes based on these universal characters and situations, and discuss how theatre reflects a culture
        
        8.2: analyze the emotional and social impact of dramatic events in their lives, in the community and in other cultures
        
        8.3: explain how culture affects the content and design elements of dramatic performances
    - Grades: 9-12
      - 1: Students will create theatre through improvising, writing and refining scripts.
        
        1.1: construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience
      - 2: Students will act by developing, communicating and sustaining characters.
        
        2.1: analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genres and media
        
        2.2: compare and demonstrate acting techniques and methods from a variety of periods and styles
        
        2.3: in an ensemble, create and sustain characters
      - 3: Students will design and produce the technical elements of theatre through artistic interpretation and execution.
        
        3.1: explain the physical and chemical properties of the technical aspects of theatre, such as light, color, electricity, paint and makeup
        
        3.2: analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements
        
        3.3: develop designs that use visual and aural elements to convey environments that clearly support the text
        
        3.4: apply technical skills and understandings, including scientific and technological advances, to collaboratively and safely create functional scenery, properties, lighting, sound, costumes and makeup
        
        3.5: design coherent stage management, promotional and business practices
      - 4: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.
        
        4.1: develop multiple interpretations and visual and aural production choices for scripts and production ideas and choose those that are most appropriate
        
        4.2: justify selection of text, interpretation and visual/ aural choices
        
        4.3: effectively communicate directorial choices to a small ensemble for improvised or scripted scenes
      - 5: Students will research, evaluate and apply cultural and historical information to make artistic choices.
        
        5.1: identify and research cultural, historical and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to help make artistic choices for informal and formal productions
      - 6: Students will make connections between theatre, other disciplines and daily life.
        
        6.1: describe and compare the materials, elements and means of communicating in theatre, dance, music and the visual arts
        
        6.2: determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre
        
        6.3: illustrate the integration of arts media in informal or formal presentations
        
        6.4: create and solve interdisciplinary problems using theatre
        
        6.5: explore career opportunities in theatre and theatre related fields
      - 7: Students will analyze, critique and construct meanings from works of theatre.
        
        7.1: construct social meanings from informal and formal productions from a variety of cultures and historical periods, and relate these to current personal, national and international issues
        
        7.2: articulate and justify personal aesthetic criteria for critiquing dramatic texts and events by comparing artistic intent with the final performance
        
        7.3: analyze and critique performances and constructively suggest alternative artistic choices
        
        7.4: constructively evaluate their own and others’ collaborative efforts in informal and formal productions
      - 8: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.
        
        8.1: compare similar themes in drama from various cultures and historical periods, create informal and formal performances using these themes, and discuss how theatre can reveal universal concepts
        
        8.2: identify and compare the lives, works and influence of representative theatre artists in various cultures and historical periods
        
        8.3: identify cultural and historical sources of American theatre and musical theatre
        
        8.4: analyze the effect of their own cultural experiences on their dramatic work
    - Grades: K-4
      - 1: Students will create theatre through improvising, writing and refining scripts.
        
        1.1: collaborate to select interrelated characters, environments and situations for classroom dramatizations
        
        1.2: improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue
      - 2: Students will act by developing, communicating and sustaining characters.
        
        2.1: imagine and clearly describe characters, their relationships and their environments
        
        2.2: use variations of locomotor and nonlocomotor movement and vocal pitch, tempo and tone for different characters
        
        2.3: assume roles (based on personal experience and heritage, imagination, literature and history) in classroom dramatizations
      - 3: Students will design and produce the technical elements of theatre through artistic interpretation and execution.
        
        3.1: design the playing space to communicate characters and action in specific locales
        
        3.2: collaborate to select and safely organize available materials that suggest scenery, properties, lighting, sound, costumes and makeup
      - 4: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.
        
        4.1: collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations
      - 5: Students will research, evaluate and apply cultural and historical information to make artistic choices.
        
        5.1: communicate information to peers about people, events, time and place related to classroom dramatizations
      - 6: Students will make connections between theatre, other disciplines and daily life.
        
        6.1: describe visual, aural, oral and kinetic elements in theatre, dance, music and visual arts
        
        6.2: compare how ideas and emotions are expressed in theatre, dance, music and visual arts
        
        6.3: select movement, music or visual elements to enhance the mood of a classroom dramatization
        
        6.4: identify connections between theatre and other disciplines in the curriculum
        
        6.5: identify various careers available to theatre artists
      - 7: Students will analyze, critique and construct meanings from works of theatre.
        
        7.1: identify and describe the visual, aural, oral and kinetic elements of classroom dramatizations and dramatic performances
        
        7.2: explain how the wants and needs of characters are similar to and different from their own
        
        7.3: articulate emotional responses to and explain personal preferences about whole dramatic performances as well as parts of those performances
        
        7.4: analyze classroom dramatizations and, using appropriate terminology, constructively suggest
        
        7.4.1: alternative ideas for dramatizing roles, arranging environments developing situations
        
        7.4.2: means of improving the collaborative processes of planning, playing, responding and evaluating
      - 8: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.
        
        8.1: identify and compare similar characters and situations in stories and dramas from and about various cultures, create classroom dramatizations based on these stories and dramas, and discuss how theatre reflects life
        
        8.2: identify and compare the various cultural settings and reasons for creating dramas and attending theatre
  - Arts: Visual Arts (1998)
    - Grades: 5-8
      - 1: Students will understand, select and apply media, techniques and processes.
        
        1.1: select media, techniques and processes to communicate ideas, reflect on their choices and analyze what makes them effective
        
        1.2: improve the communication of their own ideas by effectively using the characteristics of a variety of traditional and contemporary art media, techniques and processes (two-dimensional and three-dimensional, including media/technology)
        
        1.3: use different media, techniques and processes (two-dimensional and three-dimensional, including media/technology) to communicate ideas, feelings, experiences and stories
      - 2: Students will understand and apply elements and organizational principles of art.
        
        2.1: use ways of arranging visual characteristics and reflect upon what makes them effective in conveying ideas
        
        2.2: recognize and reflect on the effects of arranging visual characteristics in their own and others’ work
        
        2.3: select and use the elements of art and principles of design to improve communication of their ideas
      - 3: Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        3.1: consider, select from and apply a variety of sources for art content in order to communicate intended meaning
        
        3.2: consider and compare the sources for subject matter, symbols and ideas in their own and others’ work
      - 4: Students will understand the visual arts in relation to history and cultures.
        
        4.1: know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artists
        
        4.2: describe and place a variety of specific significant art objects by artist, style and historical and cultural context
        
        4.3: analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art
      - 5: Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        5.1: compare and contrast purposes for creating works of art
        
        5.2: describe and analyze visual characteristics of works of art using visual art terminology
        
        5.3: compare a variety of individual responses to, and interpretations of, their own works of art and those from various eras and cultures
        
        5.4: describe their own responses to, and interpretations of, specific works of art
        
        5.5: reflect on and evaluate the quality and effectiveness of their own and others’ work using specific criteria (e.g., technique, formal and expressive qualities, content)
        
        5.6: describe/analyze their own artistic growth over time in relation to specific criteria
      - 6: Students will make connections between the visual arts, other disciplines and daily life.
        
        6.1: compare the characteristics of works in the visual arts and other art forms that share similar subject matter, themes, purposes, historical periods or cultural context
        
        6.2: describe ways in which the principles and subject matter of the visual arts and other disciplines taught in school are interrelated
        
        6.3: combine the visual arts with another art form to create coherent multimedia work
        
        6.4: apply visual arts knowledge and skills to solve problems common in daily life
        
        6.5: identify various careers that are available to artists
    - Grades: 9-12
      - 1: Students will understand, select and apply media, techniques and processes.
        
        1.1: apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are understood
        
        1.2: conceive and create original works of art that demonstrate a connection between personal expression and the intentional use of art materials, techniques and processes
        
        1.3: communicate ideas consistently at a high level of effectiveness in at least one visual arts medium
      - 2: Students will understand and apply elements and organizational principles of art.
        
        2.1: judge the effectiveness of different ways of using visual characteristics in conveying ideas
        
        2.2: apply comprehension and skill in incorporating the elements of art and principles of design to generate multiple solutions to and effectively solve a variety of visual art problems
      - 3: Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        3.1: use, record and develop ideas for content over time
        
        3.2: use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts, and cultural and aesthetic values to communicate intended meaning
      - 4: Students will understand the visual arts in relation to history and cultures.
        
        4.1: analyze and interpret art works in terms of form, cultural and historical context, and purpose
        
        4.2: analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning
        
        4.3: compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making
      - 5: Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        5.1: research and analyze historic meaning and purpose in varied works of art
        
        5.2: reflect critically on various interpretations to better understand specific works of art
        
        5.3: defend personal interpretations using reasoned argument
        
        5.4: apply critical and aesthetic criteria (e.g., technique, formal and expressive qualities, content) in order to improve their own works of art
      - 6: Students will make connections between the visual arts, other disciplines and daily life.
        
        6.1: analyze and compare characteristics of the visual arts within a particular historical period or style with ideas, issues or themes of that period or style
        
        6.2: compare the creative processes used in the visual arts with the creative processes used in the other arts and non-arts disciplines
        
        6.3: create and solve interdisciplinary problems using multimedia
        
        6.4: apply visual arts skills and understandings to solve problems relevant to a variety of careers
    - Grades: K-4
      - 1: Students will understand, select and apply media, techniques and processes.
        
        1.1: differentiate between a variety of media, techniques and processes
        
        1.2: describe how different media, techniques and processes cause different effects and personal responses
        
        1.3: use different media, techniques and processes to communicate ideas, feelings, experiences and stories
        
        1.4: use art media and tools in a safe and responsible manner
      - 2: Students will understand and apply elements and organizational principles of art.
        
        2.1: identify the different ways visual characteristics are used to convey ideas
        
        2.2: describe how different expressive features, and ways of organizing them, cause different responses
        
        2.3: use the elements of art and principles of design to communicate ideas
      - 3: Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        3.1: discuss a variety of sources for art content
        
        3.2: select and use subject matter, symbols and ideas to communicate meaning
      - 4: Students will understand the visual arts in relation to history and cultures.
        
        4.1: recognize that the visual arts have a history and a variety of cultural purposes and meanings
        
        4.2: identify specific works of art as belonging to particular styles, cultures, times and places
        
        4.3: create art work that demonstrates understanding of how history or culture can influence visual art
      - 5: Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        5.1: identify various purposes for creating works of art
        
        5.2: describe visual characteristics of works of art using visual art terminology
        
        5.3: recognize that there are different responses to specific works of art
        
        5.4: describe their personal responses to specific works of art using visual art terminology
        
        5.5: identify possible improvements in the process of creating their own work
      - 6: Students will make connections between the visual arts, other disciplines and daily life.
        
        6.1: identify connections between characteristics of the visual arts and other arts disciplines
        
        6.2: identify connections between the visual arts and other disciplines in the curriculum
        
        6.3: describe how the visual arts are combined with other arts in multimedia work
        
        6.4: demonstrate understanding of how the visual arts are used in the world around us
        
        6.5: recognize that works of visual art are produced by artisans and artists working in different cultures, times and places
  - English Language Arts (2006)
    - Grade 1
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: use prereading activities to activate prior knowledge and establish purpose.
        
        1.1.b: identify points at which understanding breaks down and apply appropriate strategies to develop comprehension.
        
        1.1.c: organize information in proper sequence to use in a summary and/or retelling.
        
        1.1.d: recognize text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from texts heard, read and viewed.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: discuss the topic or main idea of texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: apply knowledge of letter-sound correspondence, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: build sight word vocabulary.
        
        1.3.c: recognize multiple meanings of words.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: listen to and respect the opinions of others about written, oral and visual texts.
        
        1.4.b: share opinions and judgments based on the texts heard, viewed or read.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: begin to identify the elements of a genre and interact with the text.
        
        2.1.b: distinguish between the structures of fiction and nonfiction.
        
        2.1.c: read or listen to a text and explain its appeal.
        
        2.1.d: discuss elements of author’s craft.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and discuss multiple responses while reading, listening or viewing texts.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: make connections between characters’ lives and the real world.
        
        2.3.b: listen to, read and respond to texts about and from many cultures and times.
        
        2.3.c: compare and respond to text about multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: recognize values and beliefs included in a text.
        
        2.4.b: discuss how the experiences of an author might influence the text.
        
        2.4.c: describe how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: discuss topics and connections that cross cultures.
        
        2.4.e: begin to discuss the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: discuss how an author, illustrator or filmmaker expresses his or her ideas in a text.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity and voice to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: write and tell stories using organizational patterns appropriate to the mode of writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: use strategies to generate and develop ideas for speaking, writing and visual activities.
        
        3.2.c: revise texts for organization and elaboration.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: NA
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of standard English in oral, written and visual communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations among language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use standard English for composing and revising written text.
        
        4.3.a: recognize the difference between standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate use of capitalization, punctuation and spelling skills.
        
        4.3.c: begin to use resources for proofreading and editing.
    - Grade 2
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: use prereading activities to activate prior knowledge and establish purpose.
        
        1.1.b: identify points at which understanding breaks down and apply appropriate strategies to develop comprehension.
        
        1.1.c: organize information in proper sequence to use in a summary and/or retelling.
        
        1.1.d: recognize text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from texts heard, read and viewed.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the topic or main idea of texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: build sight word vocabulary.
        
        1.3.c: explain multiple meanings of words.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: listen to and respect the opinions of others about written, oral and visual texts.
        
        1.4.b: share opinions and judgments based on the texts heard, viewed or read.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: identify the elements of a genre and interact with the text.
        
        2.1.b: distinguish between the structures of fiction and nonfiction.
        
        2.1.c: read or listen to a text and explain its appeal.
        
        2.1.d: identify and discuss elements of author’s craft.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and discuss multiple responses while reading, listening or viewing texts.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: make connections between characters’ lives and the real world.
        
        2.3.b: listen to, read and respond to texts about and from many cultures and times.
        
        2.3.c: compare and respond to text about multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: recognize values and beliefs included in a text.
        
        2.4.b: discuss how the experiences of an author might influence the text.
        
        2.4.c: describe how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: discuss topics and connections that cross cultures.
        
        2.4.e: discuss the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: discuss how an author, illustrator or filmmaker expresses his or her ideas in a text.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity and voice to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: use strategies to generate and develop ideas for speaking, writing and visual activities.
        
        3.2.c: begin to revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: begin to examine sources of information and determine validity.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of standard English in oral, written and visual communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations among language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use standard English for composing and revising written text.
        
        4.3.a: recognize the difference between standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Grade 3
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: use prereading activities to activate prior knowledge and establish purpose.
        
        1.1.b: monitor comprehension and apply appropriate strategies when understanding breaks down.
        
        1.1.c: recognize and organize relevant information in proper sequence to use in a summary.
        
        1.1.d: identify, use and explain text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from texts heard, read and viewed.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the topic or main idea of texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: build sight word vocabulary.
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: elicit, discuss and respect the opinions of others about written, oral and visual texts.
        
        1.4.b: share opinions and judgments based on the texts heard, viewed or read.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: identify the elements of a genre and interact with the text.
        
        2.1.b: identify the differences between the structures of fiction and nonfiction.
        
        2.1.c: read or listen to a text and explain its appeal.
        
        2.1.d: identify, find examples and discuss elements of author’s craft.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and discuss multiple responses while reading, listening or viewing texts.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: make connections between characters’ lives and the real world.
        
        2.3.b: listen to, read and respond to texts about and from many cultures and times.
        
        2.3.c: compare and respond to text about multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: recognize values, ethics and beliefs included in a text.
        
        2.4.b: discuss how the experiences of an author might influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: discuss topics and connections that cross cultures.
        
        2.4.e: discuss the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: identify and discuss the choices an author, illustrator or filmmaker makes to express his or her ideas in a text.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: use strategies to generate and develop ideas for speaking, writing and visual activities.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: examine sources of information and determine validity.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of standard English in oral, written and visual communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations among language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use standard English for composing and revising written text.
        
        4.3.a: recognize the difference between standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Grade 4
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: activate prior knowledge and establish purpose for reading.
        
        1.1.b: monitor comprehension and apply appropriate strategies when understanding breaks down.
        
        1.1.c: organize relevant information to use in a summary.
        
        1.1.d: identify, use and explain text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from explicit and/or implicit information.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the topic or main idea in texts and begin to understand the theme in texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: NA
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: elicit, discuss and respect the opinions of others about written, oral and visual texts.
        
        1.4.b: share opinions and judgments based on the texts heard, viewed or read.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: discuss multiple genres and explain the differences in the effect of their conventions.
        
        2.1.b: identify and analyze the differences between the structures of fiction and nonfiction.
        
        2.1.c: read or listen to a text and explain its appeal.
        
        2.1.d: identify literary techniques that an author uses that contribute to the meaning and appeal of texts.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and defend multiple responses to literature using individual connections and relevant text references.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: discuss and analyze how characters deal with diversity of human experience and conflict and relate these to real-life situations.
        
        2.3.b: identify ideas, themes and/or issues across classical and contemporary texts.
        
        2.3.c: compare and respond to text about multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: recognize and discuss an author’s values, ethics and beliefs included in many texts.
        
        2.4.b: discuss how the experiences of an author influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: discuss themes and connections that cross cultures.
        
        2.4.e: discuss the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: identify and discuss the choices an author, illustrator or filmmaker makes to convey his or her ideas.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of persuasive, narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: use strategies to generate and develop ideas for speaking, writing and visual activities.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: examine sources of information and determine validity.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of standard English in oral, written and visual communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations among language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use standard English for composing and revising written text.
        
        4.3.a: recognize the difference between standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Grade 5
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: activate prior knowledge, establish purposes for reading and adjust the purposes while reading.
        
        1.1.b: monitor comprehension and apply appropriate strategies when understanding breaks down.
        
        1.1.c: select and organize relevant information from text to summarize.
        
        1.1.d: identify, use and explain text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from explicit and/or implicit information.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the underlying theme or main idea in texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: NA
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: respond to the ideas of others and recognize the validity of differing views.
        
        1.4.b: persuade listeners about judgments and opinions of works read, written and viewed.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: discuss multiple genres and explain the differences in the effect of their conventions.
        
        2.1.b: identify and analyze the differences between the structures of fiction and nonfiction.
        
        2.1.c: discuss what makes a text engaging and appealing to a reader.
        
        2.1.d: identify literary techniques that an author uses that contribute to the meaning and appeal of texts.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and defend multiple responses to literature using individual connections and relevant text references.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: discuss and analyze how characters deal with diversity of human experience and conflict and relate these to real-life situations.
        
        2.3.b: compare and contrast ideas, themes and/or issues across classical and contemporary texts.
        
        2.3.c: compare, respond to and interpret texts that represent many multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: recognize and discuss an author’s values, ethics and beliefs included in many texts.
        
        2.4.b: discuss how the experiences of an author influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: discuss themes and connections that cross cultures.
        
        2.4.e: interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: analyze how authors, illustrators and filmmakers express political and social issues.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of persuasive, narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: choose from a range of strategies to generate and develop ideas for a variety of writing, speaking and visual activities.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: examine sources of information and determine validity.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of standard English in oral, written and visual communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations among language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use standard English for composing and revising written text.
        
        4.3.a: recognize the difference between standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Grade 6
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: activate prior knowledge, establish purposes for reading and adjust the purposes while reading.
        
        1.1.b: monitor comprehension and apply appropriate strategies when understanding breaks down.
        
        1.1.c: select and organize relevant information from text to summarize.
        
        1.1.d: identify, use and explain text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from explicit and/or implicit information.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the underlying theme or main idea in texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: NA
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: respond to the ideas of others and recognize the validity of differing views.
        
        1.4.b: persuade listeners about judgments and opinions of works read, written and viewed.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: discuss the impact of literary conventions on meaning.
        
        2.1.b: identify and analyze the differences between the structures of fiction and nonfiction.
        
        2.1.c: discuss what makes a text engaging and appealing to a reader.
        
        2.1.d: identify literary techniques that an author uses that contribute to the meaning and appeal of texts.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and defend multiple responses to literature using individual connections and relevant text references.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: discuss and analyze how characters deal with the diversity of human experience and conflict.
        
        2.3.b: compare and contrast ideas, themes and/or issues across classical and contemporary texts.
        
        2.3.c: compare, respond to and interpret texts that represent many multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: analyze an author’s values, ethics and beliefs included in many texts.
        
        2.4.b: discuss how the experiences of an author influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: analyze themes and connections that cross cultures.
        
        2.4.e: interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: analyze how authors, illustrators and filmmakers express political and social issues.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of persuasive, narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: choose from a range of strategies to generate and develop ideas for a variety of writing, speaking and visual activities.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: evaluate the validity and authenticity of sources of information.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of standard English in oral, written and visual communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations among language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: evaluate the impact of language as related to audience and purpose.
        
        4.3: Students use standard English for composing and revising written text.
        
        4.3.a: recognize the difference between standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Grade 7
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: activate prior knowledge, establish purposes for reading and adjust the purposes while reading.
        
        1.1.b: monitor comprehension and apply appropriate strategies when understanding breaks down.
        
        1.1.c: select and organize relevant information from text to summarize.
        
        1.1.d: identify, use and analyze text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from explicit and/or implicit information.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the underlying theme or main idea in texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: NA
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: respond to the ideas of others and recognize the validity of differing views.
        
        1.4.b: persuade listeners about judgments and opinions of works read, written and viewed.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: explain how and why literary conventions and techniques contribute to their understanding of and experience with the text.
        
        2.1.b: identify and analyze the differences between the structures of fiction and nonfiction.
        
        2.1.c: discuss what makes a text engaging and appealing to a reader.
        
        2.1.d: identify and analyze literary techniques an author uses that contribute to the meaning and appeal of texts.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and defend multiple responses to literature using individual connections and relevant text references.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: discuss and analyze how characters deal with the diversity of human experience and conflict.
        
        2.3.b: compare/contrast and evaluate ideas, themes and/or issues across classical and contemporary texts.
        
        2.3.c: compare, respond to and interpret texts that represent many multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: evaluate an author’s values, ethics and beliefs included in many texts.
        
        2.4.b: discuss how the experiences of an author influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: analyze and evaluate themes and connections that cross cultures.
        
        2.4.e: interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: evaluate how authors, illustrators and filmmakers express political and social issues.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of persuasive, narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: apply the most effective processes to create and present a written, oral or visual piece.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: evaluate the validity and authenticity of primary and secondary sources of information.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of standard English in oral, written and visual communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations among language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: evaluate the impact of language as related to audience and purpose.
        
        4.3: Students use standard English for composing and revising written text.
        
        4.3.a: recognize the difference between standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Grade 8
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: activate prior knowledge, establish purposes for reading and adjust the purposes while reading.
        
        1.1.b: monitor comprehension and apply appropriate strategies when understanding breaks down.
        
        1.1.c: select and organize relevant information from text to summarize.
        
        1.1.d: identify, use and analyze text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from explicit and/or implicit information.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the underlying theme or main idea in texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: NA
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: respond to the ideas of others and recognize the validity of differing views.
        
        1.4.b: persuade listeners about judgments and opinions of works read, written and viewed.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: explain how and why literary conventions and techniques contribute to their understanding of and experience with the text.
        
        2.1.b: identify and analyze the differences between the structures of fiction and nonfiction.
        
        2.1.c: discuss what makes a text engaging and appealing to a reader.
        
        2.1.d: identify and analyze literary techniques an author uses that contribute to the meaning and appeal of texts.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and defend multiple responses to literature using individual connections and relevant text references.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: discuss, analyze and evaluate how characters deal with the diversity of human experience and conflict.
        
        2.3.b: compare/contrast and evaluate ideas, themes and/or issues across classical and contemporary texts.
        
        2.3.c: compare, respond to and analyze texts that represent many multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: evaluate an author’s values, ethics and beliefs included in many texts.
        
        2.4.b: discuss how the experiences of an author influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: analyze and evaluate themes and connections that cross cultures.
        
        2.4.e: interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: evaluate the effectiveness of the choices that authors, illustrators and filmmakers make to express political and social issues.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of persuasive, narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: apply the most effective processes to create and present a written, oral or visual piece.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: evaluate the validity and authenticity of primary and secondary sources of information.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of standard English in oral, written and visual communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations among language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: evaluate the impact of language as related to audience and purpose.
        
        4.3: Students use standard English for composing and revising written text.
        
        4.3.a: recognize the difference between standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Grades: 9-12
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: activate prior knowledge, establish purposes for reading and adjust the purposes while reading.
        
        1.1.b: determine and apply the most effective means of monitoring comprehension and apply the appropriate strategies.
        
        1.1.c: select and organize relevant information from text to summarize.
        
        1.1.d: identify, use and analyze text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from explicit and/or implicit information.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make, support and defend judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the underlying theme or main idea in texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: NA
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: respond to the ideas of others and recognize the validity of differing views.
        
        1.4.b: persuade listeners about understandings and judgments of works read, written and viewed.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: identify the various conventions within a genre and apply this understanding to the evaluation of the text.
        
        2.1.b: identify and analyze the differences between the structures of fiction and nonfiction.
        
        2.1.c: explain and explore their own and others’ aesthetic reactions to texts.
        
        2.1.d: analyze literary conventions and devices an author uses and how they contribute meaning and appeal.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and defend multiple responses to literature using individual connections and relevant text references.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: discuss, analyze and evaluate how characters deal with the diversity of human experience and conflict.
        
        2.3.b: compare/contrast and evaluate ideas, themes and/or issues across classical and contemporary texts.
        
        2.3.c: create responses to texts and examine each work’s contributions to an understanding of human experience across cultures.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: analyze and evaluate the basic beliefs, perspectives and assumptions underlying an author’s work.
        
        2.4.b: discuss how the experiences of an author influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: analyze and evaluate themes and connections that cross cultures.
        
        2.4.e: interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: evaluate the effectiveness of the choices that authors, illustrators and filmmakers make to express political and social issues.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of persuasive, narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: apply the most effective processes to create and present a written, oral or visual piece.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: evaluate the validity of primary and secondary sources of information to authenticate research.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of standard English in oral, written and visual communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations among language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: evaluate the impact of language as related to audience and purpose.
        
        4.3: Students use standard English for composing and revising written text.
        
        4.3.a: recognize the difference between standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Kindergarten
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: use prereading activities to activate prior knowledge and establish purpose.
        
        1.1.b: identify points at which understanding breaks down and apply appropriate strategies to develop comprehension.
        
        1.1.c: organize information in proper sequence to use in a summary and/or retelling.
        
        1.1.d: begin to recognize that there are different text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: begin to make and justify inferences from texts heard, read and viewed.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: begin to distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: discuss the topic or main idea of texts
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: develop phonemic awareness and understanding of alphabetic principles.
        
        1.3.b: build sight word vocabulary.
        
        1.3.c: NA
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: listen to and respect the opinions of others about written, oral and visual texts.
        
        1.4.b: share opinions and judgments based on the texts heard, viewed or read.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: recognize patterns in text.
        
        2.1.b: distinguish between the structures of fiction and nonfiction.
        
        2.1.c: read or listen to a text and explain its appeal.
        
        2.1.d: begin to discuss elements of author’s craft.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop multiple responses while reading, listening or viewing texts.
        
        2.2.b: support personal viewpoints with evidence from the text.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: make connections between characters’ lives and their own.
        
        2.3.b: listen to, read and respond to texts about and from many cultures and times.
        
        2.3.c: compare and respond to text about multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: recognize simple values and beliefs included in a text.
        
        2.4.b: discuss how the experiences of an author might influence the text.
        
        2.4.c: begin to understand that the experiences of a reader influence the interpretation of a text.
        
        2.4.d: discuss topics about and connections with other cultures.
        
        2.4.e: NA
        
        2.4.f: discuss how an author, illustrator or filmmaker expresses his or her ideas in a text.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: write and tell stories using organizational patterns appropriate to the mode of writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose and choose an appropriate written, oral or visual format.
        
        3.2.b: use strategies to generate and develop ideas for speaking, writing and visual activities.
        
        3.2.c: begin to revise texts for organization and elaboration.
        
        3.2.d: begin to research information from multiple sources for a specific purpose.
        
        3.2.e: NA
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of standard English in oral, written and visual communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and discuss similarities and differences in the way language is used.
        
        4.1.b: discuss variations between language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use standard English for composing and revising written text.
        
        4.3.a: recognize the difference between standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate use of capitalization, punctuation and proper spelling of familiar sight words.
        
        4.3.c: NA
    - Prekindergarten
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: identify current knowledge and awareness on a selected topic prior to a reading activity.
        
        1.1.b: recognize when they do not understand and apply appropriate strategies such as asking questions.
        
        1.1.c: organize information in proper sequence to use in a summary and/or retelling.
        
        1.1.d: listen to and begin to recognize different text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: use pictures and some text to make inferences.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: NA
        
        1.2.d: make and support judgments about texts heard.
        
        1.2.e: discuss and respond to texts by making text-to-self and text-to-text connections.
        
        1.2.f: discuss the topic or main idea of texts heard.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: begin to develop phonemic awareness and understanding of alphabetic principles.
        
        1.3.b: recognize that print conveys meaning and read several familiar printed words.
        
        1.3.c: NA
        
        1.3.d: develop vocabulary through listening to various text and conversations, and speaking.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: listen to the opinions of others about written, oral and visual texts.
        
        1.4.b: share opinions and judgments based on the texts heard or viewed.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: begin to recognize patterns in text.
        
        2.1.b: begin to understand there is a difference between fiction and nonfiction.
        
        2.1.c: listen to a text and explain why they like it.
        
        2.1.d: NA
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: offer a variety of responses to text heard or viewed.
        
        2.2.b: support personal viewpoints with evidence from the text.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: make connections between characters’ lives and their own.
        
        2.3.b: listen to and respond to stories about and from many cultures and times.
        
        2.3.c: respond to text about multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: begin to recognize simple values and beliefs included in a text.
        
        2.4.b: discuss how the experiences of an author might influence the text.
        
        2.4.c: relate to the text based on their own experiences.
        
        2.4.d: discuss topics about and connections with other cultures.
        
        2.4.e: NA
        
        2.4.f: begin to discuss how an author, illustrator or filmmaker expresses his or her ideas in a text.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language to communicate a message.
        
        3.1.b: NA
        
        3.1.c: dictate and tell stories beginning to use organizational patterns appropriate to the mode of writing.
        
        3.1.d: use symbols and letter approximations to write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: identify the difference between drawing and writing and make attempts at writing using scribbling, symbols or letters.
        
        3.2.b: use strategies to generate ideas for speaking, writing and visual activities.
        
        3.2.c: NA
        
        3.2.d: select and organize visual and auditory information to answer a specific question.
        
        3.2.e: NA
        
        3.2.f: publish and/or present final products in a myriad of ways, including dictation to adults.
      - 4: Students apply the conventions of standard English in oral, written and visual communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and discuss similarities and differences in the way language is used.
        
        4.1.b: discuss variations between language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use appropriate sentence patterns, such as statements, questions and directives.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use standard English for composing and revising written text.
        
        4.3.a: recognize the difference between standard and nonstandard English and use language appropriately.
        
        4.3.b: use approximations of letters, or a few familiar letters, in their writing.
        
        4.3.c: NA
  - English Language Learner (2005)
    - Grades: 3-5
      - 1: Use English to communicate effectively in social settings
        
        1-1: Use English to participate orally in social settings
        
        1-1.A: Share and request information
        
        1-1.A.1: Beginning
        
        1-1.A.1.a: Indicate preferences through gestures, one- and two-word responses or short phrases
        
        1-1.A.1.b: Ask and answer “yes/no” and either/or questions
        
        1-1.A.1.c: Initiate communication
        
        1-1.A.1.d: Express needs and feelings verbally and nonverbally
        
        1-1.A.2: Intermediate
        
        1-1.A.2.e: Ask and answer who, what, when, where and how questions
        
        1-1.A.2.f: Indicate preferences with complete or nearly complete sentences
        
        1-1.A.2.g: Ask simple questions for clarification
        
        1-1.A.2.h: Obtain information in context-reduced settings (e.g., telephone)
        
        1-1.A.2.i: Express needs, feelings and ideas
        
        1-1.A.2.j: Clarify and restate information as needed
        
        1-1.A.3: Advanced
        
        1-1.A.3.k: Negotiate solutions to problems or misunderstandings
        
        1-1.A.3.l: Ask “what if” questions
        
        1-1.A.3.m: Ask complex questions to obtain information
        
        1-1.A.3.n: Persuade others by defending and arguing a position
        
        1-1.B: Meet Personal Needs
        
        1-1.B.1: Beginning
        
        1-1.B.1.a: Ask for permission
        
        1-1.B.1.b: Ask for assistance
        
        1-1.B.2: Intermediate
        
        1-1.B.2.c: Make plans for social engagements
        
        1-1.B.3: Advanced
        
        1-1.B.3.: Connecticut has no Indicator at this level.
        
        1-2: Use learning strategies to extend linguistic competence in social settings
        
        1-2.A: Practice new language, self-monitor, and explore alternative ways of saying things
        
        1-2.A.1: Beginning
        
        1-2.A.1.a: Imitate proficient speakers
        
        1-2.A.1.b: Experiment with recently learned language
        
        1-2.A.1.c: Align verbal directions with nonverbal cues
        
        1-2.A.1.d: Ask questions for clarification
        
        1-2.A.1.e: Rehearse language patterns
        
        1-2.A.2: Intermediate
        
        1-2.A.2.f: Plan and practice anticipated conversations
        
        1-2.A.2.g: Reinforce recently learned language by teaching others
        
        1-2.A.2.h: Check for correctness of speech and adjust language accordingly
        
        1-2.A.2.i: Plan and experiment with variations of language in different settings
        
        1-2.A.3: Advanced
        
        1-2.A.3.j: Self-monitor and adjust language accordingly
        
        1-2.B: Seek support and feedback from others
        
        1-2.B.1: Beginning
        
        1-2.B.1.a: Indicate a lack of understanding
        
        1-2.B.1.b: Ask for the meaning of a word
        
        1-2.B.1.c: Work in cooperative groups
        
        1-2.B.1.d: Use primary language to clarify meaning and information
        
        1-2.B.2: Intermediate
        
        1-2.B.2.e: Ask whether a particular word or phrase is correct
        
        1-2.B.2.f: Use available technology as a resource
        
        1-2.B.3: Advanced
        
        1-2.B.3.g: Confer with peers or adults to solve problems and make decisions
        
        1-2.C: Use context to construct meaning
        
        1-2.C.1: Beginning
        
        1-2.C.1.a: Relate body language and gestures to spoken language
        
        1-2.C.1.b: Associate objects or symbols with written labels
        
        1-2.C.2: Intermediate
        
        1-2.C.2.c: Use different media (written sources and technology) to increase understanding
        
        1-2.C.2.d: Identify language subtleties in various contexts
        
        1-2.C.3: Advanced
        
        1-2.C.3.e: Analyze and draw conclusions from interactions
      - 2: Use English to achieve in all academic settings
        
        2-1: Use English to participate orally in academic settings
        
        2-1.A: Follow oral and written directions
        
        2-1.A.1: Beginning
        
        2-1.A.1.a: Repeat modeled language
        
        2-1.A.1.b: Participate in daily classroom routines
        
        2-1.A.1.c: Follow one- or two-step directions
        
        2-1.A.2: Intermediate
        
        2-1.A.2.d: Follow multistep directions
        
        2-1.A.2.e: Ask a teacher to restate or simplify directions
        
        2-1.A.3: Advanced
        
        2-1.A.3.f: Explain directions to others
        
        2-1.B: Negotiate and manage interaction to accomplish tasks
        
        2-1.B.1: Beginning
        
        2-1.B.1.a: Participate in full-class, group and paired activities
        
        2-1.B.1.b: Take turns when speaking
        
        2-1.B.1.c: Join in group response at appropriate times
        
        2-1.B.1.d: Express opinions
        
        2-1.B.1.e: Listen to and respect the opinions of others
        
        2-1.B.1.f: Respond to basic feedback appropriately
        
        2-1.B.1.g: Request and share classroom materials
        
        2-1.B.2: Intermediate
        
        2-1.B.2.h: Express and defend opinions
        
        2-1.B.2.i: Use personal experiences to add to a discussion
        
        2-1.B.2.j: Contribute relevant ideas to a discussion
        
        2-1.B.2.k: Distinguish among cooperative roles
        
        2-1.B.2.l: Question the opinions of others and respect their answers
        
        2-1.B.2.m: Use formal language to negotiate and reach consensus
        
        2-1.B.2.n: Listen to and incorporate feedback
        
        2-1.B.3: Advanced
        
        2-1.B.3.o: Modify a statement made by a peer
        
        2-1.B.3.p: Persuade others during discussions and presentations
        
        2-1.B.3.q: Distinguish fact from opinion during discussion
        
        2-1.C: Follow the conventions of standard English
        
        2-1.C.1: Beginning
        
        2-1.C.1.a: Repeat words, phrases and simple sentences accurately
        
        2-1.C.1.b: Use basic language patterns accurately
        
        2-1.C.2: Intermediate
        
        2-1.C.2.c: Produce original sentences with increasing accuracy
        
        2-1.C.2.d: Initiate conversations
        
        2-1.C.2.e: Engage in extended conversations
        
        2-1.C.2.f: Recognize the difference between standard and nonstandard English
        
        2-1.C.3: Advanced
        
        2-1.C.3.g: Recognize and use complex syntax
        
        2-1.C.3.h: Produce increasingly complex language
        
        2-1.C.3.i: Communicate clearly and precisely
        
        2-1.C.3.j: Adjust language, as appropriate, to audience, purpose and task
        
        2-2: Use English to read and write in academic settings
        
        2-2.A: Develop reading skills in all academic areas including math, science and social studies
        
        2-2.A.1: Beginning
        
        2-2.A.1.a: Activate prior knowledge
        
        2-2.A.1.b: Develop phonological and phonemic awareness in English
        
        2-2.A.1.c: Develop vocabulary
        
        2-2.A.1.d: Expand knowledge of content
        
        2-2.A.1.e: Connect prior knowledge to new information
        
        2-2.A.1.f: Classify objects according to number, shape, color, size, function and physical characteristics
        
        2-2.A.1.g: Develop fluency
        
        2-2.A.1.h: Recognize common word parts
        
        2-2.A.1.i: Explore a variety of genre
        
        2-2.A.2: Intermediate
        
        2-2.A.2.j: Expand academic vocabulary
        
        2-2.A.2.k: Identify main idea and supporting details
        
        2-2.A.2.l: Read a story and represent the sequence of events through pictures, words, music or drama
        
        2-2.A.2.m: Retell, explain and expand the text to check comprehension
        
        2-2.A.2.n: Select and organize relevant information
        
        2-2.A.2.o: Respond to a story orally or in writing
        
        2-2.A.2.p: Classify data and information
        
        2-2.A.2.q: Answer literal and inferential questions about grade-appropriate texts
        
        2-2.A.2.r: Increase fluency
        
        2-2.A.2.s: Recognize and use literary terms
        
        2-2.A.3: Advanced
        
        2-2.A.3.t: Develop a critical stance
        
        2-2.A.3.u: Analyze, synthesize and construct meaning from text
        
        2-2.A.3.v: Critique and evaluate text
        
        2-2.A.3.w: Go beyond the text to enhance meaning
        
        2-2.A.3.x: Interpret and respond to text
        
        2-2.B: Develop writing skills in all academic areas including math, science and social studies
        
        2-2.B.1: Beginning
        
        2-2.B.1.a: Write the English alphabet accurately
        
        2-2.B.1.b: Develop handwriting skills appropriate to the English alphabet
        
        2-2.B.1.c: Copy simple sentences
        
        2-2.B.1.d: Engage in effective pre-writing activities (brainstorming, discussing, graphic organizers, etc.)
        
        2-2.B.1.e: Produce original sentences
        
        2-2.B.1.f: Write on a topic
        
        2-2.B.1.g: Attend to writing mechanics (capital letters, periods and question marks)
        
        2-2.B.2: Intermediate
        
        2-2.B.2.h: Publish and share final products
        
        2-2.B.2.i: Write a narrative
        
        2-2.B.2.j: Revise, expand and edit a draft with teacher assistance
        
        2-2.B.2.k: Attend to writing mechanics (punctuation and spelling)
        
        2-2.B.2.l: Develop clear ideas with supporting details and evidence
        
        2-2.B.2.m: Adjust language, as appropriate, to audience, purpose and task
        
        2-2.B.2.n: Revise, expand and edit a draft with peer input
        
        2-2.B.3: Advanced
        
        2-2.B.3.o: Use linguistic transitional elements (first, next, then)
        
        2-2.B.3.p: Write expository essays
        
        2-2.B.3.q: Recognize and use syntax
        
        2-2.C: Develop research skills in all academic areas including math, science and social studies
        
        2-2.C.1: Beginning
        
        2-2.C.1.a: Generate questions for gathering data
        
        2-2.C.1.b: Observe and record information
        
        2-2.C.1.c: Use appropriate visual, print and auditory sources
        
        2-2.C.1.d: Consult print and non-print resources in the native language when needed
        
        2-2.C.1.e: Use available technology to gather information
        
        2-2.C.2: Intermediate
        
        2-2.C.2.f: Raise additional questions generated by research
        
        2-2.C.3: Advanced
        
        2-2.C.3.g: Present results of a research project
        
        2-2.C.3.h: Select and organize information from appropriate sources for a specific purpose
        
        2-3: Use strategies to become independent learners in academic settings
        
        2-3.A: Apply cognitive strategies in all academic areas including math, science and social studies
        
        2-3.A.1: Beginning
        
        2-3.A.1.a: Follow verbal and non-verbal cues
        
        2-3.A.1.b: Rehearse and visualize information
        
        2-3.A.1.c: Recognize the need for and seek assistance
        
        2-3.A.2: Intermediate
        
        2-3.A.2.d: Know when to use native language resources
        
        2-3.A.2.e: Use self-monitoring and self-correcting strategies
        
        2-3.A.2.f: Construct learning aids
        
        2-3.A.2.g: Develop independent study skills
        
        2-3.A.2.h: Apply study skills to prepare for tests
        
        2-3.A.3: Advanced
        
        2-3.A.3.i: Evaluate one’s own success in a completed learning task
        
        2-3.B: Apply reading strategies in all academic areas including math, science and social studies
        
        2-3.B.1: Beginning
        
        2-3.B.1.a: Preview illustrations and text
        
        2-3.B.1.b: Make connections to prior knowledge
        
        2-3.B.1.c: Make inferences from visuals
        
        2-3.B.1.d: Make, verify and revise predictions
        
        2-3.B.1.e: Set a purpose for reading
        
        2-3.B.1.f: Use context to construct meaning
        
        2-3.B.1.g: Reread
        
        2-3.B.1.h: Use graphic organizers to enhance comprehension
        
        2-3.B.1.i: Make text-to-self, text-to-text and text-to-world connections
        
        2-3.B.2: Intermediate
        
        2-3.B.2.j: Visualize images suggested by the text
        
        2-3.B.2.k: Make inferences from explicit information
        
        2-3.B.2.l: Make and verify hypotheses while reading
        
        2-3.B.2.m: Identify main idea and supporting details
        
        2-3.B.2.n: Form an initial reaction to the text
        
        2-3.B.2.o: Summarize the text
        
        2-3.B.2.p: Skim chapter headings, subheadings and highlighted material to predict and confirm
        
        2-3.B.2.q: Scan a text
        
        2-3.B.2.r: Generate key questions about a text before, during and after reading
        
        2-3.B.3: Advanced
        
        2-3.B.3.s: Make inferences from implicit information
        
        2-3.B.3.t: Monitor comprehension while reading and self-correct
        
        2-3.B.3.u: Use knowledge of common word parts to learn new words and aid in comprehension
        
        2-3.B.3.v: Support interpretation with evidence from text
        
        2-3.C: Apply writing strategies in all academic areas including math, science and social studies
        
        2-3.C.1: Beginning
        
        2-3.C.1.a: Construct a chart or other graphic
        
        2-3.C.1.b: Use visuals to prompt writing
        
        2-3.C.1.c: Use observations and experiences (especially family and cultural)
        
        2-3.C.1.d: Make lists
        
        2-3.C.2: Intermediate
        
        2-3.C.2.e: Use a topic sentence as a means of writing on the topic
        
        2-3.C.2.f: Restate a prompt to establish focus
        
        2-3.C.2.g: Seek advice of teacher or peer to revise, expand and edit a draft (writing conferences)
        
        2-3.C.2.h: Brainstorm ideas before writing
        
        2-3.C.2.i: Engage in discussion with peers
        
        2-3.C.2.j: Use graphic organizers to plan writing
        
        2-3.C.2.k: Use technology to enhance writing
        
        2-3.C.2.l: Make outlines
        
        2-3.C.2.m: Use reference materials (dictionaries, thesauruses, grammar books)
        
        2-3.C.2.n: Publish and share final drafts
        
        2-3.C.2.o: Develop idea banks (journals, clippings, pictures, lists of books, films)
        
        2-3.C.3: Advanced
        
        2-3.C.3.p: Use elaboration and specific details
        
        2-3.C.3.q: Use sequencing
      - 3: Use English in culturally appropriate ways
        
        3-1: Apply appropriate cultural behavior in various settings
        
        3-1.A: Recognize and use appropriate degrees of formality in standard English
        
        3-1.A.1: Beginning
        
        3-1.A.1.a: Begin to interact minimally with others in formal and informal settings
        
        3-1.A.1.b: Make requests, show gratitude, apologize and express emotions using isolated words and phrases
        
        3-1.A.1.c: Greet and take leave appropriately
        
        3-1.A.1.d: Use acceptable tone and volume
        
        3-1.A.1.e: Recognize when an utterance has been misunderstood
        
        3-1.A.1.f: Determine appropriate topics for interaction
        
        3-1.A.1.g: Observe and seek information about appropriate language use and behavior
        
        3-1.A.2: Intermediate
        
        3-1.A.2.h: Give and receive compliments
        
        3-1.A.2.i: Use acceptable emphasis and intonation
        
        3-1.A.2.j: Rephrase an utterance when it has been misunderstood
        
        3-1.A.2.k: Initiate and maintain appropriate casual conversation
        
        3-1.A.3: Advanced
        
        3-1.A.3.l: Advise peers on appropriate language use
        
        3-1.A.3.m: Evaluate and adjust effectiveness of communication
        
        3-1.A.3.n: Recognize and apply the style of speech appropriate to a given situation
        
        3-1.A.3.o: Know when to use humor appropriately
        
        3-1.B: Respond to and use idioms and humor appropriately
        
        3-1.B.1: Beginning
        
        3-1.B.1.a: Understand common idioms
        
        3-1.B.1.b: React to jokes appropriately
        
        3-1.B.2: Intermediate
        
        3-1.B.2.c: Use common idioms
        
        3-1.B.2.d: Respond to humor in conversation and literature
        
        3-1.B.2.e: React to and tell jokes appropriately
        
        3-1.B.3: Advanced
        
        3-1.B.3.f: Expand knowledge and use of idiomatic expressions
        
        3-1.B.3.g: Determine when it is appropriate to tell a joke
        
        3-1.B.3.h: Explain a joke or riddle
        
        3-1.C: Use nonverbal communication appropriate to audience, purpose and setting
        
        3-1.C.1: Beginning
        
        3-1.C.1.a: Demonstrate knowledge of acceptable nonverbal behaviors
        
        3-1.C.1.b: Respond appropriately to gestures
        
        3-1.C.1.c: Obtain someone’s attention in an appropriate manner
        
        3-1.C.1.d: Use gestures and body language acceptable in formal and informal settings
        
        3-1.C.1.e: Be aware of and respect cultural differences related to personal space, eye contact and body language
        
        3-1.C.2: Intermediate
        
        3-1.C.2.f: Identify nonverbal cues that may cause misunderstanding
        
        3-1.C.g)3: Advanced
        
        3-1.C.g)3.: Nothing additional for Advanced Indicators
    - Grades: 6-8
      - 1: Use English to communicate effectively in social settings
        
        1-1: Use English to participate orally in social settings
        
        1-1.A: Share and request information
        
        1-1.A.1: Beginning
        
        1-1.A.1.a: Indicate preferences through gestures, one- and two-word responses or short phrases
        
        1-1.A.1.b: Ask and answer “yes/no” and either/or questions
        
        1-1.A.1.c: Initiate communication
        
        1-1.A.1.d: Express needs and feelings verbally and nonverbally
        
        1-1.A.2: Intermediate
        
        1-1.A.2.e: Ask and answer who, what, when, where and how questions
        
        1-1.A.2.f: Indicate preferences with complete or nearly complete sentences
        
        1-1.A.2.g: Ask simple questions for clarification
        
        1-1.A.2.h: Obtain information in context-reduced settings (e.g., telephone)
        
        1-1.A.2.i: Express needs, feelings and ideas
        
        1-1.A.2.j: Clarify and restate information as needed
        
        1-1.A.2.k: Engage in informal and formal conversations
        
        1-1.A.3: Advanced
        
        1-1.A.3.l: Negotiate solutions to problems or misunderstandings
        
        1-1.A.3.m: Ask “what if” questions
        
        1-1.A.3.n: Ask complex questions to obtain information
        
        1-1.A.3.o: Persuade others by defending and arguing a position
        
        1-1.B: Meet Personal Needs
        
        1-1.B.1: Beginning
        
        1-1.B.1.a: Ask for permission
        
        1-1.B.1.b: Ask for assistance
        
        1-1.B.2: Intermediate
        
        1-1.B.2.c: Make plans for social engagements
        
        1-1.B.2.d: Make appointments
        
        1-1.B.2.e: Request forms and documents
        
        1-1.B.3: Advanced
        
        1-1.B.3.f: Participate in an extra- curricular activity, club or organization
        
        1-2: Use learning strategies to extend linguistic competence in social settings
        
        1-2.A: Practice new language, self-monitor, and explore alternative ways of saying things
        
        1-2.A.1: Beginning
        
        1-2.A.1.a: Imitate proficient speakers
        
        1-2.A.1.b: Experiment with recently learned language
        
        1-2.A.1.c: Align verbal directions with nonverbal cues
        
        1-2.A.1.d: Ask questions for clarification
        
        1-2.A.1.e: Rehearse language patterns
        
        1-2.A.2: Intermediate
        
        1-2.A.2.f: Plan and practice anticipated conversations
        
        1-2.A.2.g: Reinforce recently learned language by teaching others
        
        1-2.A.2.h: Check for correctness of speech and adjust language accordingly
        
        1-2.A.2.i: Analyze and experiment with variations of language in different settings
        
        1-2.A.3: Advanced
        
        1-2.A.3.j: Self-monitor and adjust language accordingly
        
        1-2.B: Seek support and feedback from others
        
        1-2.B.1: Beginning
        
        1-2.B.1.a: Indicate a lack of understanding
        
        1-2.B.1.b: Ask for the meaning of a word
        
        1-2.B.1.c: Work in cooperative groups
        
        1-2.B.1.d: Use primary language to clarify meaning and information
        
        1-2.B.2: Intermediate
        
        1-2.B.2.e: Ask whether a particular word or phrase is correct
        
        1-2.B.2.f: Use available technology as a resource
        
        1-2.B.3: Advanced
        
        1-2.B.3.g: Confer with peers or adults to solve problems and make decisions
        
        1-2.C: Use context to construct meaning
        
        1-2.C.1: Beginning
        
        1-2.C.1.a: Relate body language and gestures to spoken language
        
        1-2.C.1.b: Associate objects or symbols with written labels
        
        1-2.C.2: Intermediate
        
        1-2.C.2.c: Use different media (written sources and technology) to increase understanding
        
        1-2.C.2.d: Identify language subtleties in various contexts
        
        1-2.C.3: Advanced
        
        1-2.C.3.e: Analyze and draw conclusions from interactions
      - 2: Use English to achieve in all academic settings
        
        2-1: Use English to participate orally in academic settings
        
        2-1.A: Follow oral and written directions
        
        2-1.A.1: Beginning
        
        2-1.A.1.a: Repeat modeled language
        
        2-1.A.1.b: Participate in daily classroom routines
        
        2-1.A.1.c: Follow one- or two-step directions
        
        2-1.A.2: Intermediate
        
        2-1.A.2.d: Follow multistep directions
        
        2-1.A.2.e: Ask a teacher to restate or simplify directions
        
        2-1.A.3: Advanced
        
        2-1.A.3.f: Explain directions to others
        
        2-1.B: Negotiate and manage interaction to accomplish tasks
        
        2-1.B.1: Beginning
        
        2-1.B.1.a: Participate in full-class, group and paired activities
        
        2-1.B.1.b: Take turns when speaking
        
        2-1.B.1.c: Join in group response at appropriate times
        
        2-1.B.1.d: Express opinions
        
        2-1.B.1.e: Listen to and respect the opinions of others
        
        2-1.B.1.f: Respond to basic feedback appropriately
        
        2-1.B.1.g: Request and share classroom materials
        
        2-1.B.2: Intermediate
        
        2-1.B.2.h: Express and defend opinions
        
        2-1.B.2.i: Use personal experiences to add to a discussion
        
        2-1.B.2.j: Contribute relevant ideas to a discussion
        
        2-1.B.2.k: Distinguish among cooperative roles
        
        2-1.B.2.l: Question the opinions of others and respect their answers
        
        2-1.B.2.m: Use formal language to negotiate and reach consensus
        
        2-1.B.2.n: Listen to and incorporate feedback
        
        2-1.B.2.o: Distinguish fact from opinion during discussion
        
        2-1.B.3: Advanced
        
        2-1.B.3.p: Modify a statement made by a peer
        
        2-1.B.3.q: Persuade others during discussions and presentations
        
        2-1.B.3.r: Elaborate on and extend the ideas of others
        
        2-1.B.3.s: Evaluate information for relevancy
        
        2-1.C: Follow the conventions of standard English
        
        2-1.C.1: Beginning
        
        2-1.C.1.a: Repeat words, phrases and simple sentences accurately
        
        2-1.C.1.b: Use basic language patterns accurately
        
        2-1.C.2: Intermediate
        
        2-1.C.2.c: Produce original sentences with increasing accuracy
        
        2-1.C.2.d: Initiate conversations
        
        2-1.C.2.e: Engage in extended conversations
        
        2-1.C.2.f: Recognize the difference between standard and nonstandard English
        
        2-1.C.3: Advanced
        
        2-1.C.3.g: Recognize and use complex syntax
        
        2-1.C.3.h: Produce increasingly complex language
        
        2-1.C.3.i: Communicate clearly and precisely
        
        2-1.C.3.j: Adjust language, as appropriate, to audience, purpose and task
        
        2-2: Use English to read and write in academic settings
        
        2-2.A: Develop reading skills in all academic areas including math, science and social studies
        
        2-2.A.1: Beginning
        
        2-2.A.1.a: Activate prior knowledge
        
        2-2.A.1.b: Develop phonological and phonemic awareness in English
        
        2-2.A.1.c: Develop vocabulary
        
        2-2.A.1.d: Expand knowledge of content
        
        2-2.A.1.e: Connect prior knowledge to new information
        
        2-2.A.1.f: Classify objects according to number, shape, color, size, function and physical characteristics
        
        2-2.A.1.g: Develop fluency
        
        2-2.A.1.h: Recognize common word parts
        
        2-2.A.1.i: Explore a variety of genre
        
        2-2.A.2: Intermediate
        
        2-2.A.2.j: Expand academic vocabulary
        
        2-2.A.2.k: Identify main idea and supporting details
        
        2-2.A.2.l: Read a story and represent the sequence of events through pictures, words, music or drama
        
        2-2.A.2.m: Retell, explain and expand the text to check comprehension
        
        2-2.A.2.n: Select and organize relevant information
        
        2-2.A.2.o: Respond to fiction and nonfiction text
        
        2-2.A.2.p: Classify data and information
        
        2-2.A.2.q: Answer literal and inferential questions about grade-appropriate texts
        
        2-2.A.2.r: Increase fluency
        
        2-2.A.2.s: Recognize and use literary terms
        
        2-2.A.2.t: Interpret text
        
        2-2.A.3: Advanced
        
        2-2.A.3.u: Develop a critical stance
        
        2-2.A.3.v: Analyze, synthesize and construct meaning from text
        
        2-2.A.3.w: Critique and evaluate text
        
        2-2.A.3.x: Go beyond the text to enhance meaning
        
        2-2.A.3.y: Interpret and respond to text
        
        2-2.A.3.z: Recognize the elements of an author’s craft including literary devices
        
        2-2.B: Develop writing skills in all academic areas including math, science and social studies
        
        2-2.B.1: Beginning
        
        2-2.B.1.a: Write the English alphabet accurately
        
        2-2.B.1.b: Develop handwriting skills appropriate to the English alphabet
        
        2-2.B.1.c: Copy simple sentences
        
        2-2.B.1.d: Engage in effective pre-writing activities (brainstorming, discussing, graphic organizers, etc.)
        
        2-2.B.1.e: Produce original sentences
        
        2-2.B.1.f: Write on a topic
        
        2-2.B.1.g: Attend to writing mechanics (capital letters, periods and question marks)
        
        2-2.B.2: Intermediate
        
        2-2.B.2.h: Publish and share final products
        
        2-2.B.2.i: Write a narrative
        
        2-2.B.2.j: Revise, expand and edit a draft with teacher assistance
        
        2-2.B.2.k: Attend to writing mechanics (punctuation and spelling)
        
        2-2.B.2.l: Develop clear ideas with supporting details and evidence
        
        2-2.B.2.m: Adjust language, as appropriate, to audience, purpose and task
        
        2-2.B.2.n: Revise, expand and edit a draft with peer input
        
        2-2.B.2.o: Write for a purpose, considering the audience
        
        2-2.B.3: Advanced
        
        2-2.B.3.p: Use linguistic transitional elements (first, next, then)
        
        2-2.B.3.q: Write expository and persuasive essays
        
        2-2.B.3.r: Recognize and use syntax
        
        2-2.C: Develop research skills in all academic areas including math, science and social studies
        
        2-2.C.1: Beginning
        
        2-2.C.1.a: Generate questions for gathering data
        
        2-2.C.1.b: Observe and record information
        
        2-2.C.1.c: Use appropriate visual, print and auditory sources
        
        2-2.C.1.d: Consult print and non-print resources in the native language when needed
        
        2-2.C.1.e: Use available technology to gather information
        
        2-2.C.2: Intermediate
        
        2-2.C.2.f: Raise additional questions generated by research
        
        2-2.C.2.g: Select and organize information from appropriate sources for a specific purpose
        
        2-2.C.3: Advanced
        
        2-2.C.3.h: Present results of a research project
        
        2-2.C.3.i: Observe and record numerical data
        
        2-2.C.3.j: Take notes from a text or presentation
        
        2-2.C.3.k: Locate and research information on academic topics from multiple sources
        
        2-2.C.3.l: Draw conclusions from selected sources
        
        2-2.C.3.m: Document and justify ideas using evidence from text
        
        2-3: Use strategies to become independent learners in academic settings
        
        2-3.A: Apply cognitive strategies in all academic areas including math, science and social studies
        
        2-3.A.1: Beginning
        
        2-3.A.1.a: Follow verbal and non-verbal cues
        
        2-3.A.1.b: Rehearse and visualize information
        
        2-3.A.1.c: Recognize the need for and seek assistance
        
        2-3.A.2: Intermediate
        
        2-3.A.2.d: Know when to use native language resources
        
        2-3.A.2.e: Use self-monitoring and self-correcting strategies
        
        2-3.A.2.f: Construct learning aids
        
        2-3.A.2.g: Develop independent study skills
        
        2-3.A.2.h: Apply study skills to prepare for tests
        
        2-3.A.3: Advanced
        
        2-3.A.3.i: Evaluate one’s own success in a completed learning task
        
        2-3.A.3.j: Analyze and evaluate study behaviors and learning environments
        
        2-3.B: Apply reading strategies in all academic areas including math, science and social studies
        
        2-3.B.1: Beginning
        
        2-3.B.1.a: Preview illustrations and text
        
        2-3.B.1.b: Make connections to prior knowledge
        
        2-3.B.1.c: Make inferences from visuals
        
        2-3.B.1.d: Make, verify and revise predictions
        
        2-3.B.1.e: Set a purpose for reading
        
        2-3.B.1.f: Use context to construct meaning
        
        2-3.B.1.g: Reread
        
        2-3.B.1.h: Use graphic organizers to enhance comprehension
        
        2-3.B.1.i: Make text-to-self, text-to-text and text-to world connections
        
        2-3.B.2: Intermediate
        
        2-3.B.2.j: Visualize images suggested by the text
        
        2-3.B.2.k: Make inferences from explicit information
        
        2-3.B.2.l: Make and verify hypotheses while reading
        
        2-3.B.2.m: Identify main idea and supporting details
        
        2-3.B.2.n: Form an initial reaction to the text
        
        2-3.B.2.o: Summarize the text
        
        2-3.B.2.p: Skim chapter headings, subheadings and highlighted material to predict and confirm
        
        2-3.B.2.q: Scan a text
        
        2-3.B.2.r: Generate key questions about a text before, during and after reading
        
        2-3.B.3: Advanced
        
        2-3.B.3.s: Make inferences from implicit information
        
        2-3.B.3.t: Monitor comprehension while reading and self- correct
        
        2-3.B.3.u: Use knowledge of common word parts to learn new words and aid in comprehension
        
        2-3.B.3.v: Support interpretation with evidence from text
        
        2-3.C: Apply writing strategies in all academic areas including math, science and social studies
        
        2-3.C.1: Beginning
        
        2-3.C.1.a: Construct a chart or other graphic
        
        2-3.C.1.b: Use visuals to prompt writing
        
        2-3.C.1.c: Use observations and experiences (especially family and cultural)
        
        2-3.C.1.d: Make lists
        
        2-3.C.2: Intermediate
        
        2-3.C.2.e: Use a topic sentence as a means of writing on the topic
        
        2-3.C.2.f: Restate a prompt to establish focus
        
        2-3.C.2.g: Seek advice of teacher or peer to revise, expand and edit a draft (writing conferences)
        
        2-3.C.2.h: Brainstorm ideas before writing
        
        2-3.C.2.i: Engage in discussion with peers
        
        2-3.C.2.j: Use graphic organizers to plan writing
        
        2-3.C.2.k: Use technology to enhance writing
        
        2-3.C.2.l: Make outlines
        
        2-3.C.2.m: Use reference materials (dictionaries, thesauruses, grammar books)
        
        2-3.C.2.n: Publish and share final drafts
        
        2-3.C.2.o: Develop idea banks (journals, clippings, pictures, lists of books, films)
        
        2-3.C.3: Advanced
        
        2-3.C.3.p: Use elaboration and specific details
        
        2-3.C.3.q: Use sequencing
        
        2-3.C.3.r: Use the conventions of persuasion
      - 3: Use English in culturally appropriate ways
        
        3-1: Apply appropriate cultural behavior in various settings
        
        3-1.A: Recognize and use appropriate degrees of formality in standard English
        
        3-1.A.1: Beginning
        
        3-1.A.1.a: Begin to interact minimally with others in formal and informal settings
        
        3-1.A.1.b: Make requests, show gratitude, apologize and express emotions using isolated words and phrases
        
        3-1.A.1.c: Greet and take leave appropriately
        
        3-1.A.1.d: Use acceptable tone and volume
        
        3-1.A.1.e: Recognize when an utterance has been misunderstood
        
        3-1.A.1.f: Determine appropriate topics for interaction
        
        3-1.A.1.g: Observe and seek information about appropriate language use and behavior
        
        3-1.A.2: Intermediate
        
        3-1.A.2.h: Give and receive compliments
        
        3-1.A.2.i: Use acceptable emphasis and intonation
        
        3-1.A.2.j: Rephrase an utterance when it has been misunderstood
        
        3-1.A.2.k: Initiate and maintain appropriate casual conversation
        
        3-1.A.3: Advanced
        
        3-1.A.3.l: Advise peers on appropriate language use
        
        3-1.A.3.m: Evaluate and adjust effectiveness of communication
        
        3-1.A.3.n: Recognize and apply the style of speech appropriate to a given situation
        
        3-1.A.3.o: Know when to use sarcasm and humor appropriately
        
        3-1.A.3.p: Understand cultural factors that affect meaning
        
        3-1.B: Respond to and use idioms and humor appropriately
        
        3-1.B.1: Beginning
        
        3-1.B.1.a: Understand common idioms
        
        3-1.B.1.b: React to jokes appropriately
        
        3-1.B.2: Intermediate
        
        3-1.B.2.c: Use common idioms
        
        3-1.B.2.d: Respond to humor in conversation and literature
        
        3-1.B.2.e: Determine when it is appropriate to tell a joke
        
        3-1.B.2.f: React to and tell jokes appropriately
        
        3-1.B.3: Advanced
        
        3-1.B.3.g: Expand knowledge and use of idiomatic expressions
        
        3-1.B.3.h: Use a variety of idioms appropriately in speech and writing
        
        3-1.B.3.i: Distinguish between sarcasm and humor and use them appropriately in a variety of contexts
        
        3-1.B.3.j: Interpret and explain a cartoon, situation comedy or joke
        
        3-1.C: Use nonverbal communication appropriate to audience, purpose and setting
        
        3-1.C.1: Beginning
        
        3-1.C.1.a: Demonstrate knowledge of acceptable nonverbal behaviors
        
        3-1.C.1.b: Respond appropriately to gestures
        
        3-1.C.1.c: Obtain someone’s attention in an appropriate manner
        
        3-1.C.1.d: Use gestures and body language acceptable in formal and informal settings
        
        3-1.C.1.e: Be aware of and respect cultural differences related to personal space, eye contact and body language
        
        3-1.C.2: Intermediate
        
        3-1.C.2.f: Identify nonverbal cues that may cause misunderstanding
        
        3-1.C.3: Advanced
        
        3-1.C.3.: Nothing additional for Advanced Indicators
    - Grades: 9-12
      - 1: Use English to communicate effectively in social settings
        
        1-1: Use English to participate orally in social settings
        
        1-1.A: Share and request information
        
        1-1.A.1: Beginning
        
        1-1.A.1.a: Indicate preferences through gestures, one- and two-word responses or short phrases
        
        1-1.A.1.b: Ask and answer “yes/no” and either/or questions
        
        1-1.A.1.c: Initiate communication
        
        1-1.A.1.d: Express needs and feelings verbally and nonverbally
        
        1-1.A.2: Intermediate
        
        1-1.A.2.e: Ask and answer who, what, when, where and how questions
        
        1-1.A.2.f: Indicate preferences with complete or nearly complete sentences
        
        1-1.A.2.g: Ask simple questions for clarification
        
        1-1.A.2.h: Obtain information in context-reduced settings (e.g., telephone)
        
        1-1.A.2.i: Express needs, feelings and ideas
        
        1-1.A.2.j: Clarify and restate information as needed
        
        1-1.A.2.k: Engage in informal and formal conversations
        
        1-1.A.3: Advanced
        
        1-1.A.3.l: Negotiate solutions to problems or misunderstandings
        
        1-1.A.3.m: Ask “what if” questions
        
        1-1.A.3.n: Ask complex questions to obtain information
        
        1-1.A.3.o: Persuade others by defending and arguing a position
        
        1-1.B: Meet Personal Needs
        
        1-1.B.1: Beginning
        
        1-1.B.1.a: Ask for permission
        
        1-1.B.1.b: Ask for assistance
        
        1-1.B.2: Intermediate
        
        1-1.B.2.c: Make plans for social engagements
        
        1-1.B.2.d: Make appointments
        
        1-1.B.2.e: Request forms and documents
        
        1-1.B.3: Advanced
        
        1-1.B.3.f: Participate in an extra- curricular activity, club or organization
        
        1-1.B.3.g: Advocate for self and others
        
        1-2: Use learning strategies to extend linguistic competence in social settings
        
        1-2.A: Practice new language, self-monitor, and explore alternative ways of saying things
        
        1-2.A.1: Beginning
        
        1-2.A.1.a: Imitate proficient speakers
        
        1-2.A.1.b: Experiment with recently learned language
        
        1-2.A.1.c: Align verbal directions with nonverbal cues
        
        1-2.A.1.d: Ask questions for clarification
        
        1-2.A.1.e: Rehearse language patterns
        
        1-2.A.2: Intermediate
        
        1-2.A.2.f: Plan and practice anticipated conversations
        
        1-2.A.2.g: Reinforce recently learned language by teaching others
        
        1-2.A.2.h: Check for correctness of speech and adjust language accordingly
        
        1-2.A.2.i: Analyze and experiment with variations of language in different settings
        
        1-2.A.3: Advanced
        
        1-2.A.3.j: Self-monitor and adjust language accordingly
        
        1-2.B: Seek support and feedback from others
        
        1-2.B.1: Beginning
        
        1-2.B.1.a: Indicate a lack of understanding
        
        1-2.B.1.b: Ask for the meaning of a word
        
        1-2.B.1.c: Work in cooperative groups
        
        1-2.B.1.d: Use primary language to clarify meaning and information
        
        1-2.B.2: Intermediate
        
        1-2.B.2.e: Ask whether a particular word or phrase is correct
        
        1-2.B.2.f: Use available technology as a resource
        
        1-2.B.3: Advanced
        
        1-2.B.3.g: Confer with peers or adults to solve problems and make decisions
        
        1-2.C: Use context to construct meaning
        
        1-2.C.1: Beginning
        
        1-2.C.1.a: Relate body language and gestures to spoken language
        
        1-2.C.1.b: Associate objects or symbols with written labels
        
        1-2.C.2: Intermediate
        
        1-2.C.2.c: Use different media (written sources and technology) to increase understanding
        
        1-2.C.2.d: Identify language subtleties in various contexts
        
        1-2.C.3: Advanced
        
        1-2.C.3.e: Analyze and draw conclusions from interactions
      - 2: Use English to achieve in all academic settings
        
        2-1: Use English to participate orally in academic settings
        
        2-1.A: Follow oral and written directions
        
        2-1.A.1: Beginning
        
        2-1.A.1.a: Repeat modeled language
        
        2-1.A.1.b: Participate in daily classroom routines
        
        2-1.A.1.c: Follow one- or two-step directions
        
        2-1.A.2: Intermediate
        
        2-1.A.2.d: Follow multistep directions
        
        2-1.A.2.e: Ask a teacher to restate or simplify directions
        
        2-1.A.3: Advanced
        
        2-1.A.3.f: Explain directions to others
        
        2-1.B: Negotiate and manage interaction to accomplish tasks
        
        2-1.B.1: Beginning
        
        2-1.B.1.a: Participate in full-class, group and paired activities
        
        2-1.B.1.b: Take turns when speaking
        
        2-1.B.1.c: Join in group response at appropriate times
        
        2-1.B.1.d: Express opinions
        
        2-1.B.1.e: Listen to and respect the opinions of others
        
        2-1.B.1.f: Respond to basic feedback appropriately
        
        2-1.B.1.g: Request and share classroom materials
        
        2-1.B.2: Intermediate
        
        2-1.B.2.h: Express and defend opinions
        
        2-1.B.2.i: Use personal experiences to add to a discussion
        
        2-1.B.2.j: Contribute relevant ideas to a discussion
        
        2-1.B.2.k: Distinguish among cooperative roles
        
        2-1.B.2.l: Question the opinions of others and respect their answers
        
        2-1.B.2.m: Use formal language to negotiate and reach consensus
        
        2-1.B.2.n: Listen to and incorporate feedback
        
        2-1.B.2.o: Distinguish fact from opinion during discussion
        
        2-1.B.3: Advanced
        
        2-1.B.3.p: Modify a statement made by a peer
        
        2-1.B.3.q: Persuade others during discussions and presentations
        
        2-1.B.3.r: Elaborate on and extend the ideas of others
        
        2-1.B.3.s: Evaluate information for relevancy
        
        2-1.B.3.t: Prepare for and participate in a debate
        
        2-1.C: Follow the conventions of standard English
        
        2-1.C.1: Beginning
        
        2-1.C.1.a: Repeat words, phrases and simple sentences accurately
        
        2-1.C.1.b: Use basic language patterns accurately
        
        2-1.C.2: Intermediate
        
        2-1.C.2.c: Produce original sentences with increasing accuracy
        
        2-1.C.2.d: Initiate conversations
        
        2-1.C.2.e: Engage in extended conversations
        
        2-1.C.2.f: Recognize the difference between standard and nonstandard English
        
        2-1.C.3: Advanced
        
        2-1.C.3.g: Recognize and use complex syntax
        
        2-1.C.3.h: Produce increasingly complex language
        
        2-1.C.3.i: Communicate clearly and precisely
        
        2-1.C.3.j: Adjust language, as appropriate, to audience, purpose and task
        
        2-2: Use English to read and write in academic settings
        
        2-2.A: Develop reading skills in all academic areas including math, science and social studies
        
        2-2.A.1: Beginning
        
        2-2.A.1.a: Activate prior knowledge
        
        2-2.A.1.b: Develop phonological and phonemic awareness in English
        
        2-2.A.1.c: Develop vocabulary
        
        2-2.A.1.d: Expand knowledge of content
        
        2-2.A.1.e: Connect prior knowledge to new information
        
        2-2.A.1.f: Classify objects according to number, shape, color, size, function and physical characteristics
        
        2-2.A.1.g: Develop fluency
        
        2-2.A.1.h: Recognize common word parts
        
        2-2.A.1.i: Explore a variety of genre
        
        2-2.A.2: Intermediate
        
        2-2.A.2.j: Expand academic vocabulary
        
        2-2.A.2.k: Identify main idea and supporting details
        
        2-2.A.2.l: Read a story and represent the sequence of events through pictures, words, music or drama
        
        2-2.A.2.m: Retell, explain and expand the text to check comprehension
        
        2-2.A.2.n: Select and organize relevant information
        
        2-2.A.2.o: Respond to fiction and nonfiction text
        
        2-2.A.2.p: Classify data and information
        
        2-2.A.2.q: Answer literal and inferential questions about grade-appropriate texts
        
        2-2.A.2.r: Increase fluency
        
        2-2.A.2.s: Recognize and use literary terms
        
        2-2.A.2.t: Interpret text
        
        2-2.A.3: Advanced
        
        2-2.A.3.aa: Recognize the validity of an author’s arguments
        
        2-2.A.3.u: Develop a critical stance
        
        2-2.A.3.v: Analyze, synthesize and construct meaning from text
        
        2-2.A.3.w: Critique and evaluate text
        
        2-2.A.3.x: Go beyond the text to enhance meaning
        
        2-2.A.3.y: Interpret and respond to text
        
        2-2.A.3.z: Evaluate the elements of an author’s craft including literary devices
        
        2-2.B: Develop writing skills in all academic areas including math, science and social studies
        
        2-2.B.1: Beginning
        
        2-2.B.1.a: Write the English alphabet accurately
        
        2-2.B.1.b: Develop handwriting skills appropriate to the English alphabet
        
        2-2.B.1.c: Copy simple sentences
        
        2-2.B.1.d: Engage in effective pre-writing activities (brainstorming, discussing, graphic organizers, etc.)
        
        2-2.B.1.e: Produce original sentences
        
        2-2.B.1.f: Write on a topic
        
        2-2.B.1.g: Attend to writing mechanics (capital letters, periods and question marks)
        
        2-2.B.2: Intermediate
        
        2-2.B.2.h: Publish and share final products
        
        2-2.B.2.i: Write a narrative
        
        2-2.B.2.j: Revise, expand and edit a draft with teacher assistance
        
        2-2.B.2.k: Attend to writing mechanics (punctuation and spelling)
        
        2-2.B.2.l: Develop clear ideas with supporting details and evidence
        
        2-2.B.2.m: Adjust language, as appropriate, to audience, purpose and task
        
        2-2.B.2.n: Revise, expand and edit a draft with peer input
        
        2-2.B.2.o: Write for a purpose, considering the audience
        
        2-2.B.2.p: Revise, expand and edit a draft independently
        
        2-2.B.2.q: Organize ideas for a relevant and logical argument
        
        2-2.B.3: Advanced
        
        2-2.B.3.r: Use linguistic transitional elements (first, next, then)
        
        2-2.B.3.s: Write expository and persuasive essays
        
        2-2.B.3.t: Recognize and use syntax
        
        2-2.B.3.u: Write academic research papers, synthesizing materials from different sources
        
        2-2.B.3.v: Paraphrase, quote and cite sources accurately
        
        2-2.C: Develop research skills in all academic areas including math, science and social studies
        
        2-2.C.1: Beginning
        
        2-2.C.1.a: Generate questions for gathering data
        
        2-2.C.1.b: Observe and record information
        
        2-2.C.1.c: Use appropriate visual, print and auditory sources
        
        2-2.C.1.d: Consult print and non-print resources in the native language when needed
        
        2-2.C.1.e: Use available technology to gather information
        
        2-2.C.2: Intermediate
        
        2-2.C.2.f: Raise additional questions generated by research
        
        2-2.C.2.g: Select and organize information from appropriate sources for a specific purpose
        
        2-2.C.3: Advanced
        
        2-2.C.3.h: Present results of a research project
        
        2-2.C.3.i: Observe and record numerical data
        
        2-2.C.3.j: Take notes from a text or presentation
        
        2-2.C.3.k: Locate and research information on academic topics from multiple sources
        
        2-2.C.3.l: Draw conclusions from selected sources
        
        2-2.C.3.m: Document and justify ideas using evidence from text
        
        2-3: Use strategies to become independent learners in academic settings
        
        2-3.A: Apply cognitive strategies in all academic areas including math, science and social studies
        
        2-3.A.1: Beginning
        
        2-3.A.1.a: Follow verbal and non- verbal cues
        
        2-3.A.1.b: Rehearse and visualize information
        
        2-3.A.1.c: Recognize the need for and seek assistance
        
        2-3.A.2: Intermediate
        
        2-3.A.2.d: Know when to use native language resources
        
        2-3.A.2.e: Use self-monitoring and self-correcting strategies
        
        2-3.A.2.f: Construct learning aids
        
        2-3.A.2.g: Develop independent study skills
        
        2-3.A.2.h: Apply study skills to prepare for tests
        
        2-3.A.2.i: Use peer teaching to enhance mutual learning
        
        2-3.A.3: Advanced
        
        2-3.A.3.j: Evaluate one’s own success in a completed learning task
        
        2-3.A.3.k: Analyze and evaluate study behaviors and learning environments
        
        2-3.B: Apply reading strategies in all academic areas including math, science and social studies
        
        2-3.B.1: Beginning
        
        2-3.B.1.a: Preview illustrations and text
        
        2-3.B.1.b: Make connections to prior knowledge
        
        2-3.B.1.c: Make inferences from visuals
        
        2-3.B.1.d: Make, verify and revise predictions
        
        2-3.B.1.e: Set a purpose for reading
        
        2-3.B.1.f: Use context to construct meaning
        
        2-3.B.1.g: Reread
        
        2-3.B.1.h: Use graphic organizers to enhance comprehension
        
        2-3.B.1.i: Make text-to-self, text-to-text and text-to world connections
        
        2-3.B.2: Intermediate
        
        2-3.B.2.j: Visualize images suggested by the text
        
        2-3.B.2.k: Make inferences from explicit information
        
        2-3.B.2.l: Make and verify hypotheses while reading
        
        2-3.B.2.m: Identify main idea and supporting details
        
        2-3.B.2.n: Form an initial reaction to the text
        
        2-3.B.2.o: Summarize the text
        
        2-3.B.2.p: Skim chapter headings, subheadings and highlighted material to predict and confirm
        
        2-3.B.2.q: Scan a text
        
        2-3.B.2.r: Generate key questions about a text before, during and after reading
        
        2-3.B.2.s: Take margin notes or highlight during reading
        
        2-3.B.3: Advanced
        
        2-3.B.3.t: Make inferences from implicit information
        
        2-3.B.3.u: Monitor comprehension while reading and self- correct
        
        2-3.B.3.v: Use knowledge of common word parts to learn new words and aid in comprehension
        
        2-3.B.3.w: Support interpretation with evidence from text
        
        2-3.C: Apply writing strategies in all academic areas including math, science and social studies
        
        2-3.C.1: Beginning
        
        2-3.C.1.a: Construct a chart or other graphic
        
        2-3.C.1.b: Use visuals to prompt writing
        
        2-3.C.1.c: Use observations and experiences (especially family and cultural)
        
        2-3.C.1.d: Make lists
        
        2-3.C.2: Intermediate
        
        2-3.C.2.e: Use a topic sentence as a means of writing on the topic
        
        2-3.C.2.f: Restate a prompt to establish focus
        
        2-3.C.2.g: Seek advice of teacher or peer to revise, expand and edit a draft (writing conferences)
        
        2-3.C.2.h: Brainstorm ideas before writing
        
        2-3.C.2.i: Engage in discussion with peers
        
        2-3.C.2.j: Use graphic organizers to plan writing
        
        2-3.C.2.k: Use technology to enhance writing
        
        2-3.C.2.l: Make outlines
        
        2-3.C.2.m: Use reference materials (dictionaries, thesauruses, grammar books)
        
        2-3.C.2.n: Publish and share final drafts
        
        2-3.C.2.o: Develop idea banks (journals, clippings, pictures, lists of books, films)
        
        2-3.C.2.p: Anticipate the reader’s response
        
        2-3.C.3: Advanced
        
        2-3.C.3.q: Use elaboration and specific details
        
        2-3.C.3.r: Use sequencing
        
        2-3.C.3.s: Use the conventions of persuasion
      - 3: Use English in culturally appropriate ways
        
        3-1: Apply appropriate cultural behavior in various settings
        
        3-1.A: Recognize and use appropriate degrees of formality in standard English
        
        3-1.A.1: Beginning
        
        3-1.A.1.a: Begin to interact with others in formal and informal settings
        
        3-1.A.1.b: Make requests, show gratitude, apologize and express emotions using isolated words and phrases
        
        3-1.A.1.c: Greet and take leave appropriately
        
        3-1.A.1.d: Use acceptable tone and volume
        
        3-1.A.1.e: Recognize when an utterance has been misunderstood
        
        3-1.A.1.f: Determine appropriate topics for interaction
        
        3-1.A.1.g: Observe and seek information about appropriate language use and behavior
        
        3-1.A.2: Intermediate
        
        3-1.A.2.h: Give and receive compliments
        
        3-1.A.2.i: Use acceptable emphasis and intonation
        
        3-1.A.2.j: Rephrase an utterance when it has been misunderstood
        
        3-1.A.2.k: Initiate and maintain appropriate casual conversation
        
        3-1.A.3: Advanced
        
        3-1.A.3.l: Advise peers on appropriate language use
        
        3-1.A.3.m: Evaluate and adjust effectiveness of communication
        
        3-1.A.3.n: Recognize and apply the style of speech appropriate to a given situation
        
        3-1.A.3.o: Know when to use irony, sarcasm and humor appropriately
        
        3-1.A.3.p: Understand cultural factors that affect meaning
        
        3-1.A.3.q: Use appropriate language for written business and social transactions
        
        3-1.A.3.r: Obtain and complete application forms (driver’s license, ID card, college admission)
        
        3-1.B: Respond to and use idioms and humor appropriately
        
        3-1.B.1: Beginning
        
        3-1.B.1.a: Understand common idioms
        
        3-1.B.1.b: React to jokes appropriately
        
        3-1.B.2: Intermediate
        
        3-1.B.2.c: Use common idioms
        
        3-1.B.2.d: Respond to humor in conversation and literature
        
        3-1.B.2.e: Determine when it is appropriate to tell a joke
        
        3-1.B.2.f: React to and tell jokes appropriately
        
        3-1.B.3: Advanced
        
        3-1.B.3.g: Expand knowledge and use of idiomatic expressions
        
        3-1.B.3.h: Use a variety of idioms appropriately in speech and writing
        
        3-1.B.3.i: Distinguish among irony, sarcasm and humor and use them appropriately in a variety of contexts
        
        3-1.B.3.j: Interpret and explain a cartoon, situation comedy or joke
        
        3-1.C: Use nonverbal communication appropriate to audience, purpose and setting
        
        3-1.C.1: Beginning
        
        3-1.C.1.a: Demonstrate knowledge of acceptable nonverbal behaviors
        
        3-1.C.1.b: Respond appropriately to gestures
        
        3-1.C.1.c: Obtain someone’s attention in an appropriate manner
        
        3-1.C.1.d: Use gestures and body language acceptable in formal and informal settings
        
        3-1.C.1.e: Be aware of and respect cultural differences related to personal space, eye contact and body language
        
        3-1.C.2: Intermediate
        
        3-1.C.2.f: Identify nonverbal cues that may cause misunderstanding
        
        3-1.C.3: Advanced
        
        3-1.C.3.: Nothing additional for Advanced Indicators
    - Grades: PreK-2
      - 1: Use English to communicate effectively in social settings
        
        1-1: Use English to participate orally in social settings
        
        1-1.A: Share and request information
        
        1-1.A.1: Beginning
        
        1-1.A.1.a: Indicate preferences through gestures, one- and two-word responses or short phrases
        
        1-1.A.1.b: Ask and answer “yes/no” and “either/or” questions
        
        1-1.A.1.c: Initiate communication
        
        1-1.A.1.d: Express needs and feelings verbally and nonverbally
        
        1-1.A.2: Intermediate
        
        1-1.A.2.e: Ask and answer who, what, when, where and how questions
        
        1-1.A.2.f: Indicate preferences with complete or nearly complete sentences
        
        1-1.A.2.g: Ask simple questions for clarification
        
        1-1.A.2.h: Obtain information in context-reduced settings (e.g., telephone)
        
        1-1.A.2.i: Express needs, feelings and ideas
        
        1-1.A.3: Advanced
        
        1-1.A.3.j: Negotiate solutions to problems or misunderstandings
        
        1-1.A.3.k: Ask “what if” questions
        
        1-1.A.3.l: Ask complex questions to obtain information
        
        1-1.B: Meet Personal Needs
        
        1-1.B.1: Beginning
        
        1-1.B.1.a: Ask for permission
        
        1-1.B.1.b: Ask for assistance
        
        1-1.B.2: Intermediate
        
        1-1.B.2.c: Make plans for social engagements
        
        1-1.B.3: Advanced
        
        1-1.B.3.: Connecticut has no Indicator at this level.
        
        1-2: Use learning strategies to extend linguistic competence in social settings
        
        1-2.A: Practice new language, self-monitor, and explore alternative ways of saying things
        
        1-2.A.1: Beginning
        
        1-2.A.1.a: Imitate proficient speakers
        
        1-2.A.1.b: Experiment with recently learned language
        
        1-2.A.1.c: Align verbal directions with nonverbal cues
        
        1-2.A.1.d: Ask questions for clarification
        
        1-2.A.2: Intermediate
        
        1-2.A.2.e: Plan and practice conversations
        
        1-2.A.3: Advanced
        
        1-2.A.3.f: Reinforce recently learned language by teaching others
        
        1-2.B: Seek support and feedback from others
        
        1-2.B.1: Beginning
        
        1-2.B.1.a: Indicate a lack of understanding
        
        1-2.B.1.b: Ask for the meaning of a word
        
        1-2.B.1.c: Work in cooperative groups
        
        1-2.B.1.d: Use primary language to clarify meaning and information
        
        1-2.B.2: Intermediate
        
        1-2.B.2.e: Use available technology as a resource
        
        1-2.B.3: Advanced
        
        1-2.B.3.f: Confer with peers to solve problems and make decisions
        
        1-2.C: Use context to construct meaning
        
        1-2.C.1: Beginning
        
        1-2.C.1.a: Relate body language and gestures to spoken language
        
        1-2.C.1.b: Associate objects or symbols with spoken and written language
        
        1-2.C.2: Intermediate
        
        1-2.C.2.c: Use different media (written sources and technology) to increase understanding
        
        1-2.C.3: Advanced
        
        1-2.C.3.d: Identify language subtleties in various contexts
      - 2: Use English to achieve in all academic settings
        
        2-1: Use English to participate orally in academic settings
        
        2-1.A: Follow oral and written directions
        
        2-1.A.1: Beginning
        
        2-1.A.1.a: Repeat modeled language
        
        2-1.A.1.b: Participate in daily classroom routines
        
        2-1.A.1.c: Follow one- or two-step directions
        
        2-1.A.2: Intermediate
        
        2-1.A.2.d: Follow multistep directions
        
        2-1.A.2.e: Ask a teacher to restate or simplify directions
        
        2-1.A.3: Advanced
        
        2-1.A.3.f: Explain directions to others
        
        2-1.B: Negotiate and manage interaction to accomplish tasks
        
        2-1.B.1: Beginning
        
        2-1.B.1.a: Participate in full-class, group and paired activities
        
        2-1.B.1.b: Take turns when speaking
        
        2-1.B.1.c: Join in group response at appropriate times
        
        2-1.B.1.d: Express opinions
        
        2-1.B.1.e: Listen to and respect the opinions of others
        
        2-1.B.1.f: Respond to basic feedback appropriately
        
        2-1.B.1.g: Request and share classroom materials
        
        2-1.B.2: Intermediate
        
        2-1.B.2.h: Express and defend opinions
        
        2-1.B.2.i: Use personal experiences to add to a discussion
        
        2-1.B.2.j: Contribute relevant ideas to a discussion
        
        2-1.B.2.k: Distinguish among cooperative roles
        
        2-1.B.3: Advanced
        
        2-1.B.3.l: Modify a statement made by a peer
        
        2-1.B.3.m: Persuade others through body language and other nonverbal social cues
        
        2-1.C: Follow the conventions of standard English
        
        2-1.C.1: Beginning
        
        2-1.C.1.a: Repeat words, phrases and simple sentences accurately
        
        2-1.C.1.b: Use basic language patterns accurately
        
        2-1.C.2: Intermediate
        
        2-1.C.2.c: Produce original sentences with increasing accuracy
        
        2-1.C.2.d: Initiate conversations
        
        2-1.C.2.e: Engage in extended conversations
        
        2-1.C.3: Advanced
        
        2-1.C.3.f: Recognize and use complex syntax
        
        2-1.C.3.g: Produce increasingly complex language
        
        2-1.C.3.h: Communicate clearly and precisely
        
        2-1.C.3.i: Adjust language, as appropriate, to audience, purpose and task
        
        2-2: Use English to read and write in academic settings
        
        2-2.A: Develop reading skills in all academic areas including math, science and social studies
        
        2-2.A.1: Beginning
        
        2-2.A.1.a: Activate prior knowledge
        
        2-2.A.1.b: Develop phonological and phonemic awareness in English
        
        2-2.A.1.c: Develop vocabulary
        
        2-2.A.1.d: Expand knowledge of content
        
        2-2.A.1.e: Connect prior knowledge to new information
        
        2-2.A.1.f: Demonstrate comprehension of text through gestures and simple responses
        
        2-2.A.1.g: Develop fluency
        
        2-2.A.1.h: Explore a variety of genre
        
        2-2.A.2: Intermediate
        
        2-2.A.2.i: Expand academic vocabulary
        
        2-2.A.2.j: Identify main idea
        
        2-2.A.2.k: Read a story and represent the sequence of events through pictures, words, music or drama
        
        2-2.A.2.l: Retell, explain and expand the text to check comprehension
        
        2-2.A.2.m: Respond to a story orally
        
        2-2.A.2.n: Answer literal and inferential questions about grade-appropriate texts
        
        2-2.A.3: Advanced
        
        2-2.A.3.: Connecticut has no Indicator at this level.
        
        2-2.A.3.a: Develop a critical stance
        
        2-2.B: Develop writing skills in all academic areas including math, science and social studies
        
        2-2.B.1: Beginning
        
        2-2.B.1.a: Write the English alphabet accurately
        
        2-2.B.1.b: Develop handwriting skills appropriate to the English alphabet
        
        2-2.B.1.c: Copy simple sentences
        
        2-2.B.1.d: Engage in effective pre-writing activities (brainstorming, discussing, graphic organizers, etc.)
        
        2-2.B.1.e: Produce original sentences
        
        2-2.B.1.f: Write on a topic
        
        2-2.B.1.g: Attend to writing mechanics (capital letters, periods and question marks)
        
        2-2.B.2: Intermediate
        
        2-2.B.2.h: Publish and share final products
        
        2-2.B.2.i: Revise, expand and edit a draft with teacher assistance
        
        2-2.B.2.j: Attend to writing mechanics (punctuation and spelling)
        
        2-2.B.3: Advanced
        
        2-2.B.3.k: Use linguistic transitional elements (first, next, then)
        
        2-2.C: Develop research skills in all academic areas including math, science and social studies
        
        2-2.C.1: Beginning
        
        2-2.C.1.a: Generate questions for gathering data
        
        2-2.C.1.b: Use appropriate visual and auditory sources
        
        2-2.C.1.c: Consult print and non-print resources in the native language when needed
        
        2-2.C.1.d: Use available technology to gather information
        
        2-2.C.2: Intermediate
        
        2-2.C.2.e: Observe and record information
        
        2-2.C.3: Advanced
        
        2-2.C.3.f: Present results of a research project
        
        2-3: Use strategies to become independent learners in academic settings
        
        2-3.A: Apply cognitive strategies in all academic areas including math, science and social studies
        
        2-3.A.1: Beginning
        
        2-3.A.1.a: Follow verbal and non- verbal cues
        
        2-3.A.1.b: Rehearse and visualize information
        
        2-3.A.1.c: Recognize the need for and seek assistance
        
        2-3.A.2: Intermediate
        
        2-3.A.2.d: Know when to use native language resources
        
        2-3.A.2.e: Use self-monitoring and self-correcting strategies
        
        2-3.A.3: Advanced
        
        2-3.A.3.f: Evaluate one’s own success in a completed learning task
        
        2-3.B: Apply reading strategies in all academic areas including math, science and social studies
        
        2-3.B.1: Beginning
        
        2-3.B.1.a: Preview illustrations and text
        
        2-3.B.1.b: Make connections to prior knowledge
        
        2-3.B.1.c: Make inferences from visuals
        
        2-3.B.1.d: Make, verify and revise predictions
        
        2-3.B.1.e: Set a purpose for reading
        
        2-3.B.1.f: Use context to construct meaning
        
        2-3.B.1.g: Reread
        
        2-3.B.1.h: Use graphic organizers to enhance comprehension
        
        2-3.B.1.i: Make text-to-self, text-to-text and text-to-world connections
        
        2-3.B.2: Intermediate
        
        2-3.B.2.j: Visualize images suggested by the text
        
        2-3.B.2.k: Make inferences from explicit information
        
        2-3.B.2.l: Make and verify hypotheses while reading
        
        2-3.B.2.m: Identify main idea
        
        2-3.B.2.n: Form an initial reaction to the text
        
        2-3.B.3: Advanced
        
        2-3.B.3.o: Make inferences from implicit information
        
        2-3.B.3.p: Monitor comprehension while reading and self-correct
        
        2-3.C: Apply writing strategies in all academic areas including math, science and social studies
        
        2-3.C.1: Beginning
        
        2-3.C.1.a: Construct a chart or other graphic
        
        2-3.C.1.b: Use visuals to prompt writing
        
        2-3.C.1.c: Use observations and experiences (especially family and cultural)
        
        2-3.C.1.d: Make lists
        
        2-3.C.2: Intermediate
        
        2-3.C.2.e: Use a topic sentence as a means of writing on the topic
        
        2-3.C.2.f: Restate a prompt to establish focus
        
        2-3.C.2.g: Seek advice of teacher or peer to revise, expand and edit a draft (writing conferences)
        
        2-3.C.2.h: Brainstorm ideas before writing
        
        2-3.C.2.i: Engage in discussion with peers
        
        2-3.C.2.j: Use graphic organizers to plan writing
        
        2-3.C.2.k: Use technology to enhance writing
        
        2-3.C.2.l: Publish and share final drafts
        
        2-3.C.2.m: Develop idea banks (journals, clippings, pictures, lists of books, films)
        
        2-3.C.3: Advanced
        
        2-3.C.3.n: Use elaboration and specific details
        
        2-3.C.3.o: Use sequencing
      - 3: Use English in culturally appropriate ways
        
        3-1: Apply appropriate cultural behavior in various settings
        
        3-1.A: Recognize and use appropriate degrees of formality in standard English
        
        3-1.A.1: Beginning
        
        3-1.A.1.a: Begin to interact minimally with others in formal and informal settings
        
        3-1.A.1.b: Make requests, show gratitude, apologize and express emotions using isolated words and phrases
        
        3-1.A.1.c: Greet and take leave appropriately
        
        3-1.A.1.d: Use acceptable tone and volume
        
        3-1.A.1.e: Recognize when an utterance has been misunderstood
        
        3-1.A.2: Intermediate
        
        3-1.A.2.f: Give and receive compliments
        
        3-1.A.2.g: Use acceptable emphasis and intonation
        
        3-1.A.2.h: Observe and seek information about appropriate language use and behavior
        
        3-1.A.3: Advanced
        
        3-1.A.3.i: Advise peers on appropriate language use
        
        3-1.A.3.j: Evaluate and adjust effectiveness of communication
        
        3-1.B: Respond to and use idioms and humor appropriately
        
        3-1.B.1: Beginning
        
        3-1.B.1.a: Understand common idioms
        
        3-1.B.1.b: React to jokes appropriately
        
        3-1.B.2: Intermediate
        
        3-1.B.2.c: Use common idioms
        
        3-1.B.2.d: Respond to humor in conversation and literature
        
        3-1.B.3: Advanced
        
        3-1.B.3.e: Expand knowledge of idiomatic expressions
        
        3-1.B.3.f: React to and tell jokes appropriately
        
        3-1.C: Use nonverbal communication appropriate to audience, purpose and setting
        
        3-1.C.1: Beginning
        
        3-1.C.1.a: Demonstrate knowledge of acceptable nonverbal behaviors
        
        3-1.C.1.b: Respond appropriately to gestures
        
        3-1.C.1.c: Obtain someone’s attention in an appropriate manner
        
        3-1.C.1.d: Use gestures and body language acceptable in formal and informal settings
        
        3-1.C.2: Intermediate
        
        3-1.C.2.e: Be aware of and respect cultural differences related to personal space, eye contact and body language
        
        3-1.C.2.f: Identify nonverbal cues that may cause misunderstanding
        
        3-1.C.3: Advanced
        
        3-1.C.3.: Nothing additional for Advanced Indicators
  - Family and Consumer Science (2002)
    - Grades: 5-8
      - 1: Career, Community, and Family Connections
        
        1.1: Recognize different roles individuals play in families, careers, and communities; and
        
        1.2: Engage in activities requiring teamwork.
      - 2: Consumer Science and Family Resource Management
        
        2.1: Identify and evaluate individual, family, and community resources;
        
        2.2: Evaluate the relationship of the environment to family and consumer resources;
        
        2.3: Describe the use of technology used by individuals and families;
        
        2.4: Identify financial goals and the means to achieve individual and family financial goals through a financial management plan;
        
        2.5: Demonstrate principles of “Let the Buyer Beware” and redress of grievances;
        
        2.6: Identify the use and reuse of materials within the family, school, and community;
        
        2.7: Demonstrate skills needed for product testing and comparison; and
        
        2.8: Identify career paths in consumer service industries.
      - 3: Interpersonal Relationships
        
        3.1: Describe their roles within their family, school, and community;
        
        3.2: Identify characteristics required to form positive relationships;
        
        3.3: Demonstrate positive methods of communicating with peers and adults;
        
        3.4: Identify safe methods of handling conflict within their school, family, and community; and
        
        3.5: Demonstrate teamwork and leadership skills in school and the community.
      - 4: Leadership
        
        4.1: Describe the various kinds of leadership behaviors; and
        
        4.2: Understand the concepts, strategies, and tools needed which contribute to personal growth, community leadership, democratic principles and social responsibility through participation in Family, Career, and Community Leaders of America (FCCLA).
      - 5: Individual and Family Development
        
        5.1: Identify the stages of the individual and family life span;
        
        5.2: Identify conditions that influence human growth and development;
        
        5.3: Identify strategies that promote growth and development across the life span;
        
        5.4: Describe the relationship between individuals and families and families and communities; and
        
        5.5: Show an understanding of and appreciation for differences among individuals and families.
      - 6: Education and Family and Community Services
        
        6.1: Identify careers that relate to individuals and families and the educational requirements to achieve them;
        
        6.2: Define careers in family-community services; and
        
        6.3: Identify conditions affecting individuals and families with a variety of disadvantaging conditions.
      - 7: Nutrition and Wellness
        
        7.1: Examine factors that influence nutrition and wellness practices for adolescents;
        
        7.2: Determine individual nutritional needs based on U.S. dietary guidelines;
        
        7.3: Plan and prepare food based on U.S. dietary guidelines;
        
        7.4: Practice safe and sanitary methods to prepare foods; and
        
        7.5: Examine today’s science and technology influences on the food industry.
      - 8: Hospitality, Food Science, Dietetics, Food Production and Services
        
        8.1: Identify employment opportunities in food related careers;
        
        8.2: Practice correct safety, sanitary and environmental practices used in food preparation;
        
        8.3: Use correct safety and sanitary procedures in food preparation;
        
        8.4: Select and use equipment correctly in food preparation;
        
        8.5: Discuss menu planning to meet individual and family needs;
        
        8.6: Identify successful team strategies to achieve success in the kitchen;
        
        8.7: Evaluate current marketing techniques for food products;
        
        8.8: Demonstrate techniques for marketing a food product or food related concept using current technology; and
        
        8.9: Explore career opportunities in the fields of hospitality, travel, and tourism.
      - 9: Child Development and Parenting Education
        
        9.1: Identify stages of child development;
        
        9.2: Discuss the impact of heredity and environment on human development;
        
        9.3: Practice “parenting” responsibilities through the use of designated medium; and
        
        9.4: Identify and create a list of resources of community support agencies.
      - 10: Early Childhood, Education, and Child Care Service
        
        10.1: List careers related to working with children;
        
        10.2: List careers related to working with children;
        
        10.3: Create developmentally appropriate games and activities for young children;
        
        10.4: Create safety rules when working with children; and
        
        10.5: List techniques for positive relationships with children.
      - 11: Textiles and Design
        
        11.1: Evaluate fiber and textiles materials;
        
        11.2: Demonstrate apparel and textiles design skills;
        
        11.3: Demonstrate skills needed to produce or repair textile products and apparel; and
        
        11.4: Analyze career paths within textile and design industries.
      - 12: Textiles, Apparel, Housing, Interiors, and Related Careers
        
        12.1: Evaluate the components of customer service;
        
        12.2: Demonstrate general operational procedures required for business profitability and career success;
        
        12.3: Be able to identify room modifications for individuals requiring specific design needs;
        
        12.4: Demonstrate an ability to draw/design basic floor plan;
        
        12.5: Identify changes in furniture and architecture over time;
        
        12.6: Describe the needs, goals, and resources in creating interior and furnishings design plans for their family; and
        
        12.7: Demonstrate basic procedures for business profitability and career success.
    - Grades: 9-12
      - 1: Career, Community, and Family Connections
        
        1.1: Analyze strategies to manage multiple individual, family, career, and community roles and responsibilities;
        
        1.2: Demonstrate employability skills in community and workplace settings; and
        
        1.3: Identify the benefits of individual and family participation in community activities.
      - 2: Consumer Science and Family Resource Management
        
        2.1: Demonstrate an understanding of management processes of individual and family resources, including food, clothing, shelter, health care, recreation, and transportation;
        
        2.10: Demonstrate skills needed for product development, testing, and presentation; and
        
        2.11: Analyze career paths in consumer service industries.
        
        2.2: Analyze the relationship of the environment to family and consumer resources;
        
        2.3: Identify policies that support consumer rights and responsibilities;
        
        2.4: Describe the impact of technology on individual and family resources;
        
        2.5: Describe interrelationships between the economic system and consumer actions;
        
        2.6: Demonstrate management of financial resources to meet the goals of individuals and families across the life span;
        
        2.7: Identify factors that impact consumer advocacy;
        
        2.8: Analyze factors in developing a long-term financial management plan;
        
        2.9: Analyze consumer and institutional resource consumption for conservation and waste management practices;
      - 3: Interpersonal Relationships
        
        3.1: Analyze functions and expectations of various types of relationships;
        
        3.2: Analyze personal needs and characteristics and their impact on interpersonal relationships;
        
        3.3: Demonstrate communication skills that contribute to positive relationships;
        
        3.4: Evaluate effective conflict prevention and management techniques; and
        
        3.5: Demonstrate teamwork and leadership skills in the family, workplace, and community.
      - 4: Leadership
        
        4.1: Learn about leadership as it affects individuals, organizations, and systems in relationship to individual, family, community, and career development; and
        
        4.2: Understand the concepts, strategies, and tools needed which contribute to personal growth, community leadership, democratic principles and social responsibility through participation in Family, Career, and Community Leaders of America (FCCLA).
      - 5: Individual and Family Development
        
        5.1: Analyze principles of human growth and development across the life span;
        
        5.2: Analyze conditions that influence human growth and development;
        
        5.3: Analyze strategies that promote growth and development across the life span
        
        5.4: Analyze the impact of family as a system on individuals and society; and
        
        5.5: Demonstrate appreciation for diverse perspectives, needs, and characteristics of individuals and families.
      - 6: Education and Family and Community Services
        
        6.1: Analyze career paths within education and family and community services;
        
        6.2: Analyze factors related to obtaining education and family and community services;
        
        6.3: Demonstrate professional behaviors, skills, and knowledge in providing education and family and community services;
        
        6.4: Evaluate conditions affecting individuals and families with a variety of disadvantaging conditions; and
        
        6.5: Identify services and education for individuals and families with a variety of disadvantaging conditions.
      - 7: Nutrition and Wellness
        
        7.1: Analyze factors that influence nutrition and wellness practices across the lifespan;
        
        7.2: Evaluate the nutritional needs of individuals and families in relation to health and wellness across the life span;
        
        7.3: Demonstrate ability to acquire, handle, and use foods to meet nutrition and wellness needs of individuals and families across the life span;
        
        7.4: Evaluate factors that affect food safety, from production through consumption; and
        
        7.5: Evaluate the impact of science and technology on food composition, safety, and other issues.
      - 8: Hospitality, Food Science, Dietetics, Food Production and Services
        
        8.1: Analyze career paths within the hospitality, food production and services, food science, dietetics, and nutrition industries;
        
        8.10: Demonstrate the concept of internal and external customer service;
        
        8.11: Demonstrate techniques for marketing a food product or food related concept using current technology; and
        
        8.12: Explore career opportunities in the fields of hospitality, travel, and tourism.
        
        8.2: Demonstrate procedures applied to safety, security, and environmental issues;
        
        8.3: Apply concepts of service to meet customer expectations;
        
        8.4: Integrate knowledge, skills, and practices required for careers in food production and services;
        
        8.5: Demonstrate food safety and sanitation procedures;
        
        8.6: Demonstrate selecting, using, and maintaining food production equipment;
        
        8.7: Demonstrate planning menu items based on standardized recipes to meet customer needs;
        
        8.8: Demonstrate commercial preparation for all menu categories to produce a variety of food products;
        
        8.9: Demonstrate implementation of food service management functions utilizing management principles and practices;
      - 9: Child Development and Parenting Education
        
        9.1: Analyze principles of human growth and development during childhood;
        
        9.2: Analyze conditions that influence human growth and development during childhood;
        
        9.3: Analyze strengths that promote growth and development during childhood;
        
        9.4: Analyze the roles and responsibilities of parenting;
        
        9.5: Evaluate parenting practices that maximize human growth and development;
        
        9.6: Evaluate external support systems that provide services for parents; and
        
        9.7: Analyze physical and emotional factors related to beginning the parenting process.
      - 10: Early Childhood, Education, and Child Care Service
        
        10.1: Analyze career paths within early childhood, education, and childcare services;
        
        10.2: Analyze developmentally appropriate practices to plan for early childhood, education, and child-care services;
        
        10.3: Demonstrate integration of curriculum and instruction to meet children’s developmental needs and interests;
        
        10.4: Demonstrate a safe and healthy learning environment for children;
        
        10.5: Demonstrate techniques for positive collaborative relationships with children; and
        
        10.6: Demonstrate professional practices and standards related to working with children.
      - 11: Textiles and Design
        
        11.1: Evaluate fiber and textiles materials;
        
        11.2: Become exposed to fashion history and elements of design;
        
        11.3: Demonstrate apparel and textiles design skills;
        
        11.4: Evaluate design decision in relation to available resources and options;
        
        11.5: Demonstrate skills needed to produce, alter, or repair textiles products and apparel;
        
        11.6: Demonstrate design ideas through visual presentation; and
        
        11.7: Analyze career paths within textile and design industries.
      - 12: Textiles, Apparel, Housing, Interiors, and Related Careers
        
        12.1: Evaluate elements of textiles and apparel merchandising;
        
        12.2: Evaluate the components of customer service;
        
        12.3: Become exposed to technology used to produce textile, apparel, and furnishings;
        
        12.4: Demonstrate general operational procedures required for business profitability and career success;
        
        12.5: Evaluate the use of housing and interior furnishings and products in meeting specific design needs;
        
        12.6: Demonstrate computer-aided drafting design, blueprint reading, and space planning skills required for the housing, interiors, and furnishings industry;
        
        12.7: Analyze influences on architectural and furniture design and development;
        
        12.8: Evaluate client’s needs, goals, and resources in creating design plans for housing, commercial and residential interiors, and furnishings; and
        
        12.9: Demonstrate general procedures for business profitability and career success.
    - Grades: K-4
      - 1: Understand the interaction of multiple life roles with the responsibilities of family, work, and community.
        
        1.1: Describe the roles visiting community members have in families and the workplace; and
        
        1.2: Identify interests in a variety of future life roles.
      - 2: Consumer Science and Family Resource Management
        
        2.1: Identify individual, family, and community resources;
        
        2.2: Explore the relationship of the environment to family and consumer resources;
        
        2.3: Identify technology used by individuals and families;
        
        2.4: Identify saving and spending;
        
        2.5: Identify steps to become a responsible, satisfied consumer;
        
        2.6: Identify the use and reuse of materials within the family and school;
        
        2.7: Identify consumer products; and
        
        2.8: Identify jobs in consumer service industries.
      - 3: Interpersonal Relationships
        
        3.1: Understand relationships in the family;
        
        3.2: Identify the characteristics of a friend;
        
        3.3: Identify feelings, both positive and negative;
        
        3.4: Identify bullying behavior and practice methods to reduce hurtful behavior; and
        
        3.5: Demonstrate teamwork.
      - 4: Leadership
        
        4.1: Define leadership and leadership styles.
      - 5: Individual and Family Development
        
        5.1: Determine the differences between themselves and other members of their family at different stages of the lifespan;
        
        5.2: Describe a family; and
        
        5.3: Describe similarities and differences between individuals and families.
      - 6: Education and Family and Community Services
        
        6.1: Identify career paths within education and family-community services.
      - 7: Nutrition and Wellness
        
        7.1: Discuss how the Food Pyramid influences nutrition and wellness;
        
        7.2: Identify nutritious food choices;
        
        7.3: Plan, select, and prepare simple snacks based on U.S. dietary guidelines; and
      - 8: Hospitality, Food Science, Dietetics, Food Production and Services
        
        8.1: Discuss food related careers;
        
        8.2: Identify safety, sanitary and environment concerns that effect food preparation;
        
        8.3: Practice correct safety and sanitary methods used to prepare food;
        
        8.4: Practice correct selection and use of equipment;
        
        8.5: Discuss the importance of a menu;
        
        8.6: Discuss how an effective team produces success; and
        
        8.7: Discuss reasons for food selection.
      - 9: Child Development and Parenting Education
        
        9.1: List the responsibilities of parenting; and
        
        9.2: Identify helpers in the community.
      - 10: Early Childhood, Education, and Child Care Service
        
        10.1: Develop awareness of community members who help children;
        
        10.2: List toys and games of interest to children;
        
        10.3: Discuss toy safety and proper use; and
        
        10.4: Write and discuss healthy ways to get along with family members.
      - 11: Textiles and Design
        
        11.1: Identify colors, lines, shapes, forms, and textures; and
        
        11.2: Develop fine motor skills necessary for manipulating and creating design objects.
      - 12: Textiles, Apparel, Housing, Interiors, and Related Careers
        
        12.1: Evaluate the components of customer service
        
        12.2: Identify living, working and community environments;
        
        12.3: Name a variety of living and working environments and interior furnishings; and
        
        12.4: Draw a living environment for their family.
  - Family and Consumer Science (2005)
    - Grades: 5-8
      - 1.0: Understand the interaction of multiple life roles with the responsibilities of family, work, and community.
        
        1.3: Identify different roles individuals play in families, careers, and communities; and
        
        1.4: Engage in activities requiring teamwork;
        
        1.5: Identify employability skills;
        
        1.6: Apply skills through community outreach projects and activities; and
        
        1.7: Explore the impact technology has on careers, community and family.
      - 2.0: Evaluate management practices related to human, economic, and environmental resources.
        
        2.10: Evaluate the relationship of the environment to family and consumer resources;
        
        2.11: Describe the impact of technology on individuals and families;
        
        2.12: Identify financial goals and the means to achieve individual and family financial goals through a financial management plan;
        
        2.13: Demonstrate principles of “Let the Buyer Beware” and redress of grievances;
        
        2.14: Identify the use and reuse of materials within the family, school, and community;
        
        2.15: Demonstrate skills needed for product testing and comparison; and
        
        2.16: Identify career paths in consumer service industries.
        
        2.9: Evaluate individual, family, and community resources;
      - 3.0: Demonstrate respectful and caring relationships in the family, school, workplace, and community.
        
        3.10: Demonstrate positive methods of communicating with peers and adults;
        
        3.11: Identify safe methods of handling conflict within their school, family, and community; and
        
        3.12: Demonstrate teamwork and leadership skills in school and the community;
        
        3.13: Identify positive coping skills to deal with difficult situations;
        
        3.14: Practice methods to reduce abusive behavior; and
        
        3.15: Evaluate consequences of personal behaviors.
        
        3.8: Describe their roles within their family, school, and community;
        
        3.9: Identify characteristics required to form positive relationships;
      - 4.0: Develop leadership skills, which impact individuals, families, communities, and organizations.
        
        4.2: Describe the various kinds of leadership behaviors; and
        
        4.3: Demonstrate the understanding of concepts, strategies, and tools needed which contribute to personal growth, community leadership, democratic principles and social responsibility through participation in Family, Career, and Community Leaders of America (F
      - 5.0: Examine the impact of society on individuals and families across the life span.
        
        5.4: Identify the stages of the individual and family life span;
        
        5.5: Identify conditions that influence human growth and development;
        
        5.6: Identify strategies that promote growth and development across the life span;
        
        5.7: Describe the relationship between individuals and families and families and communities; and
        
        5.8: Illustrate knowledge of differences among individuals, families and cultures.
      - 6.0: Demonstrate the integration of knowledge, skills, and practices required for careers in education and family-community services.
        
        6.2: Identify careers that relate to individuals and families and the educational requirements to achieve them; and
        
        6.3: Identify conditions affecting individuals and families with a variety of disadvantaged conditions.
      - 7.0: Demonstrate nutrition and wellness practices that enhance the well being of individuals, families, and communities.
        
        7.10: Plan and prepare food based on U.S. dietary guidelines;
        
        7.11: Practice safe and sanitary methods to prepare foods;
        
        7.12: Explore the relationship between food and culture;
        
        7.13: Utilize technology in nutritional food preparation and nutrition analysis; and
        
        7.14: Examine today’s science and technology influences on the food industry.
        
        7.7: Examine factors that influence nutrition and wellness practices for adolescents;
        
        7.8: Determine individual nutritional needs based on U.S. dietary guidelines;
        
        7.9: Investigate nutritionally linked diseases and disorders;
      - 8.0: Demonstrate the integration of knowledge, skills, and practices required for careers in hospitality, food science, dietetics, food production and services.
        
        8.10: Select and use equipment correctly in food preparation;
        
        8.11: Discuss menu planning to meet individual and family needs;
        
        8.12: Identify successful team strategies to achieve success in the kitchen;
        
        8.13: Evaluate current marketing techniques for food products;
        
        8.14: Demonstrate techniques for marketing a food product or food related concept using current technology; and
        
        8.15: Identify career opportunities in the fields of hospitality, travel, and tourism.
        
        8.8: Identify employment opportunities in food related careers;
        
        8.9: Practice correct safety, sanitary and environmental practices used in food preparation;
      - 9.0: Analyze child growth and development and evaluate the impact of parenting roles and responsibilities on individuals and families.
        
        9.4: Identify stages of child development;
        
        9.5: Discuss the impact of heredity and environment on human development;
        
        9.6: Identify responsibilities of parents and caregivers through the use of designated medium; and
        
        9.7: Identify resources of community support agencies.
      - 10.0: Demonstrate the integration of knowledge, skills, and practices required for careers in early childhood, education, and services.
        
        10.4: List careers related to working with children;
        
        10.5: Create developmentally appropriate games and activities for young children;
        
        10.6: Identify safety rules when working with children; and
        
        10.7: List techniques for positive relationships with children.
      - 11.0: Analyze the principles of design as they apply to textiles, apparel, housing, interiors, and furniture.
        
        11.3: Evaluate fiber and textiles materials;
        
        11.4: Demonstrate apparel and textiles design skills;
        
        11.5: Demonstrate skills needed to produce or repair textile products and apparel;
        
        11.6: Investigate technological advanced equipment;
        
        11.7: Use technology in apparel and textile design; and
        
        11.8: Analyze career paths within textile and design industries.
      - 12.0: Demonstrate the integration of knowledge, skills, and practices required for careers in textile, apparel, housing, and interiors.
        
        12.5: Evaluate the components of customer service;
        
        12.6: Demonstrate general operational procedures required for business profitability and career success;
        
        12.7: Be able to identify room modifications for individuals requiring specific design needs;
        
        12.8: Demonstrate an ability to draw/design basic floor plan;
        
        12.9: Identify changes in furniture and architecture over time;
        
        12.10: Describe the needs, goals, and resources in creating interior and furnishings design plans for their family; and
        
        12.11: Demonstrate basic procedures for business profitability and career success.
    - Grades: 9-12
      - 1.0: Understand the interaction of multiple life roles with the responsibilities of family, work, and community.
        
        1.10: Evaluate the benefits of individual and family participation in community activities;
        
        1.11: Develop and apply content specific service learning projects and activities; and
        
        1.12: Utilize technological advances as it applies to family, work and community.
        
        1.8: Analyze strategies to manage multiple individual, family, career, and community roles and responsibilities;
        
        1.9: Apply standard employability skills in community and workplace settings; and
      - 2.0: Evaluate management practices related to human, economic, and environmental resources.
        
        2.17: Demonstrate an understanding of management processes of individual and family resources, including food, clothing, shelter, health care, recreation, and transportation;
        
        2.18: Analyze the relationship of the environment to family and consumer resources;
        
        2.19: Identify policies that support consumer rights and responsibilities;
        
        2.20: Utilize technology for individual and family resources;
        
        2.21: Describe interrelationships between the economic system and consumer actions;
        
        2.22: Demonstrate management of financial resources to meet the goals of individuals and families across the life span;
        
        2.23: Identify factors that impact consumer advocacy;
        
        2.24: Analyze factors in developing a long-term financial management plan;
        
        2.25: Analyze consumer and institutional resource consumption for conservation and waste management practices;
        
        2.26: Demonstrate skills needed for product development, testing, and presentation; and
        
        2.27: Investigate career paths in consumer service industries.
      - 3.0: Demonstrate respectful and caring relationships in the family, school, workplace, and community.
        
        3.16: Differentiate functions and expectations of various types of relationships;
        
        3.17: Compare personal needs and characteristics and their impact on interpersonal relationships;
        
        3.18: Demonstrate communication skills that contribute to positive relationships;
        
        3.19: Choose positive coping strategies to deal with difficult situations;
        
        3.20: Choose effective conflict prevention and management techniques;
        
        3.21: Assess the consequences of personal behavior; and
        
        3.22: Apply teamwork and leadership skills in the family, workplace, and community.
      - 4.0: Develop leadership skills, which impact individuals, families, communities, and organizations.
        
        4.4: Apply leadership skills as they affect individuals, organizations, and systems in relationship to individual, family, community, and career development; and
        
        4.5: Integrate the concepts, strategies, and tools needed which contribute to personal growth, community leadership, democratic principles and social responsibility through participation in Family, Career, and Community Leaders of America (FCCLA).
      - 5.0: Examine the impact of society on individuals and families across the life span.
        
        5.10: Evaluate conditions that influence human growth and development;
        
        5.11: Assess strategies that promote growth and development across the life span;
        
        5.12: Analyze the impact of family as a system on individuals and society; and
        
        5.13: Illustrate knowledge of diverse perspectives, needs, and characteristics of individuals, families and cultures.
        
        5.9: Analyze principles of human growth and development across the life span;
      - 6.0: Demonstrate the integration of knowledge, skills, and practices required for careers in education and family-community services.
        
        6.4: Investigate career paths within education and family and community services;
        
        6.5: Analyze factors related to obtaining education and family and community services;
        
        6.6: Demonstrate professional behaviors, skills, and knowledge in providing education, family and community services;
        
        6.7: Evaluate conditions affecting individuals and families with a variety of disadvantaged conditions; and
        
        6.8: Identify services and education for individuals and families with a variety of disadvantaging conditions.
      - 7.0: Demonstrate nutrition and wellness practices that enhance the well being of individuals, families, and communities.
        
        7.15: Analyze factors that influence nutrition and wellness practices across the lifespan;
        
        7.16: Evaluate the nutritional needs of individuals and families in relation to health and wellness across the life span;
        
        7.17: Demonstrate ability to acquire, handle, and use foods to meet nutrition and wellness needs of individuals and families across the life span;
        
        7.18: Evaluate factors that influence nutritionally linked diseases and disorders;
        
        7.19: Evaluate factors that affect food safety, from production through consumption;
        
        7.20: Demonstrate safety and sanitation practices in food preparation;
        
        7.21: Prepare a variety of food products that meet the needs of individual lifestyles and cultures;
        
        7.22: Demonstrate the use of technology in food preparation and nutrition analysis; and
        
        7.23: Evaluate the impact of science and technology on food composition, safety, and other issues.
      - 8.0: Demonstrate the integration of knowledge, skills, and practices required for careers in hospitality, food science, dietetics, food production and services.
        
        8.16: Analyze career paths within the hospitality, food production and services, food science, dietetics, and nutrition industries;
        
        8.17: Demonstrate facility procedures applied to safety, security, and environmental issues;
        
        8.18: Apply customer service strategies to meet client expectations;
        
        8.19: Integrate knowledge, skills, and practices required for careers in food production and services;
        
        8.20: Demonstrate food safety and sanitation procedures;
        
        8.21: Demonstrate selecting, using, and maintaining food production equipment;
        
        8.22: Demonstrate menu planning based on standardized recipes to meet customer needs;
        
        8.23: Demonstrate commercial preparation for all menu categories to produce a variety of food products;
        
        8.24: Demonstrate implementation of food service management functions utilizing management principles and practices;
        
        8.25: Apply team strategies to achieve success in the kitchen;
        
        8.26: Demonstrate the concept of internal and external customer service;
        
        8.27: Use technologically advanced equipment.
        
        8.28: Demonstrate techniques for marketing a food product or food related concept using current technology; and
        
        8.29: Assess career opportunities in the fields of hospitality, travel, and tourism.
      - 9.0: Analyze child growth and development and evaluate the impact of parenting roles and responsibilities on individuals and families.
        
        9.10: Identify strengths that promote growth and development during childhood;
        
        9.11: Investigate the roles and responsibilities of parents and caregivers;
        
        9.12: Evaluate parenting practices that promote human growth and development;
        
        9.13: Identify external support systems that provide services for parents and caregivers; and
        
        9.14: Analyze physical and emotional factors related to the parenting process.
        
        9.8: Analyze principles of human growth and development during childhood;
        
        9.9: Assess conditions that influence human growth and development during childhood;
      - 10.0: Demonstrate the integration of knowledge, skills, and practices required for careers in early childhood, education, and services.
        
        10.8: Analyze career paths within early childhood, education, and childcare services;
        
        10.9: Analyze developmentally appropriate practices to plan for early childhood, education, and child-care services;
        
        10.10: Demonstrate integration of curriculum and instruction to meet children’s developmental needs and interests;
        
        10.11: Implement a safe and healthy learning environment for children;
        
        10.12: Demonstrate techniques for positive interactions with children; and
        
        10.13: Apply professional practices and standards related to working with children.
      - 11.0: Analyze the principles of design as they apply to textiles, apparel, housing, interiors, and furniture.
        
        11.9: Evaluate fiber and textiles materials;
        
        11.10: Become exposed to fashion history and elements of design;
        
        11.11: Demonstrate apparel and textiles design skills;
        
        11.12: Evaluate design decision in relation to available resources and options;
        
        11.13: Demonstrate skills needed to produce, alter, or repair textiles products and apparel;
        
        11.14: Demonstrate design ideas through visual presentation;
        
        11.15: Use technologically advanced equipment; and
        
        11.16: Analyze career paths within textile and design industries.
      - 12.0: Demonstrate the integration of knowledge, skills, and practices required for careers in textile, apparel, housing, and interiors.
        
        12.12: Evaluate elements of textiles and apparel merchandising;
        
        12.13: Evaluate the components of customer service;
        
        12.14: Become exposed to technology used to produce textile, apparel, and furnishings;
        
        12.15: Demonstrate general operational procedures required for business profitability and career success;
        
        12.16: Evaluate the use of housing and interior furnishings and products in meeting specific design needs;
        
        12.17: Demonstrate computer-aided drafting design, blueprint reading, and space planning skills required for the housing, interiors, and furnishings industry;
        
        12.18: Analyze influences on architectural and furniture design and development;
        
        12.19: Evaluate client’s needs, goals, and resources in creating design plans for housing, commercial and residential interiors, and furnishings; and
        
        12.20: Demonstrate general procedures for business profitability and career success.
    - Grades: K-4
      - 1.0: Understand the interaction of multiple life roles with the responsibilities of family, work, and community.
        
        1.1: Describe the roles visiting community members have in families and the workplace; and
        
        1.2: Identify interests in a variety of future life roles.
      - 2.0: Evaluate management practices related to human, economic, and environmental resources.
        
        2.1: Identify individual, family, and community resources;
        
        2.2: Explore the relationship of the environment to family and consumer resources;
        
        2.3: Identify technology used by individuals and families;
        
        2.4: Identify saving and spending;
        
        2.5: List steps to become a responsible, satisfied consumer;
        
        2.6: Identify the use and reuse of materials within the family and school;
        
        2.7: List consumer products; and
        
        2.8: Identify jobs in consumer service industries.
      - 3.0: Demonstrate respectful and caring relationships in the family, school, workplace, and community.
        
        3.1: Understand relationships in the family;
        
        3.2: Identify the characteristics of a friend;
        
        3.3: Discuss healthy ways to get along with family members;
        
        3.4: Identify consequences of behavior;
        
        3.5: Identify feelings, both positive and negative;
        
        3.6: Identify bullying behavior and practice methods to reduce hurtful behavior; and
        
        3.7: Demonstrate teamwork.
      - 4.0: Develop leadership skills, which impact individuals, families, communities, and organizations.
        
        4.1: Define leadership and leadership styles.
      - 5.0: Examine the impact of society on individuals and families across the life span.
        
        5.1: Determine the differences between themselves and other members of their family at different stages of the lifespan;
        
        5.2: Describe a family; and
        
        5.3: Describe similarities and differences between individuals, families and cultures.
      - 6.0: Demonstrate the integration of knowledge, skills, and practices required for careers in education and family-community services.
        
        6.1: Identify career paths within education and family and community services.
      - 7.0: Demonstrate nutrition and wellness practices that enhance the well being of individuals, families, and communities.
        
        7.1: Discuss how U.S. dietary guidelines influence nutrition and wellness;
        
        7.2: Identify nutritious food choices;
        
        7.3: Name nutritionally linked diseases and disorders;
        
        7.4: Plan, select, and prepare simple snacks based on U.S. dietary guidelines;
        
        7.5: Identify safety and sanitation practices in food preparation; and
        
        7.6: List correct methods to prepare foods.
      - 8.0: Demonstrate the integration of knowledge, skills, and practices required for careers in hospitality, food science, dietetics, food production and services.
        
        8.1: Discuss food related careers;
        
        8.2: Identify safety, sanitary and environment concerns that effect food preparation;
        
        8.3: Practice correct safety and sanitary methods used to prepare food;
        
        8.4: Practice correct selection and use of equipment;
        
        8.5: Discuss the importance of a menu;
        
        8.6: Discuss how an effective team achieves success; and
        
        8.7: Discuss reasons for food selection.
      - 9.0: Analyze child growth and development and evaluate the impact of parenting roles and responsibilities on individuals and families.
        
        9.1: List roles of parents and caregivers;
        
        9.2: List the responsibilities of parenting; and
        
        9.3: Identify helpers in the community.
      - 10.0: Demonstrate the integration of knowledge, skills, and practices required for careers in early childhood, education, and services.
        
        10.1: Develop awareness of community members who help children;
        
        10.2: List toys and games of interest to children; and
        
        10.3: Discuss toy safety and proper use.
      - 11.0: Analyze the principles of design as they apply to textiles, apparel, housing, interiors, and furniture.
        
        11.1: Identify colors, lines, shapes, forms, and textures; and
        
        11.2: Develop fine motor skills necessary for manipulating and creating design objects.
      - 12.0: Demonstrate the integration of knowledge, skills, and practices required for careers in textile, apparel, housing, and interiors.
        
        12.1: Evaluate the components of customer service
        
        12.2: Identify living, working and community environments;
        
        12.3: Name a variety of living and working environments and interior furnishings; and
        
        12.4: Draw a living environment for their family.
  - Health Education (1998)
    - Grades: 5-8
      - 1: Healthy and Active Life
        
        1.1: plan, select and prepare a nutritious daily diet based on the U.S. dietary guidelines
        
        1.2: develop a plan to maintain one’s own healthy, appropriate weight based on a physician’s recommendation and on U.S. dietary guidelines
        
        1.3: identify temporary and long-term health problems associated with poor food choices and eating habits
        
        1.4: demonstrate the influence the media, emotions, culture and individual family customs have on food selection
        
        1.5: develop a plan for and engage in appropriate daily physical activity
      - 2: Injury and Disease Prevention
        
        2.1: develop an action plan that will minimize personal risks and injuries at school, at home, in a vehicle and in the community
        
        2.2: demonstrate skills necessary to avoid dangerous situations
        
        2.3: demonstrate basic first aid and CPR techniques
        
        2.4: identify the causes, symptoms and prevention methods of communicable and noncommunicable diseases
        
        2.5: demonstrate skills necessary to resolve conflicts peacefully
        
        2.6: identify and use ways to reduce and/or avoid threatening situations, including sexual harassment, abuse and assault
        
        2.7: identify the warning signs for suicide and how to get help when needed
        
        2.8: use a variety of strategies to demonstrate respect for and responsibility to others without bias, abuse, discrimination or harassment, including but not limited to race, color, sex, religion, national origin and sexual orientation
      - 3: Human Growth and Development
        
        3.1: demonstrate and practice ways of communicating care, concern and consideration to oneself and others in a respectful manner
        
        3.2: demonstrate ways to obtain information about human growth, development and sexuality from family, clergy, health professionals and other responsible adults
        
        3.3: identify the structure and function of the male and female anatomy, and understand puberty and human reproduction
        
        3.4: define abstinence and explain the value of postponing sexual activity
        
        3.5: know the skills necessary to prevent pregnancy, HIV and sexually transmitted diseases (STDs)
        
        3.6: identify the responsibilities associated with parenthood
        
        3.7: identify and explain how the media may influence behaviors and decisions
      - 4: Substance Abuse Prevention
        
        4.1: identify and use strategies and skills to remain free of alcohol, tobacco, drugs and other addictive behaviors
        
        4.2: demonstrate healthy ways to express emotions, have fun, manage stress and maintain ATOD-free friendships
        
        4.3: identify and follow family and school rules and state and federal laws concerning ATOD use
        
        4.4: examine the manner in which peers, culture and the media may influence ATOD use
        
        4.5: analyze the impact that the use of substances has on decisions, injuries and crimes committed within society
    - Grades: 9-12
      - 1: Healthy and Active Life
        
        1.1: develop a wellness plan which will balance nutritional intake, physical output and need for rest on a daily basis
        
        1.2: identify and discuss the impact of food selections in causing or contributing to specific diseases and health conditions
        
        1.3: identify specific nutritional needs of athletes, women, men, the elderly and people with food allergies and medical concerns
      - 2: Injury and Disease Prevention
        
        2.1: demonstrate skills to avoid, cope with or resolve risky and unsafe situations
        
        2.2: demonstrate strategies to stay physically and emotionally safe
        
        2.3: demonstrate emergency procedures, including basic first aid and CPR techniques
        
        2.4: discuss factors that increase the risk of developing communicable and noncommunicable diseases
        
        2.5: use negotiation and conflict resolution skills
        
        2.6: identify and use ways to reduce and/or avoid threatening situations, including sexual harassment, abuse and assault
        
        2.7: identify strategies to prevent suicide and know how to get help for someone who may potentially be suicidal
        
        2.8: use a variety of strategies to demonstrate respect for and responsibility to others without bias, abuse, discrimination or harassment, including but not limited to race, color, sex, religion, national origin and sexual orientation
      - 3: Human Growth and Development
        
        3.1: practice responsible behaviors associated with mature, young adult interaction
        
        3.2: identify community resources for physical, mental and emotional health
        
        3.3: describe and analyze the physical, mental, emotional and sexual changes that occur over a lifetime – from birth to death
        
        3.4: understand the value of abstinence and explain the value of postponing sexual activity
        
        3.5: identify the methods of contraception and the effectiveness of each and use the skills necessary to prevent pregnancy, HIV and STDs
        
        3.6: apply the decision-making process, individually and collaboratively, to address health issues
        
        3.7: analyze how the media may influence behaviors and decisions
      - 4: Substance Abuse Prevention
        
        4.1: use strategies and skills to remain free of alcohol, tobacco, drugs and other addictive behaviors, such as gambling
        
        4.2: demonstrate skills necessary to manage emotions, cope with stress, seek help for oneself and others, and locate intervention resources
        
        4.3: identify and follow family and school rules and state and federal laws concerning ATOD use
        
        4.4: analyze behaviors that may put one at risk of using ATOD now or in the future
    - Grades: K-4
      - 1: Healthy and Active Life
        
        1.1: plan, select and prepare a nutritious meal based on the U.S. dietary guidelines;
        
        1.2: select foods that are low in salt, sugar and fat;
        
        1.3: engage in daily physical activity.
      - 2: Injury and Disease Prevention
        
        2.1: know and demonstrate ways to stay safe at home and school, and in the community and play areas;
        
        2.2: identify resources in the home, school and community to get help if needed;
        
        2.3: demonstrate simple emergency procedures;
        
        2.4: define the terms communicable (infectious), and noncommunicable (noninfectious) disease and identify ways to help prevent disease;
        
        2.5: identify skills necessary to resolve conflicts peacefully;
        
        2.6: differentiate between appropriate and inappropriate touch, say “no” to inappropriate touch, and tell a trusted adult;
        
        2.7: know that it is appropriate to tell a trusted adult when peers behave in ways that may be harmful to themselves or others;
        
        2.8: use a variety of strategies to demonstrate respect for and responsibility to others without bias, abuse, discrimination or harassment, including but not limited to race, color, sex, religion, national origin and sexual orientation.
      - 3: Human Growth and Development
        
        3.1: demonstrate ways of communicating care, concern and consideration to oneself and others in a respectful manner;
        
        3.2: demonstrate ways to obtain information about human growth and development from family, clergy, health professionals and other responsible adults;
        
        3.3: name the major body parts and identify how one can maintain and protect the body’s systems;
        
        3.4: identify the physical development of the male and female anatomy;
        
        3.5: describe, in Grade 4 or 5, physical and emotional changes that occur during puberty;
        
        3.6: recognize that individuals can make choices that reduce or eliminate their risk of contracting infectious disease.
      - 4: Substance Abuse Prevention
        
        4.1: articulate the dangers of using alcohol, tobacco and other drugs (ATOD) and identify and use strategies to avoid ATOD;
        
        4.2: identify different ways to express emotions in a healthy manner;
        
        4.3: identify and follow family and school rules and state and federal laws concerning ATOD use.
  - Healthy and Balanced Living (2006)
    - Grade 12
      - Comprehensive Physical Education
        
        9: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
        
        H.9.1: Maintain and further develop the fundamental movement skills in open environments
        
        H.9.2: Demonstrate competence in applying basic locomotor, nonlocomotor and manipulative skills in the execution of more complex skills
        
        H.9.3: Use complex movements and patterns within a variety of dynamic environments
        
        H.9.4: Develop advanced skills in selected physical activities
        
        H.9.5: Participate in a wide variety of activities, including dance, games, sports and lifetime physical activities
        
        10: Students will demonstrate understanding of movement concepts, principles and strategies as they apply to the learning and performance of physical activities.
        
        H.10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that enable skilled performances
        
        H.10.2: Use self, peer, teacher and technological resources as tools to implement performance improvements in self and others
        
        H.10.3: Demonstrate understanding of how rules, and safety practices and procedures need to be adjusted for different movement situations
        
        11: Students will participate regularly in physical activity.
        
        H.11.1: Regularly engage in moderate to vigorous physical activities of their choice on a regular basis
        
        H.11.2: Apply characteristics of performance in a variety of activities for purposeful, recreational, skill and fitness outcomes
        
        H.11.3: Apply, evaluate and analyze critical elements of physical activity concepts to increasingly complex game forms
        
        H.11.4: Engage in a variety of appropriate physical activities with individualized goals, during and outside of school, that promote the development and improvement of physical fitness level
        
        12: Students will incorporate fitness and wellness concepts to achieve and maintain a health enhancing level of physical fitness.
        
        H.12.1: Assess and adjust activities to maintain or improve personal level of health-related fitness
        
        H.12.2: Use physiological data to adjust levels of exercise and nutrient intake to promote wellness
        
        H.12.3: Use the results of fitness assessments to guide changes in her or his personal programs of physical activity
        
        H.12.4: Design and implement a personal wellness program based upon information obtained from the fitness assessment and in accordance with appropriate training and nutritional principles
        
        13: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
        
        H.13.1: Apply safe practices, rules, procedures etiquette and good sportsmanship in all physical activity settings, and take initiative to encourage others to do the same
        
        H.13.2: Demonstrate leadership and cooperation in order to accomplish the goals of different physical activities
        
        H.13.3: Develop and demonstrate initiative in implementing strategies for including all persons, despite individual differences, in physical activity settings
        
        H.13.4: Demonstrate initiative in using appropriate skills for resolving conflicts peacefully and encouraging others to do the same
        
        14: Students will choose physical activity for health, enjoyment, challenge, self expression and /or social interaction to sustain a physically active lifestyle.
        
        H.14.1: Make decisions and implement plans to participate in different physical activities based on interests and positive feelings of accomplishment in daily living
        
        H.14.2: Use physical activity as a means of creative expression
        
        H.14.3: Use physical activity as a positive opportunity for social and group interaction and development of lifelong skills and relationships
        
        H.14.4: Seek personally challenging experiences through physical activity as a means to personal growth
        
        H.14.5: Persist in practicing activities to increase specific skill competence in areas of interest
        
        H.14.6: Experiment with new physical activities as part of a personal improvement plan
      - Comprehensive School Health Education
        
        1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Concepts include but are not limited to: human growth and development, community and environmental health, human sexuality, injury and disease prevention, HIV/AIDS, sexually-transmitted diseases, mental and emotional health, nutrition and physical activity, and alcohol, tobacco and other drugs.
        
        H.1.1: Analyze how behaviors can affect health maintenance and disease prevention
        
        H.1.2: Describe the interrelationship of mental, emotional, social and physical health throughout adulthood
        
        H.1.3: Evaluate the impact of personal health behaviors on the functioning of body systems
        
        H.1.4: Evaluate how families, peers and community members can influence the health of individuals
        
        H.1.5: Analyze ways in which the environment influences the health of the community
        
        H.1.6: Use and evaluate appropriate strategies to promote well-being, delay onset and reduce risks of potential health problems during adulthood
        
        H.1.7: Assess how public health policies and government regulations can influence health promotion and disease prevention
        
        H.1.8: Analyze how research and medical advances can influence the prevention and control of health problems
        
        H.1.9: Research and analyze factors that increase the risk of contracting communicable and non-communicable diseases (e.g. HIV/AIDS, sexually transmitted diseases, diabetes, cancer, heart disease)
        
        H.1.10: Describe and analyze the physical, mental, emotional and sexual changes that occur over a lifetime-from birth to death
        
        H.1.11: Compare and contrast abstinence to other forms of contraception to reduce risks of disease and unintended pregnancy
        
        2: Students will demonstrate the ability to access valid health information, products and services.
        
        H.2.1: Evaluate the validity of health information and the cost of products and services
        
        H.2.2: Demonstrate the ability to access and evaluate resources from home, school and community that provide valid health information and services for themselves others
        
        H.2.3: Evaluate factors that may influence the personal selection of health products and services
        
        H.2.4: Analyze medically accurate information about comprehensive sexuality education from family, school personnel, health professionals and other responsible adults
        
        3: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
        
        H.3.1: Assess the importance of assuming responsibility for personal health behaviors
        
        H.3.2: Analyze personal health status to determine needs
        
        H.3.3: Distinguish between safe, risky or harmful behaviors affecting themselves and others in the community
        
        H.3.4: Apply and assess strategies to improve or maintain personal, family and community health by examining influences, rules and legal responsibilities that affect decisions
        
        H.3.5: Use and evaluate safety techniques to avoid and reduce injury and prevent disease
        
        H.3.6: Evaluate and apply appropriate stress management strategies
        
        4: Students will analyze the influence of family, peers, culture, media, technology and other factors on health.
        
        H.4.1: Analyze how family and cultural diversity enriches and affects personal health behaviors
        
        H.4.2: Evaluate the effects of media, technology and other factors on personal, family and community health
        
        H.4.3: Evaluate how information from family, school, peers and the community influences personal health
        
        H.4.4: Analyze the media influence on behaviors and decisions as it relates to sexuality
        
        5: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
        
        H.5.1: Compare and contrast skills for communicating effectively with family, peers and others
        
        H.5.2: Apply and evaluate characteristics needed to be a responsible individual within their peer group, school, family, and community
        
        H.5.3: Demonstrate the ability to identify positive and negative emotions and analyze the impact on behavior
        
        H.5.4: Analyze situations and demonstrate healthy ways to express needs, wants and feelings
        
        H.5.5: Demonstrate care, empathy, respect and responsibility for others without bias, abuse, discrimination or harassment based on, but not limited to, race, color, sex, religion, national origin, sexual orientation, ancestry, marital status, mental retardation, mental disorder and learning and/or physical disability
        
        H.5.6: Prioritize and demonstrate strategies for maintaining healthy relationships and solving interpersonal conflicts
        
        H.5.7: Demonstrate avoidance, refusal, negotiation and collaboration skills to enhance healthy relationships
        
        H.5.8: Analyze the possible causes of conflict in families, among peers, and in schools and communities
        
        H.5.9: Demonstrate strategies used to prevent, manage and resolve conflict in healthy ways and identify adults and peers and community resources that might assist, when appropriate
        
        6: Students will demonstrate the ability to use decision-making skills to enhance health.
        
        H.6.1: Demonstrate various strategies when making decisions to enhance health
        
        H.6.2: Demonstrate the ability to make health- enhancing decisions using the collaborative decision- making process
        
        H.6.3: Predict the immediate and long-term impact of health decisions on the individual, family and community
        
        7: Students will use goal-setting skills to enhance health.
        
        H.7.1: Demonstrate various strategies when making goal-setting decisions to enhance health
        
        8: Students will demonstrate the ability to advocate for personal, family and community health.
        
        H.8.1: Evaluate the effectiveness of methods for accurately expressing health information, concepts and skills
        
        H.8.2: Support and defend a position with accurate health information
        
        H.8.3: Engage the support of community agencies that advocate for healthy individuals, families and communities
        
        H.8.4: Use the ability to influence and support others in making positive health choices
        
        H.8.5: Demonstrate the ability to work cooperatively in larger, more diverse groups when advocating for healthy communities
        
        H.8.6: Engage others to develop health campaigns which promote care, consideration and concern for others (e.g. persons living with HIV/AIDS, diabetes, cancer)
        
        H.8.7: Analyze the power of choice with personal relationships and examine the responsibility and consequences regarding actions/behaviors related to sexuality
    - Grade 4
      - Comprehensive Physical Education
        
        9: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
        
        E.9.1: Demonstrate developmentally mature form in the fundamental movement skills: locomotor, nonlocomotor and manipulative, in a closed environment (skills in isolation)
        
        E.9.2: Demonstrate simple applications combining locomotor, nonlocomotor and manipulative skills to participate in developmentally appropriate movement and fitness activities
        
        E.9.3: Explore and adapt fundamental movement skills in a variety of dynamic environments
        
        E.9.4: Acquire beginning skills for a few specialized movement forms
        
        E.9.5: Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement, dance and play
        
        10: Students will demonstrate understanding of movement concepts, principles and strategies as they apply to the learning and performance of physical activities.
        
        E.10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that occur in movement
        
        E.10.2: Recognize critical performance skill elements in self and others using movement vocabulary
        
        E.10.3: Demonstrate knowledge of rules, safety practices and procedures of specific activities
        
        11: Students will participate regularly in physical activity.
        
        E.11.1: Engage in a variety of moderate to vigorous developmentally appropriate physical activities on a regular basis
        
        E.11.2: Demonstrate an understanding of a variety of movements and how they affect the body
        
        E.11.3: Apply the understanding of physical activity concepts to developing movement sequences and game strategies
        
        E.11.4: Engage in appropriate physical activity during and outside of school that promotes the development and improvement of physical fitness level
        
        12: Students will incorporate fitness and wellness concepts to achieve and maintain a health enhancing level of physical fitness.
        
        E.12.1: Demonstrate understanding of the relationship between activities and physical fitness components (e.g., cardiorespiratory endurance, muscular strength and endurance, flexibility, nutritional status and body composition)
        
        E.12.2: Recognize physiological indicators (e.g., heart rate, body temperature, perspiration, thirst) of exercise during and after physical activity
        
        E.12.3: Understand the results of formal fitness testing and correctly associate these results with overall physical fitness, nutritional levels and personal health status
        
        E.12.4: Maintain a wellness log including exercise and food intake for a set period of time
        
        13: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
        
        E.13.1: Understand, participate in the development of, and follow classroom rules; follow activity-specific rules, safety practices and procedures; and demonstrate etiquette and good sportsmanship in a variety of physical activity settings
        
        E.13.2: Work independently or cooperatively and productively with partners or in small groups to complete assigned tasks
        
        E.13.3: Demonstrate behaviors that are sensitive to individual differences (e.g., physical, gender, cultural/ethnic, social and emotional) that can affect group activities
        
        E.13.4: Develop skills needed for resolving conflicts peacefully
        
        14: Students will choose physical activity for health, enjoyment, challenge, self expression and /or social interaction to sustain a physically active lifestyle.
        
        E.14.1: Express and identify feelings about participating in physical activity and begin to make choices based on those feelings
        
        E.14.2: Use physical activity as a means of self-expression
        
        E.14.3: Use physical activity as a positive opportunity for social and group interaction
        
        E.14.4: Experience personal challenges through physical activity
        
        E.14.5: Understand that practicing activities increases specific skill competence
        
        E.14.6: Experiment with new physical activities
      - Comprehensive School Health Education
        
        1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Concepts include but are not limited to: human growth and development, community and environmental health, human sexuality, injury and disease prevention, HIV/AIDS, sexually-transmitted diseases, mental and emotional health, nutrition and physical activity, and alcohol, tobacco and other drugs.
        
        E. 1.10: Describe the physical and emotional changes that occur during puberty
        
        E.1.1: Describe relationships between personal health behaviors and individual well-being
        
        E.1.2: Describe the interrelationship of mental, emotional, social and physical health during childhood; develop an appreciation of one’s own body
        
        E.1.3: Describe the basic structure and functions of the human body systems using correct terminology and specific functions of the body systems
        
        E.1.4: Explore how families can influence personal health
        
        E.1.5: Examine how physical, social and emotional environments influence personal health
        
        E.1.6: Identify health problems and illnesses that can be prevented or treated early
        
        E.1.7: Explain how childhood injuries can be prevented or treated
        
        E.1.8: Recognize how family history, individual decisions, and other risk factors are related to cause and prevention of disease and other health problems
        
        E.1.9: Define the terms communicable (infectious) and non-communicable (non-infectious) diseases and identify ways to help prevent disease (e.g. HIV/AIDS, diabetes, cancer, heart disease)
        
        2: Students will demonstrate the ability to access valid health information, products and services.
        
        E. 2.4: Discuss ways to obtain information about human growth and development from family, school personnel, health professionals and other responsible adults
        
        E.2.1: Demonstrate the ability to locate valid health information, products and services
        
        E.2.2: Demonstrate the ability to locate resources from home, school and community that provide valid health information
        
        E.2.3: Describe factors that may influence the selection of health information, products and services
        
        3: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
        
        E.3.1: Identify responsible health behaviors
        
        E.3.2: List personal health needs
        
        E.3.3: Compare behaviors that are safe to those that are risky or harmful
        
        E.3.4: Demonstrate strategies to improve or maintain personal health by examining influences and rules that affect decisions
        
        E.3.5: Develop and practice safety techniques to avoid and reduce injury and disease
        
        E.3.6: Identify and practice skills to manage stress
        
        4: Students will analyze the influence of family, peers, culture, media, technology and other factors on health.
        
        E.4.1: Describe how family and culture influence personal health behaviors
        
        E.4.2: Explain how media and technology influence personal and health behaviors
        
        E.4.3: Explain how family, school and peers influence personal health
        
        E.4.4: Identify and explain how the media may influence messages one may receive about body image
        
        5: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
        
        E.5.1: Practice verbal and nonverbal communication as a means of enhancing health
        
        E.5.2: Demonstrate characteristics needed to be a responsible individual within their group, school, family and community
        
        E.5.3: Describe emotions and how they can affect an individual’s behavior
        
        E.5.4: Identify and demonstrate healthy ways to express needs, wants and feelings
        
        E.5.5: Identify, discuss and demonstrate ways to communicate care, consideration and respect for themselves and others without bias, abuse, discrimination or harassment based on, but not limited to, race, color, sex, religion, national origin, sexual orientation, ancestry, marital status, mental retardation, mental disorder and learning and/or physical disability
        
        E.5.6: Demonstrate active listening skills to build and maintain healthy relationships with peers and family members
        
        E.5.7: Demonstrate avoidance and refusal skills to enhance health
        
        E.5.8: Identify possible causes of conflict
        
        E.5.9: Demonstrate family, peer, school and community strategies to prevent, manage and resolve conflicts and identify adults who might assist, when appropriate
        
        6: Students will demonstrate the ability to use decision-making skills to enhance health.
        
        E.6.1: Demonstrate the ability to apply a decision-making process to enhance health
        
        E.6.2: Explain when to ask for assistance in making health-related decisions
        
        E.6.3: Predict outcomes of positive health decisions
        
        7: Students will use goal-setting skills to enhance health.
        
        E.7.1: Demonstrate the ability to apply the goal-setting process to enhance health
        
        8: Students will demonstrate the ability to advocate for personal, family and community health.
        
        E.8.1: Describe a variety of methods to convey accurate health information, concepts and skills
        
        E.8.2: Express opinions about health issues based on accurate health information
        
        E.8.3: Identify and describe community agencies that advocate for healthy individuals, families and communities
        
        E.8.4: Describe ways to encourage and support others in making positive health choices
        
        E.8.5: Identify ways to work cooperatively in small groups when advocating for healthy individuals, families and schools
        
        E.8.6: Demonstrate positive ways to show care, consideration and concern for others (e.g. persons living with HIV/AIDS, diabetes, cancer)
        
        E.8.7: Promote positive, healthy interpersonal relationships with respect and appreciation for each other
    - Grade 8
      - Comprehensive Physical Education
        
        9: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
        
        M.9.1: Demonstrate developmentally mature form in the fundamental movement skills in combinations of closed and open environments
        
        M.9.2: Demonstrate developmentally mature applications combining locomotor, nonlocomotor and manipulative skills to participate in developmentally appropriate movement and fitness activities
        
        M.9.3: Adapt and combine skills to meet the demands of increasingly dynamic environments
        
        M.9.4: Develop increasing competence in more advanced specialized skills
        
        M.9.5: Participate in a variety of individual, dual and team tasks, activities, creative movement, dance, play, games and sports
        
        10: Students will demonstrate understanding of movement concepts, principles and strategies as they apply to the learning and performance of physical activities.
        
        M.10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that occur in increasingly more complex movement and game forms
        
        M.10.2: Use self, peer, teacher and technological resources to recognize and suggest performance improvements in self and others
        
        M.10.3: Demonstrate knowledge of rules, safety practices and procedures as they apply to an increasing range of movement situation
        
        11: Students will participate regularly in physical activity.
        
        M.11.1: Engage in an increased variety of moderate to vigorous developmentally appropriate physical activities on a regular basis
        
        M.11.2: Apply an understanding of the connections between the purposes of movements and their effect on fitness
        
        M.11.3: Apply the understanding of physical activity concepts to increasingly complex movement and game forms
        
        M.11.4: Engage in a variety of appropriate physical activities during and outside of school that promote the development and improvement of physical fitness level
        
        12: Students will incorporate fitness and wellness concepts to achieve and maintain a health enhancing level of physical fitness.
        
        M.12.1: Demonstrate the skills and knowledge to assess levels of physical fitness and participate in activities that develop and maintain each component
        
        M.12.2: Assess physiological responses to exercise associated with one’s level of physical fitness and nutritional balance
        
        M.12.3: Analyze the results of one or more components of health-related fitness
        
        M.12.4: Plan a wellness program demonstrating an understanding of basic exercise (e.g., frequency, intensity, duration) and nutritional principles designed to meet personal wellness goals
        
        13: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
        
        M.13.1: Understand, participate in the development of, and follow classroom rules; follow activity-specific rules, safety practices and procedures; and apply safe practices, rules, procedures, etiquette and good sportsmanship in all physical activity settings
        
        M.13.2: Continue to develop skills to participate productively in groups, in both cooperative and competitive activities
        
        M.13.3: Develop strategies for including all persons, despite individual differences, in physical activity settings
        
        M.13.4: Apply appropriate skills for resolving conflicts peacefully
        
        14: Students will choose physical activity for health, enjoyment, challenge, self expression and /or social interaction to sustain a physically active lifestyle.
        
        M.14.1: Make decisions about participating in different physical activities based on feelings and interests
        
        M.14.2: Use physical activity as a means of self-and group expression
        
        M.14.3: Use physical activity as a positive opportunity for social and group interaction and development of leadership skills
        
        M.14.4: Realize that physical activity and challenges present opportunities for personal growth
        
        M.14.5: Value the skill competence that results from practice
        
        M.14.6: Demonstrate willingness to attempt a variety of new physical activities
      - Comprehensive School Health Education
        
        1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Concepts include but are not limited to: human growth and development, community and environmental health, human sexuality, injury and disease prevention, HIV/AIDS, sexually-transmitted diseases, mental and emotional health, nutrition and physical activity, and alcohol, tobacco and other drugs.
        
        M.1.1: Explain the relationship between positive health behaviors and prevention of injury, illness, disease and premature death
        
        M.1.2: Describe the interrelationship of mental, emotional, social and physical health during pre-adolescence/ adolescence
        
        M.1.3: Explain how health is influenced by the growth and interaction of body systems
        
        M.1.4: Examine how families and peers can influence the health of adolescents
        
        M.1.5: Analyze ways in which the environment and personal health are interrelated
        
        M.1.6: Use appropriate strategies to prevent/reduce risks and promote well-being
        
        M.1.7: Explain how appropriate health care can prevent premature death and disability
        
        M.1.8: Describe how pathogens, family history, individual decisions and other risk factors are related to the cause or prevention of disease and other health problems
        
        M.1.9: Identify and discuss causes, modes of transmission, symptoms and prevention methods of communicable and non-communicable diseases (e.g. HIV/AIDS, sexually transmitted diseases, diabetes, cancer, heart disease)
        
        M.1.10: Describe puberty and human reproduction as it relates to medically accurate comprehensive sexuality education
        
        M.1.11: Define abstinence, explain the value of postponing sexual activity, identify the methods of contraception and the effectiveness of each
        
        2: Students will demonstrate the ability to access valid health information, products and services.
        
        M.2.1: Analyze the validity of health information and the cost of products and services
        
        M.2.2: Demonstrate the ability to locate and use resources from home, school and community that provide valid health information, products and services
        
        M.2.3: Examine factors that may influence the personal selection of health information, products and services
        
        M.2.4: Demonstrate ways to obtain medically accurate information about comprehensive sexuality education from family, school personnel, health professionals and other responsible adults
        
        3: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
        
        M.3.1: Explain the importance of assuming responsibility for personal health behaviors
        
        M.3.2: Examine personal health status to determine needs
        
        M.3.3: Distinguish between safe, risky or harmful behaviors involving themselves and/or others
        
        M.3.4: Apply strategies to improve or maintain personal and family health by examining influences, rules and legal responsibilities that affect decisions
        
        M.3.5: Examine and apply safety techniques to avoid and reduce injury and prevent disease
        
        M.3.6: Apply skills to manage stress
        
        4: Students will analyze the influence of family, peers, culture, media, technology and other factors on health.
        
        M.4.1: Examine the influence of family beliefs and cultural beliefs on personal health behaviors
        
        M.4.2: Analyze how media, technology and other factors influence personal health behaviors
        
        M.4.3: Analyze how family, school and peers influence personal health
        
        M.4.4: Identify and explain how the media may influence behaviors and decisions in regard to sexuality
        
        5: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
        
        M.5.1: Apply effective verbal and nonverbal communication skills as a means of enhancing health
        
        M.5.2: Use characteristics needed to be a responsible individual within their peer group, school, family and community
        
        M.5.3: Identify ways in which emotions may affect communication, behavior and relationships
        
        M.5.4: Compare and contrast healthy ways to express needs, wants and feelings
        
        M.5.5: Demonstrate ways to communicate care, empathy, respect and responsibility for others without bias, abuse, discrimination or harassment based on, but not limited to, race, color, sex, religion, national origin, sexual orientation, ancestry, marital status, mental retardation, mental disorder and learning and/or physical disability
        
        M.5.6: Use communication skills to build and maintain healthy relationships
        
        M.5.7: Demonstrate avoidance, refusal and negotiation skills to enhance healthy relationships
        
        M.5.8: Examine the possible causes of conflict among youth in schools and communities
        
        M.5.9: Demonstrate strategies to prevent, manage and resolve conflicts in healthy ways and identify adults and peers who might assist, when appropriate
        
        6: Students will demonstrate the ability to use decision-making skills to enhance health.
        
        M.6.1: Use a decision-making process to enhance health
        
        M.6.2: Describe and analyze how health-related decisions are influenced by using resources from family, school and community
        
        M.6.3: Predict how decisions regarding health behaviors have consequences for themselves and others
        
        7: Students will use goal-setting skills to enhance health.
        
        M.7.1: Use the goal-setting process to enhance health
        
        8: Students will demonstrate the ability to advocate for personal, family and community health.
        
        M.8.1: Analyze various methods to accurately express health information, concepts and skills
        
        M.8.2: Support a healthy position with accurate information
        
        M.8.3: Analyze community agencies that advocate for healthy individuals, families and communities
        
        M.8.4: Encourage and support others in making positive health choices
        
        M.8.5: Demonstrate the ability to work cooperatively in small groups when advocating for healthy individuals, families and schools
        
        M.8.6: Promote positive ways to show care and consideration for others (e.g. persons living with HIV/AIDS, diabetes, cancer)
        
        M.8.7: Assess the impact of family, cultural, media and societal messages on one’s thoughts, feelings, values and behaviors related to sexuality
    - Kindergarten
      - Comprehensive Physical Education
        
        9: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
        
        P.9.1: Demonstrate coordination in gross motor and fine motor tasks using control, balance, strength and coordination; and demonstrate progress toward the mature form of selected fundamental motor skills
        
        P.9.2: Demonstrate the ability to stop and start on a signal; combine sequences of several motor skills in an organized way; and move through an environment with body control
        
        P.9.3: Apply problem-solving skills in movementrelated activities by solving simple movement challenges involving body parts in isolation or in combination
        
        P.9.4: Acquire initial gross- and fine-motor skills needed for engagement in developmentally appropriate tasks, activities, creative movement, dance and play
        
        P.9.5: Respond to cues and problem-solve as well as use whole self in personal and general space
        
        10: Students will demonstrate understanding of movement concepts, principles and strategies as they apply to the learning and performance of physical activities.
        
        P.10.1: Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of quality of movement concepts and apply them to psychomotor skills (e.g., demonstrating momentary stillness in balance activities, distinguishing when to kick a ball softly or with force); and show understanding of space concepts by identifying and demonstrating personal and general space
        
        P.10.2: Recognize that some movements, activities and noises are appropriate for indoors/small spaces, and some for outdoors/large spaces
        
        P.10.3: Follow safety and age-appropriate classroom and playground rules and procedures
        
        11: Students will participate regularly in physical activity.
        
        P.11.1: Engage in physical activities when presented with opportunities and with teacher encouragement. Engage in a wide variety of gross-motor activities that are child-selected and teacher-initiated
        
        P.11.2: Demonstrate understanding that different movements are performed by different body parts, singly and in combination (e.g., kicking with foot, throwing with hand)
        
        P.11.3: Combine a sequence of several motor skills in an organized way
        
        P.11.4: Participate in healthy physical activity, and demonstrate understanding that physical activity is beneficial to good health
        
        12: Students will incorporate fitness and wellness concepts to achieve and maintain a health enhancing level of physical fitness.
        
        P.12.1: Demonstrate understanding that different physical activities have different effects on the body (e.g., running, walking and sitting cause heartbeat and breathing to be faster, not as fast, and slow, respectively)
        
        P.12.2: Developmentally appropriate recognition of the effects of physical activity and exercise
        
        P.12.3: Use words, symbols and other media to express feelings and sensations about physical activity
        
        P.12.4: Collect, describe and record feelings and observations about physical activity and its effects on the body and on how one feels during and after exercise, and before, during and after eating
        
        13: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
        
        P.13.1: Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher guidance and reinforcement
        
        P.13.2: Interact appropriately with peers and familiar adults (e.g., sharing, taking turns, following rules) with teacher guidance and reinforcement; stay on task for short periods with teacher supervision; listen quietly without interruption for short periods with teacher reinforcement; and exhibit self-control in group situations
        
        P.13.3: Demonstrate willingness to play with any child in the class; and recognize similarities and appreciate differences in people
        
        P.13.4: Use age-appropriate conflict resolution strategies; seek help from adults or peers when conflict arises; and engage in developing solutions and work to resolve conflicts
        
        14: Students will choose physical activity for health, enjoyment, challenge, self- expression and /or social interaction to sustain a physically active lifestyle.
        
        P.14.1: Use words to express feelings and emotions; begin to develop positive feelings about being physically active; and with teacher encouragement, make connections between physical activity and fun
        
        P.14.2: Participate in creative movement and dance; identify several activities that are personally enjoyable; and use a variety of means for self-expression
        
        P.14.3: Demonstrate appropriate social interactions with peers during physical activity (e.g., sharing, taking turns, following rules, playing cooperatively) with teacher guidance and reinforcement
        
        P.14.4: Demonstrate recognition that physical activity is beneficial to good health
        
        P.14.5: Recognize the difference between physical activity levels in different children’s tasks (e.g., sitting at sand table compared to playing tag)
        
        P.14.6: Develop individual success and confidence by attempting movement skills and activities with teacher guidance
      - Comprehensive School Health Education
        
        1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Concepts include but are not limited to: human growth and development, community and environmental health, human sexuality, injury and disease prevention, HIV/AIDS, sexually-transmitted diseases, mental and emotional health, nutrition and physical activity, and alcohol, tobacco and other drugs.
        
        P.1.1: List personal health behaviors (e.g. hand washing, teeth brushing, independent toileting, use of tissues, explaining feelings, making healthy food choices, daily physical activity)
        
        P.1.2: Describe similarities and differences between self and others and understand that the body is good and special
        
        P.1.3: Identify and describe functions of body parts (e.g. stomach, feet, hands, ears, eyes, mouth)
        
        P.1.4: Identify how families can influence personal health
        
        P.1.5: Describe a healthy and safe environment
        
        P.1.6: Identify health and safety problems that can be treated early
        
        P.1.7: Identify ways injuries can be prevented
        
        P.1.8: Identify and practice ways to prevent disease and other health problems
        
        P.1.9: Discuss germs and their connection to illness
        
        2: Students will demonstrate the ability to access valid health information, products and services.
        
        P.2.1: Demonstrate the ability to seek health information from trusted adults (i.e. common health and safety concerns, roles and responsibilities of community helpers)
        
        P.2.2: Demonstrate the ability to seek help from trusted adults (i.e. dial 911, ask for help from firefighters or police officers)
        
        P.2.3: Identify characteristics of a trusted adult
        
        3: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
        
        P.3.1: Identify healthy behaviors (e.g. wearing seatbelts, hand washing)
        
        P.3.2: Identify personal behaviors that are health-enhancing
        
        P.3.3: Identify personal health behaviors that need to be changed
        
        P.3.4: Demonstrate good hygiene practices to improve and maintain personal health
        
        P.3.5: Understand and follow rules and routines
        
        P.3.6: Identify ways to self-regulate stress (e.g. take a break from playing hard, quiet time)
        
        4: Students will analyze the influence of family, peers, culture, media, technology and other factors on health.
        
        P.4.1: Discuss their roles in the family and the roles of their parents/guardians
        
        P.4.2: Recognize how media and technology can influence their lives
        
        P.4.3: Discuss how families and school influence personal health
        
        5: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
        
        P.5.1: Practice using words to communicate as a means of enhancing health
        
        P.5.2: Describe characteristics of a responsible individual
        
        P.5.3: Practice using words to identify emotions
        
        P.5.4: Identify healthy ways to express needs, wants and feelings
        
        P.5.5: Demonstrate caring and empathy for others
        
        P.5.6: Demonstrate the ability to listen and speak in turn
        
        P.5.7: Identify ways to deal with conflict
        
        P.5.8: List examples of conflict
        
        P.5.9: Engage in developing solutions to resolve conflicts and seek help when necessary
        
        6: Students will demonstrate the ability to use decision-making skills to enhance health.
        
        P.6.1: Discuss choices that enhance health
        
        P.6.2: Identify adults who can assist in making health-related decisions
        
        P.6.3: Discuss reasons to make and results of making healthy choices
        
        7: Students will use goal-setting skills to enhance health.
        
        P.7.1: Define a healthy goal
        
        8: Students will demonstrate the ability to advocate for personal, family and community health.
        
        .P.8.5: Participate in small and large group activities, interacting cooperatively with one or more children
        
        P.8.1: Use language to convey healthy behaviors
        
        P.8.2: Use language to express opinions about health topics
        
        P.8.3: Name trusted adults at home, in school and in the community
        
        P.8.4: Identify ways to encourage others to make positive health choices
        
        P.8.6: Discuss positive ways to show care, consideration and concern for others
  - Information and Technology Literacy (2006)
    - Grades: 5-8
      - 1: What do students need to know prior to using information and technology resources?
        
        1.1: define their information needs and identify effective courses of action to conduct research and solve problems.
        
        1.1.1: Clearly restate the scope and criteria for a given task, independently
        
        1.1.2: Identify and discuss existing knowledge concerning a given task, without prompting
        
        1.1.3: Frame an essential question using given information, and pose additional questions related to completion of the task
        
        1.1.4: Identify, locate and use an array of print and non-print resources available through the library media center independently, and with assistance, access resources outside the school
        
        1.1.5: Determine an appropriate course of action for addressing the essential question, with minimal assistance
      - 2: What are the learning skills and strategies that students need to successfully find information?
        
        2.1: understand and demonstrate information skills and strategies to locate and effectively use print and non-print resources to solve problems and conduct research.
        
        2.1.1: Use additional features of online catalog records and demonstrate the ability to locate information from all areas of the library media center, such as fiction, nonfiction and reference
        
        2.1.2: Demonstrate the ability to navigate through a variety of software menus to access information for research, publication and communication
        
        2.1.3: Describe the variety of ways indexes and tables are used as organizers for information systems
        
        2.1.4: Use additional organizing features of print and non-print (e.g., menus, bibliographies and hyperlinks) to locate and use information
        
        2.1.5: Search, find, sort and evaluate database information from computers, CD ROM and on line resources and know how to apply specific features of different search engines
        
        2.1.6: Select and use appropriate resources and/or equipment to accomplish a given task
        
        2.1.7: Demonstrate ability to take notes, print out or record selected information from a wide range of sources of information
        
        2.1.8: Demonstrate the ability to identify and use a variety of features to locate information using an Internet search engine or directory
        
        2.1.9: Identify key words for searching information sources, with minimal assistance
      - 3: How do students evaluate and use information resources?
        
        3.1: apply information from a variety of sources and formats using evaluative criteria to interpret ,analyze, organize and synthesize both print and non-print material
        
        3.1.1: Develop and apply more complex criteria for aligning resources with a specific need and presentation
        
        3.1.2: Apply evaluative criteria to discern stereotypes, biases and propaganda techniques in print and non-print resources
        
        3.1.3: Organize, analyze and synthesize information to draw meaningful conclusions and determine an appropriate format for presentation, with minimal assistance
      - 4: How do students use information and technology to express and communicate ideas?
        
        4.1: use appropriate information and technology to create written, visual, oral and multimedia products to communicate ideas, information or conclusions to others.
        
        4.1.1: Create databases, spreadsheets and a variety of multimedia products to organize, analyze and interpret information
        
        4.1.2: Use appropriate technology(s) and format(s) to clearly present information gathered from a variety of print and non-print resources
      - 5: What type of technological tools will students use?
        
        5.1: operate and use computers and other technologies as tools for productivity, problem solving and learning across the content areas.
        
        5.1.1: Operate school hardware and demonstrate the ability to use the school network to access and utilize school software, independently
        
        5.1.2: Use content-specific technology tools and software
        
        5.1.3: Demonstrate proficiency in keyboarding
        
        5.1.4: Demonstrate the ability to independently use personal productivity software and multimedia to create products in a wide range of formats (newsletters, budgets, brochures, imported graphics, web pages, digital movies, etc.)
        
        5.1.5: Demonstrate the use of technological resources to help plan, coordinate and complete group projects
        
        5.1.6: Identify hardware and software problems that accompany everyday use and seek assistance
        
        5.1.7: Understand that technology tools are constantly changing and describe their potential for use
        
        5.1.8: Identify ways computers and other technologies are affecting the way we live, work and learn
        
        5.1.9: Describe basic criteria used to evaluate and compare different types of computers, peripherals (e.g. printer, scanner) and other technology tools
      - 6: What are student responsibilities regarding the use of information and technology?
        
        6.1: demonstrate the responsible, legal and ethical use of information resources, computers and other technologies.
        
        6.1.1: Demonstrate responsible and ethical use and care of print and non-print information resources, computers, other technologies and networks
        
        6.1.2: Apply established citation standards for giving credit for information or ideas used
        
        6.1.3: Differentiate among various types of ownership and protection of intellectual property (e.g., copyright, patents) and observe “fair use” guidelines as they apply to each
        
        6.1.4: Adhere to the district’s acceptable use and copyright policies and understand the relationship to local, state and national legislation
      - 7: How do students evaluate the process and the final product?
        
        7.1: assess the effectiveness of their information and technology choices for problem-solving and communication.
        
        7.1.1: Assess whether the process and information gathered was relevant, complete and accurate in response to the assigned need
        
        7.1.2: Assess whether their products meet established standards for process, product and presentation
    - Grades: 9-12
      - 1: What do students need to know prior to using information and technology resources?
        
        1.1: define their information needs and identify effective courses of action to conduct research and solve problems.
        
        1.1.1: Clearly state the scope and criteria for a given task and demonstrate the ability to communicate them to others, independently
        
        1.1.2: Independently identify and assess existing knowledge related to a given task and articulate information needs to information providers or peers
        
        1.1.3: Develop essential questions related to a topic and formulate a research hypothesis related to the topic
        
        1.1.4: Search print, non-print and digital resources within and outside the school, independently
        
        1.1.5: Determine a course of action that demonstrates the selection of appropriate strategies and resources for accomplishing a task, independently
      - 2: What are the learning skills and strategies that students need to successfully find information?
        
        2.1: understand and demonstrate information skills and strategies to locate and effectively use print and non-print resources to solve problems and conduct research.
        
        2.1.1: Apply principles of information systems organization to a variety of print and non-print resources
        
        2.1.2: Routinely and efficiently, use online information resources to meet the needs for research, publications, and communications
        
        2.1.3: Access specific information from print and non-print resources by using internal organizers (e.g., indexes, cross-references)
        
        2.1.4: Plan and design methods to collect reliable data for particular purposes and audiences, using advanced reference materials, indexes, dictionaries and abstracts
        
        2.1.5: Determine the best tool for locating information and use key word descriptors and Boolean logic to perform advanced on line and CD ROM searches (e.g., field searches)
        
        2.1.6: Use, independently, the full range of print and non-print resources within the school or district
        
        2.1.7: Demonstrate the ability to solve problems by collecting, analyzing and interpreting data through the use of data management software (database, spreadsheets, etc.)
        
        2.1.8: Select and use, independently, an appropriate search engine or directory related to a specific task
        
        2.1.9: Identify key words for searching information sources, independently
      - 3: How do students evaluate and use information resources?
        
        3.1: apply information from a variety of sources and formats using evaluative criteria to interpret ,analyze, organize and synthesize both print and non-print material
        
        3.1.1: Develop and use personal and established criteria for selecting materials of appropriate breadth and depth of detail, format, illustrations, special features, level, content, purpose and intended audience
        
        3.1.2: Demonstrate ability to identify and compare sources of information and apply multiple evaluative criteria, including purpose, point of view, biases and stereotypes, accuracy, continuity and currency
        
        3.1.3: Organize, analyze and synthesize information to draw meaningful conclusions through written, oral, numeric and visual communications, independently
      - 4: How do students use information and technology to express and communicate ideas?
        
        4.1: use appropriate information and technology to create written, visual, oral and multimedia products to communicate ideas, information or conclusions to others.
        
        4.1.1: Use in depth applications of appropriate software and hardware to organize, analyze and interpret information
        
        4.1.2: Determine appropriate technology(s) and format(s) to clearly present information gathered from a variety of print and non-print resources, for a variety of audiences
      - 5: What type of technological tools will students use?
        
        5.1: operate and use computers and other technologies as tools for productivity, problem solving and learning across the content areas.
        
        5.1.1: Operate school hardware and demonstrate ability to understand and use capabilities of the school network and software, independently
        
        5.1.2: Use content-specific tools and software
        
        5.1.3: Maintain proficiency in keyboarding
        
        5.1.4: Produce a variety of products using the advanced features of personal productivity software
        
        5.1.5: Using telecommunications collaborate with peers, experts and others to research, compile, synthesize, produce and disseminate information or creative works
        
        5.1.6: Identify and apply strategies for solving hardware and software problems outside the school environment
        
        5.1.7: Demonstrate the ability to identify, assess and adapt to new technology tools and resources
        
        5.1.8: Analyze the educational, social and ethical issues related to the increased reliance on computers and other technologies
        
        5.1.9: Identify evaluative criteria for making informed decisions about computers, peripherals and other technology tools
      - 6: What are student responsibilities regarding the use of information and technology?
        
        6.1: demonstrate the responsible, legal and ethical use of information resources, computers and other technologies.
        
        6.1.1: Observe local, state and national laws and policies and procedures regarding the use of print and non-print information resources, computers, other technologies and networks
        
        6.1.2: Apply established citation standards for a wide range of information sources and formats
        
        6.1.3: Demonstrate an understanding of the process for copyrighting/protecting their own original work
        
        6.1.4: Adhere to the district’s acceptable use and copyright policies as well as local, state and national laws and policies
      - 7: How do students evaluate the process and the final product?
        
        7.1: assess the effectiveness of their information and technology choices for problem-solving and communication.
        
        7.1.1: Assess, independently and continuously, the relevance, completeness and accuracy of gathered information and the efficiency of the research process
        
        7.1.2: Assess, independently, whether their products meet established standards for process, product and presentation.
    - Grades: K-4
      - 1: What do students need to know prior to using information and technology resources?
        
        1.1: define their information needs and identify effective courses of action to conduct research and solve problems
        
        1.1.1: Clearly restate the scope and criteria of a task (such as time line, length, audience and presentation mode) with minimal prompting
        
        1.1.2: Identify existing knowledge and, with assistance, list areas where more information is needed
        
        1.1.3: Understand an essential question related to a topic of interest or assignment, with assistance
        
        1.1.4: Identify, locate and use appropriate print, non-print and/or digital resources available through the school library media center, with assistance
        
        1.1.5: Describe a course of action for addressing an essential question and completing the task, with prompting
      - 2: What are the learning skills and strategies that students need to successfully find information?
        
        2.1: understand and demonstrate information skills and strategies to locate and effectively use print and non-print resources to solve problems and conduct research.
        
        2.1.1: Use the online catalog (or card catalog) to identify materials by author, title or subject, including cross references and locate resources in appropriate areas of the library media center (e.g., easy section or reference)
        
        2.1.2: Use menus, icons and links to access and use digital media to conduct basic research
        
        2.1.3: Locate and use table of contents and index in nonfiction materials
        
        2.1.4: Identify print and non-print characteristics, organizing features (e.g., table of contents, index), and purposes
        
        2.1.5: Select appropriate resources from a variety of media formats, understanding that information is stored and accessed in different ways
        
        2.1.6: Identify and use print and non-print reference sources (atlases, almanacs, encyclopedias, dictionaries, etc.)
        
        2.1.7: Use information presented graphically (e.g., pictures, captions, diagrams or labels)
        
        2.1.8: With assistance, identify and begin using age-appropriate search engines and directories
        
        2.1.9: Identify key words for searching for information, with assistance.
      - 3: How do students evaluate and use information resources?
        
        3.1: apply information from a variety of sources and formats using evaluative criteria to interpret ,analyze, organize and synthesize both print and non-print material
        
        3.1.1: Identify appropriate sources of information for a specific purpose
        
        3.1.2: Use criteria to judge the relevance, credibility and completeness of both print and non-print information
        
        3.1.3: Organize, analyze and synthesize information into related categories, with assistance
      - 4: How do students use information and technology to express and communicate ideas?
        
        4.1: use appropriate information and technology to create written, visual, oral and multimedia products to communicate ideas, information or conclusions to others.
        
        4.1.1: Select and use appropriate software and hardware to organize, analyze, interpret information, and present conclusions
        
        4.1.2: Use appropriate technology(s) and format(s) to clearly present information gathered from a variety of print and non-print resources
      - 5: What type of technological tools will students use?
        
        5.1: operate and use computers and other technologies as tools for productivity, problem solving and learning across the content areas.
        
        5.1.1: Use basic operational features of school hardware (accessing programs, input devices, printing, output devices, keyboard, etc.)
        
        5.1.2: Use content-specific technology tools and software
        
        5.1.3: Demonstrate the use of the keyboard and mouse
        
        5.1.4: Demonstrate the ability to use basic features (entering information/data, editing, calculating, manipulating text, sound and graphics, saving files) of personal productivity software
        
        5.1.5: Work cooperatively with peers and others when using computers and other technologies
        
        5.1.6: Identify common hardware and software problems and seek assistance
        
        5.1.7: Understand that technology tools are constantly changing
        
        5.1.8: Describe ways the computer is used to help people work, learn and play
        
        5.1.9: Distinguish among different technologies and their uses
      - 6: What are student responsibilities regarding the use of information and technology?
        
        6.1: demonstrate the responsible, legal and ethical use of information resources, computers and other technologies.
        
        6.1.1: Practice proper and ethical use and care of print and non-print information resources, computers and other technologies
        
        6.1.2: Give citation credit to original sources when using or transmitting information to others
        
        6.1.3: Demonstrate an understanding of the concept of ownership of ideas and information by respecting and observing laws and/or guidelines for using print and non-print information, software, hardware and networks
        
        6.1.4: Adhere to the district’s acceptable use and copyright policies
      - 7: How do students evaluate the process and the final product?
        
        7.1: assess the effectiveness of their information and technology choices for problem-solving and communication.
        
        7.1.1: Assess whether the process and information gathered was both relevant and complete in response to the assigned task
        
        7.1.2: Assess whether their products meet established standards for process, product and presentation
  - Language Arts (1998)
    - Grades: 5-8
      - 1: Reading and Responding
        
        1.1: describe the text by giving an initial reaction to the text and describing its general content and purpose;
        
        1.1.A: Students will describe the thoughts, opinions and questions that arise as they read, view or listen to a text, then identify the central idea, purpose or theme of a work.
        
        1.10: use a variety of strategies to develop an extensive vocabulary;
        
        1.10.A: Students will read extensively and apply a variety of vocabulary strategies to ensure advanced levels of comprehension.
        
        1.11: identify and use main ideas and supporting details in informational texts or elements, such as key events, main characters and setting in narratives;
        
        1.11.A: Students will use the elements of narrative text to understand fiction and will use the elements of nonfiction to identify pertinent data.
        
        1.12: make inferences about ideas implicit in narrative, expository, persuasive and poetic texts;
        
        1.12.A: Students will identify the specific passages that support the ideas they take from both fiction and nonfiction.
        
        1.13: understand that a single text may elicit a wide variety of responses;
        
        1.13.A: Students will judge the plausibility of several interpretations of a text.
        
        1.14: interact with others in creating, interpreting and evaluating written, oral and visual texts.
        
        1.14.A: Students will interact in a variety of groupings to develop further the skills of collaboration to enhance their understanding of works read, written and viewed.
        
        1.2: interpret the text by using prior knowledge and experiences;
        
        1.2.A: Students will use what they know to identify or infer important characters, settings, themes, events, ideas, relationships or details within a work and draw conclusions about the author’s purpose.
        
        1.3: reflect on the text to make judgments about its meaning and quality;
        
        1.3.A: Students will evaluate explicit and implicit information within a work and compare and contrast the work to others with similar topics, themes, characters or problems.
        
        1.4: analyze text and task, set purpose and plan appropriate strategies for comprehending, interpreting and evaluating texts;
        
        1.4.A: Students will determine and use the structure of a written work to construct meaning and to select the best comprehension tool (retelling, using graphic organizers or story frames, writing to find meaning, etc.) for their purpose.
        
        1.5: generate questions before, during and after reading, writing, listening and viewing;
        
        1.5.A: Students will ask and answer their own and each other’s evaluative and interpretive questions.
        
        1.6: make and confirm or revise predictions;
        
        1.6.A: Students will predict as they read, listen to and view texts, then review the texts to assess the plausibility of their predictions.
        
        1.7: use a variety of monitoring and self-correcting methods (skimming, scanning, reading ahead, re-reading, using resources, summarizing, retelling, readjusting speed);
        
        1.7.A: Students will apply the variety of methods of monitoring and self-correcting to all texts read, listened to and viewed.
        
        1.8: use the structure of narrative, expository, persuasive, poetic and visual text to interpret and extend meaning;
        
        1.8.A: Students will identify the features of various types of texts and apply their understanding to their examination of the texts.
        
        1.9: select and apply efficient and effective word recognition strategies, including contextual clues, picture clues, phonics and structural analysis;
        
        1.9.A: Students will apply all appropriate word recognition strategies to perfect reading fluency.
      - 2: Producing Texts
        
        2.1: communicate effectively by determining the appropriate text structure on the basis of audience, purpose and point of view;
        
        2.1.A: Students will determine purpose, point of view and audience, then use the appropriate features of persuasive, narrative, expository and poetic writing to achieve desired results.
        
        2.2: communicate effectively in descriptive, narrative, expository and persuasive modes;
        
        2.2.A: Students will plan, organize, create and revise visual, written and oral pieces at a level of elaboration appropriate for middle school.
        
        2.3: gather, select, organize and analyze information from primary and secondary sources;
        
        2.3.A: Students will identify and use primary and secondary sources to paraphrase, elaborate on and integrate information into a final product, e.g., I-Search paper, historical fiction, news article, research paper, documentary.
        
        2.4: engage in a process of generating ideas, drafting, revising, editing and publishing or presenting;
        
        2.4.A: Students will use and examine the effectiveness of multiple ways of generating ideas (brainstorming, listing, writing, talking, webbing, drawing), then compose, revise, edit and present a variety of products.
        
        2.5: engage in writing, speaking and developing visual texts through frequent reflection, reevaluation and revision.
        
        2.5.A: Students will keep and examine a variety of their products for the purposes of analyzing effectiveness and planning for ways of improving current and future work.
      - 3: Applying English Language Conventions
        
        3.1: proofread and edit for grammar, spelling, punctuation and capitalization;
        
        3.1.A: Students will demonstrate proficient use of capitalization, punctuation, usage and spelling skills appropriate for their grade level and individual goals and develop proficiency in the use of resources for proofreading and editing.
        
        3.2: speak and write using conventional patterns of syntax and diction;
        
        3.2.A: Students will recognize the difference between the spoken and written syntax of standard and nonstandard writers and speakers of English and will choose the most appropriate words for the particular purpose.
        
        3.3: use variations of language appropriate to purpose, audience and task;
        
        3.3.A: Students will determine the variations of language used by speakers and writers in various contexts and will incorporate suitable language in their own writing and speaking.
        
        3.4: develop fluency and competency in the English language arts by using and building upon the strengths of the learner’s language and culture;
        
        3.4.A: Students will examine the literature they read and the writing they create to articulate variations between the patterns used in their home language and culture and those used in the works they read and write.
        
        3.5: understand that an accepted practice in spoken and written language may change over time.
        
        3.5.A: Students will explore works to identify words and conventions not currently used in everyday language.
      - 4: Exploring and Responding to Texts
        
        4.1: explore and respond to classic literary text that has shaped Western thought;
        
        4.1.A: Students will read an array of literary classics and note themes, issues and ideas in the texts that are still influential in our present world.
        
        4.10: explore and respond to text representing both the literary tradition and the diversity of American cultural heritage.
        
        4.10.A: Students will read and respond to works that reflect various American experiences and those of the milieu of traditional literature.
        
        4.2: explore and respond to contemporary literature;
        
        4.2.A: Students will read, view and listen to current works appropriate for their age level, then discuss the issues raised.
        
        4.3: evaluate the merit of literary text on the basis of individual preferences and established standards;
        
        4.3.A: Students will examine the individual appeal of the works they read, listen to or view, and determine whether or not the author effectively used literary elements such as setting, point of view, irony, theme and conflict.
        
        4.4: examine the ways readers and writers are influenced by individual, social, cultural and historical context;
        
        4.4.A: Students understand that authors and readers are influenced by their times and experiences and identify those influences in the works they read, listen to and view.
        
        4.5: recognize literary conventions and devices and understand how they convey meaning;
        
        4.5.A: Students will explain how literary conventions such as romantic love in the Arthurian legends or heroism in historical fiction, and literary devices such as figures of speech, imagery and symbolism, contribute to their understanding of the text.
        
        4.6: demonstrate an understanding that literature represents, recreates, shapes and explores human experience through language and imagination;
        
        4.6.A: Students will read works from different literary periods to determine how literature represents the human experience.
        
        4.7: explore and respond to the aesthetic elements of literature, including spoken, visual and written texts;
        
        4.7.A: Students will identify and discuss the aesthetic attributes of literary works.
        
        4.8: use literature as a resource to explore ideas and decisions, as well as political and social issues;
        
        4.8.A: Students will read works with archetypal characters and themes to determine the political and social issues of concern to ancient peoples and the relationship to political and social issues of concern today.
        
        4.9: identify the unique and shared qualities of the voices, cultures and historical periods in literature;
        
        4.9.A: Students will read classic and contemporary texts and conduct related research to understand the cultural influences of a time period on its works.
    - Grades: 9-12
      - 1: Reading and Responding
        
        1.1: describe the text by giving an initial reaction to the text and describing its general content and purpose;
        
        1.1.A: Students will describe the thoughts, opinions and questions that arise as they read, view or listen to a text, demonstrate a basic under standing of the text, and identify inconsistencies and ambiguities.
        
        1.10: use a variety of strategies to develop an extensive vocabulary;
        
        1.10.A: Students will read extensively and apply the variety of vocabulary strategies to read ever more complex texts.
        
        1.11: identify and use main ideas and supporting details in informational texts or elements, such as key events, main characters and setting in narratives;
        
        1.11.A: Students will describe theme, symbolism, tone and other complex elements of fiction, and identify point of view, manipulative language and other elements of bias in nonfiction materials.
        
        1.12: make inferences about ideas implicit in narrative, expository, persuasive and poetic texts;
        
        1.12.A: Students will use the literary elements of a text (theme, symbolism, imagery, conflict, etc.) to draw conclusions about a text.
        
        1.13: understand that a single text may elicit a wide variety of responses;
        
        1.13.A: Students will entertain, explore and defend multiple interpretations of all fiction and nonfiction they read.
        
        1.14: interact with others in creating, interpreting and evaluating written, oral and visual texts.
        
        1.14.A: Students will apply collaborative skills to elaborate on concepts being addressed and to describe processes used in achieving results.
        
        1.2: interpret the text by using prior knowledge and experiences;
        
        1.2.A: Students will examine the fit between the text and prior knowledge by reconciling differences, extracting clues or evidence, making inferences, drawing conclusions, predicting events, inferring motives and generalizing beyond the text.
        
        1.3: reflect on the text to make judgments about its meaning and quality;
        
        1.3.A: Students will demonstrate literary and aesthetic appreciation of the text, awareness of the author‘s style, understanding of textual features, and ability to challenge the text and think divergently.
        
        1.4: analyze text and task, set purpose and plan appropriate strategies for comprehending, interpreting and evaluating texts;
        
        1.4.A: Students will adapt appropriate strategies to deepen initial understanding and go beyond the text to judge its literary quality.
        
        1.5: generate questions before, during and after reading, writing, listening and viewing;
        
        1.5.A: Students will ask and answer their own and each other’s text-related critical and analytical questions.
        
        1.6: make and confirm or revise predictions;
        
        1.6.A: Students will predict outcomes of the texts they read, listen to and view, then assess the validity of their predictions.
        
        1.7: use a variety of monitoring and self-correcting methods (skimming, scanning, reading ahead, re-reading, using resources, summarizing, retelling, readjusting speed);
        
        1.7.A: Students will determine the most effective means of monitoring their comprehension, then apply those methods to texts read, listened to and viewed.
        
        1.8: use the structure of narrative, expository, persuasive, poetic and visual text to interpret and extend meaning;
        
        1.8.A: Students will apply their understanding of textual features of each genre to their interpretations of that genre.
        
        1.9: select and apply efficient and effective word recognition strategies, including contextual clues, picture clues, phonics and structural analysis;
        
        1.9.A: Students use word recognition strategies to perfect reading fluency in ever more sophisticated works.
      - 2: Producing Texts
        
        2.1: communicate effectively by determining the appropriate text structure on the basis of audience, purpose and point of view;
        
        2.1.A: Students will select from the complete variety of text structures (essay, short story, poetry, academic essay, report, research paper, response to literature, documentary, etc.) the appropriate organizational pattern for addressing audience, purpose and p
        
        2.2: communicate effectively in descriptive, narrative, expository and persuasive modes;
        
        2.2.A: Students will identify and use effectively the salient features of all appropriate oral, visual and written discourse.
        
        2.3: gather, select, organize and analyze information from primary and secondary sources;
        
        2.3.A: Students will determine which primary and secondary sources are appropriate to the task (research paper, fiction, school newspaper, video) and will integrate and elaborate upon information effectively in the final product.
        
        2.4: engage in a process of generating ideas, drafting, revising, editing and publishing or presenting;
        
        2.4.A: Students will identify and use the most effective process for them to create and present a written, oral or visual piece.
        
        2.5: engage in writing, speaking and developing visual texts through frequent reflection, reevaluation and revision.
        
        2.5.A: Students will maintain a multimedia portfolio which, along with providing a means for collecting their work, provides opportunities for student reflection and teacher/student dialogue regarding the students’ creative processes.
      - 3: Applying English Language Conventions
        
        3.1: proofread and edit for grammar, spelling, punctuation and capitalization;
        
        3.1.A: Students will demonstrate command of capitalization, punctuation, usage and spelling skills, and utilize effective strategies and appropriate resources for proof reading and editing.
        
        3.2: speak and write using conventional patterns of syntax and diction;
        
        3.2.A: Students will use the spoken and written syntax made standard by television announcers and newspaper editorialists and will use the diction of skilled writers and orators.
        
        3.3: use variations of language appropriate to purpose, audience and task;
        
        3.3.A: Students will evaluate the language they use in written and oral tasks for its suitability for the audience being addressed.
        
        3.4: develop fluency and competency in the English language arts by using and building upon the strengths of the learner’s language and culture;
        
        3.4.A: Students will under stand the forms of the English language as they vary across linguistic communities and will use the accepted features of standard English and other linguistic communities, where appropriate, to create original written and oral works.
        
        3.5: understand that an accepted practice in spoken and written language may change over time.
        
        3.5.A: Students will draw conclusions regarding the evolution of language and how it influences and reflects societal changes.
      - 4: Exploring and Responding to Texts
        
        4.1: explore and respond to classic literary text that has shaped Western thought;
        
        4.1.A: Students will read the important classics of their grade level, determine the ways in which they have shaped Western culture, and analyze the reasons for their being considered “classics.”
        
        4.10: explore and respond to text representing both the literary tradition and the diversity of American cultural heritage.
        
        4.10.A: Students will read and respond to both classic and contemporary texts to examine themes central to the American experience and those portrayed in the range of traditional literature.
        
        4.2: explore and respond to contemporary literature;
        
        4.2.A: Students will read, view and listen to key works of contemporary literature and create responses that examine the works’ principal elements.
        
        4.3: evaluate the merit of literary text on the basis of individual preferences and established standards;
        
        4.3.A: Students will analyze the appeal of various works and determine their literary value.
        
        4.4: examine the ways readers and writers are influenced by individual, social, cultural and historical context;
        
        4.4.A: Students will determine the various influences on authors and analyze the impact of those influences on the text.
        
        4.5: recognize literary conventions and devices and understand how they convey meaning;
        
        4.5.A: Students will explain how all of the literary conventions and devices in a text or performance are used by an author to express tone, create mood and establish overall theme.
        
        4.6: demonstrate an understanding that literature represents, recreates, shapes and explores human experience through language and imagination;
        
        4.6.A: Students will read, listen to and view literary texts and identify and explain the human experiences they convey.
        
        4.7: explore and respond to the aesthetic elements of literature, including spoken, visual and written texts;
        
        4.7.A: Students will name and explain their aesthetic reactions to literary works.
        
        4.8: use literature as a resource to explore ideas and decisions, as well as political and social issues;
        
        4.8.A: Students will read classic and contemporary literature to determine political and social ideas which characterize those works.
        
        4.9: identify the unique and shared qualities of the voices, cultures and historical periods in literature;
        
        4.9.A: Students will examine classical and contemporary literature to consider various cultural and historical influences on the authors.
    - Grades: K-4
      - 1: Reading and Responding
        
        1.1: describe the text by giving an initial reaction to the text and describing its general content and purpose;
        
        1.1.A: Students will describe the thoughts, opinions and questions that arise as they read, view or listen to a text and use relevant information from the text to summarize the content.
        
        1.10: use a variety of strategies to develop an extensive vocabulary;
        
        1.10.A: Students will read extensively, cluster, define, identify word parts and use other such strategies to build their comprehension skills.
        
        1.11: identify and use main ideas and supporting details in informational texts or elements, such as key events, main characters and setting in narratives;
        
        1.11.A: Students will retell and evaluate stories and select the most important facts from informational texts.
        
        1.12: make inferences about ideas implicit in narrative, expository, persuasive and poetic texts;
        
        1.12.A: Students will support their inferences, orally and/ or in writing, by referring to the materials read.
        
        1.13: understand that a single text may elicit a wide variety of responses;
        
        1.13.A: Students will generate a variety of responses based upon the experiences they have had.
        
        1.14: interact with others in creating, interpreting and evaluating written, oral and visual texts.
        
        1.14.A: Students will participate in a variety of cooperative group activities to apply collaborative skills (e.g., making eye contact, waiting turns, listening, taking others’ ideas into account, explaining clearly, restating) to their reading, writing, listenin
        
        1.2: interpret the text by using prior knowledge and experiences;
        
        1.2.A: Students will use what they know to identify or infer important characters, settings, themes, events, ideas, relationships or details within a work.
        
        1.3: reflect on the text to make judgments about its meaning and quality;
        
        1.3.A: Students will analyze, elaborate on and respond critically to works.
        
        1.4: analyze text and task, set purpose and plan appropriate strategies for comprehending, interpreting and evaluating texts;
        
        1.4.A: Students will identify the type of text and use strategies (talking and writing, utilizing graphic organizers, drawing, listing, creating time lines, etc.) to accomplish a range of reading tasks.
        
        1.5: generate questions before, during and after reading, writing, listening and viewing;
        
        1.5.A: Students will ask and answer their own and each other’s literal and inferential text-related questions.
        
        1.6: make and confirm or revise predictions;
        
        1.6.A: Students will listen to, read and view texts, tell periodically how they think texts will turn out, then read to decide if their predictions prove accurate.
        
        1.7: use a variety of monitoring and self-correcting methods (skimming, scanning, reading ahead, re-reading, using resources, summarizing, retelling, readjusting speed);
        
        1.7.A: Students will practice using strategies to monitor and self-correct their comprehension as they read texts.
        
        1.8: use the structure of narrative, expository, persuasive, poetic and visual text to interpret and extend meaning;
        
        1.8.A: Students will identify the ways in which the various genre structures differ from each other.
        
        1.9: select and apply efficient and effective word recognition strategies, including contextual clues, picture clues, phonics and structural analysis;
        
        1.9.A: Students will learn and use effectively the complete variety of word recognition strategies to aid in comprehension.
      - 2: Producing Texts
        
        2.1: communicate effectively by determining the appropriate text structure on the basis of audience, purpose and point of view;
        
        2.1.A: Students will decide upon purpose, audience and point of view, then select from a group of text types, such as narrative, nonfiction and poetry, the most appropriate genre to convey their meaning.
        
        2.2: communicate effectively in descriptive, narrative, expository and persuasive modes;
        
        2.2.A: Students will speak, write or draw in a variety of modes (narratives, “all- about” nonfiction pieces, poetry) to tell stories that their audience understands.
        
        2.3: gather, select, organize and analyze information from primary and secondary sources;
        
        2.3.A: Students will generate questions for gathering data from appropriate first-hand, visual and print sources, and categorize the data to produce a product.
        
        2.4: engage in a process of generating ideas, drafting, revising, editing and publishing or presenting;
        
        2.4.A: Students will compose a piece of writing based on ideas generated through any of a variety of ways (writing, drawing, talking, webbing, listing, brainstorming), revise and proofread it, and present it to an audience.
        
        2.5: engage in writing, speaking and developing visual texts through frequent reflection, reevaluation and revision.
        
        2.5.A: Students will collect and examine, individually or with classmates, an array of their own stories and drawings, discuss the features they like, and say what they might do differently the next time.
      - 3: Applying English Language Conventions
        
        3.1: proofread and edit for grammar, spelling, punctuation and capitalization;
        
        3.1.A: Students will develop proficiency in using capitalization, punctuation, usage and spelling skills appropriate for their grade level.
        
        3.2: speak and write using conventional patterns of syntax and diction;
        
        3.2.A: Students will use the spoken and written syntax and diction of the skilled writers and speakers with which they are made familiar.
        
        3.3: use variations of language appropriate to purpose, audience and task;
        
        3.3.A: Students will compare the language used by various speakers and writers and determine when the language is and is not fitting.
        
        3.4: develop fluency and competency in the English language arts by using and building upon the strengths of the learner’s language and culture;
        
        3.4.A: Students will read, listen to and tell stories from a variety of cultures, including their own, and identify the similarities and differences in the way the language is used.
        
        3.5: understand that an accepted practice in spoken and written language may change over time.
        
        3.5.A: Students will under stand that words and expressions with which they are familiar have evolved and changed form over time.
      - 4: Exploring and Responding to Texts
        
        4.1: explore and respond to classic literary text that has shaped Western thought;
        
        4.1.A: Students will read/ listen to/view a variety of children’s classics and talk about the ways life today is similar to the characters’ lives.
        
        4.10: explore and respond to text representing both the literary tradition and the diversity of American cultural heritage.
        
        4.10.A: Students will read and respond to works by a variety of American and traditional authors.
        
        4.2: explore and respond to contemporary literature;
        
        4.2.A: Students will read, view and listen to a variety of recent children’s literature and react to it in a variety of ways.
        
        4.3: evaluate the merit of literary text on the basis of individual preferences and established standards;
        
        4.3.A: Students will declare their opinions about each of the works they read, listen to and view, then rate each according to such features as character development, conflict and theme.
        
        4.4: examine the ways readers and writers are influenced by individual, social, cultural and historical context;
        
        4.4.A: Students discuss how the works they read and write are dependent upon factors such as the time, culture and experience of the readers and writers.
        
        4.5: recognize literary conventions and devices and understand how they convey meaning;
        
        4.5.A: Students will identify the literary conventions and devices used in such genres as folk tales, fairy tales, tall tales and poems, and tell how those conventions and devices help the reader under stand the genre.
        
        4.6: demonstrate an understanding that literature represents, recreates, shapes and explores human experience through language and imagination;
        
        4.6.A: Students will respond to literary works to determine various aspects that connect to their own lives.
        
        4.7: explore and respond to the aesthetic elements of literature, including spoken, visual and written texts;
        
        4.7.A: Students will note in their independent reading the qualities they like and dislike.
        
        4.8: use literature as a resource to explore ideas and decisions, as well as political and social issues;
        
        4.8.A: Students will determine the various ways people use literature to convey a message.
        
        4.9: identify the unique and shared qualities of the voices, cultures and historical periods in literature;
        
        4.9.A: Students will read a variety of works related to specific time periods to understand other cultural and historical periods.
  - Language Arts Draft (2004)
    - Grade 3
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in both print and multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: use prereading activities to activate prior knowledge and establish purpose.
        
        1.1.b: monitor comprehension and apply appropriate strategies when understanding breaks down.
        
        1.1.c: recognize and organize relevant information in proper sequence to use in a summary.
        
        1.1.d: identify, use and explain text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from texts heard, read and viewed.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the topic or main idea of texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: build sight word vocabulary.
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: elicit, discuss and respect the opinions of others about written, oral and visual texts.
        
        1.4.b: share opinions and judgments based on texts heard, viewed or read.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: identify the elements of a genre and interact with the text.
        
        2.1.b: identify the differences between the structures of fiction and nonfiction.
        
        2.1.c: read or listen to a text and explain its appeal.
        
        2.1.d: identify, find examples and discuss elements of author’s craft.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and discuss multiple responses while reading, listening or viewing texts.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: make connections between characters’ lives and the real world.
        
        2.3.b: listen to, read and respond to texts about and from many cultures and times.
        
        2.3.c: compare and respond to text about multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: recognize values, ethics and beliefs included in a text.
        
        2.4.b: discuss how the experiences of an author might influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: discuss topics and connections that cross cultures.
        
        2.4.e: discuss the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: identify and discuss the choices an author, illustrator or film maker makes to express his or her ideas in a text.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: use strategies to generate and develop ideas for speaking, writing and visual activities.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: examine sources of information and determine validity.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of Standard English in oral and written communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations between language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use Standard English for composing and revising written text.
        
        4.3.a: recognize the difference between Standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Grade 4
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in both print and multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: activate prior knowledge and establish purpose for reading.
        
        1.1.b: monitor comprehension and apply appropriate strategies when understanding breaks down.
        
        1.1.c: organize relevant information to use in a summary.
        
        1.1.d: identify, use and explain text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from explicit and/or implicit information.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the topic or main idea in texts and begin to understand the theme in texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: NA
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: elicit, discuss and respect the opinions of others about written, oral and visual texts.
        
        1.4.b: share opinions and judgments based on texts heard, viewed or read.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: discuss multiple genres and explain the differences in the effect of their conventions.
        
        2.1.b: identify and analyze the differences between the structures of fiction and nonfiction.
        
        2.1.c: read or listen to a text and explain its appeal.
        
        2.1.d: identify literary techniques that an author uses that contribute to the meaning and appeal of texts.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and defend multiple responses to literature using individual connections and relevant text references.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: discuss and analyze how characters deal with diversity of human experience and conflict and relate these to real-life situations.
        
        2.3.b: identify ideas, themes and/or issues across classical and contemporary texts.
        
        2.3.c: compare and respond to text about multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: recognize and discuss an author’s values, ethics and beliefs included in many texts.
        
        2.4.b: discuss how the experiences of an author influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: discuss themes and connections that cross cultures.
        
        2.4.e: discuss the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: identify and discuss the choices an author, illustrator or film maker makes to convey his or her ideas.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of persuasive, narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: use strategies to generate and develop ideas for speaking, writing and visual activities.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: examine sources of information and determine validity.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of Standard English in oral and written communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations between language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use Standard English for composing and revising written text.
        
        4.3.a: recognize the difference between Standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Grade 5
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in both print and multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: activate prior knowledge, establish purposes for reading and adjust the purposes while reading.
        
        1.1.b: monitor comprehension and apply appropriate strategies when understanding breaks down.
        
        1.1.c: select and organize relevant information from text to summarize.
        
        1.1.d: identify, use and explain text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from explicit and/or implicit information.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the underlying theme or main idea in texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: NA
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: respond to the ideas of others and recognize the validity of differing views.
        
        1.4.b: persuade listeners about judgments and opinions of works read written and viewed.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: discuss multiple genres and explain the differences in the effect of their conventions.
        
        2.1.b: identify and analyze the differences between the structures of fiction and nonfiction.
        
        2.1.c: discuss what makes a text engaging and appealing to a reader.
        
        2.1.d: identify literary techniques that and author uses that contribute to the meaning and appeal of texts.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and defend multiple responses to literature using individual connections and relevant text references.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: discuss and analyze how characters deal with diversity of human experience and conflict and relate these to real-life situations.
        
        2.3.b: compare and contrast ideas, themes and/or issues across classical and contemporary texts.
        
        2.3.c: compare, respond to and interpret texts that represent many multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: recognize and discuss an author’s values, ethics and beliefs included in many texts.
        
        2.4.b: discuss how the experiences of an author influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: discuss themes and connections that cross cultures.
        
        2.4.e: interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: analyze how authors, illustrators and film makers express political and social issues.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of persuasive, narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: choose from a range of strategies to generate and develop ideas for a variety of writing, speaking and visual activities.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: examine sources of information and determine validity.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of Standard English in oral and written communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations between language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use Standard English for composing and revising written text.
        
        4.3.a: recognize the difference between Standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Grade 6
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in both print and multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: activate prior knowledge, establish purposes for reading and adjust the purposes while reading.
        
        1.1.b: monitor comprehension and apply appropriate strategies when understanding breaks down.
        
        1.1.c: select and organize relevant information from text to summarize.
        
        1.1.d: identify, use and explain text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from explicit and/or implicit information.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the underlying theme or main idea in texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: NA
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: respond to the ideas of others and recognize the validity of differing views.
        
        1.4.b: persuade listeners about judgments and opinions of works read written and viewed.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: discuss the impact of literary conventions on meaning.
        
        2.1.b: identify and analyze the differences between the structures of fiction and nonfiction.
        
        2.1.c: discuss what makes a text engaging and appealing to a reader.
        
        2.1.d: identify literary techniques that an author uses that contribute to the meaning and appeal of texts.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and defend multiple responses to literature using individual connections and relevant text references.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: discuss and analyze how characters deal with the diversity of human experience and conflict.
        
        2.3.b: compare and contrast ideas, themes and/or issues across classical and contemporary texts.
        
        2.3.c: compare, respond to and interpret texts that represent many multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: analyze an author’s values, ethics and beliefs included in many texts.
        
        2.4.b: discuss how the experiences of an author influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: analyze themes and connections that cross cultures.
        
        2.4.e: interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: analyze how authors, illustrators and film makers express political and social issues.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of persuasive, narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: choose from a range of strategies to generate and develop ideas for a variety of writing, speaking and visual activities.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: evaluate the validity and authenticity of sources of information.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of Standard English in oral and written communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations between language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: evaluate the impact of language as related to audience and purpose.
        
        4.3: Students use Standard English for composing and revising written text.
        
        4.3.a: recognize the difference between Standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Grade 7
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in both print and multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: activate prior knowledge, establish purposes for reading and adjust the purposes while reading.
        
        1.1.b: monitor comprehension and apply appropriate strategies when understanding breaks down.
        
        1.1.c: select and organize relevant information from text to summarize.
        
        1.1.d: identify, use and analyze text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from explicit and or implicit information.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the underlying theme or main idea in texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: NA
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: respond to the ideas of others and recognize the validity of differing views.
        
        1.4.b: persuade listeners about judgments and opinions of works read written and viewed.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: explain how and why literary conventions and techniques contribute to their understanding of and experience with the text.
        
        2.1.b: identify and analyze the differences between the structures of fiction and nonfiction.
        
        2.1.c: discuss what makes a text engaging and appealing to a reader.
        
        2.1.d: identify and analyze literary techniques that an author uses that contribute to the meaning and appeal of texts.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and defend multiple responses to literature using individual connections and relevant text references.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: discuss and analyze how characters deal with the diversity of human experience and conflict.
        
        2.3.b: compare/contrast and evaluate ideas, themes and/or issues across classical and contemporary texts.
        
        2.3.c: compare, respond to and interpret texts that represent many multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: evaluate an author’s values, ethics and beliefs included in many texts.
        
        2.4.b: discuss how the experiences of an author influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: analyze and evaluate themes and connections that cross cultures.
        
        2.4.e: interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: evaluate how authors, illustrators and film makers express political and social issues.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of persuasive, narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: apply the most effective processes to create and present a written, oral or visual piece.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: evaluate the validity and authenticity of primary and secondary sources of information.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of Standard English in oral and written communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations between language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: evaluate the impact of language as related to audience and purpose.
        
        4.3: Students use Standard English for composing and revising written text.
        
        4.3.a: recognize the difference between Standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Grade 8
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in both print and multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: activate prior knowledge, establish purposes for reading and adjust the purposes while reading.
        
        1.1.b: monitor comprehension and apply appropriate strategies when understanding breaks down.
        
        1.1.c: select and organize relevant information from text to summarize.
        
        1.1.d: identify, use and analyze text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from explicit and or implicit information.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the underlying theme or main idea in texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: NA
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: respond to the ideas of others and recognize the validity of differing views.
        
        1.4.b: persuade listeners about judgments and opinions of works read written and viewed.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: explain how and why literary conventions and techniques contribute to their understanding of and experience with the text.
        
        2.1.b: identify and analyze the differences between the structures of fiction and nonfiction.
        
        2.1.c: discuss what makes a text engaging and appealing to a reader.
        
        2.1.d: identify and analyze literary techniques that an author uses that contribute to the meaning and appeal of texts.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and defend multiple responses to literature using individual connections and relevant text references.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: discuss, analyze and evaluate how characters deal with the diversity of human experience and conflict.
        
        2.3.b: compare/contrast and evaluate ideas, themes and/or issues across classical and contemporary texts.
        
        2.3.c: compare, respond to and analyze texts that represent many multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: evaluate an author’s values, ethics and beliefs included in many texts.
        
        2.4.b: discuss how the experiences of an author influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: analyze and evaluate themes and connections that cross cultures.
        
        2.4.e: interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: evaluate the effectiveness of the choices that authors, illustrators and film makers make to express political and social issues.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of persuasive, narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: apply the most effective processes to create and present a written, oral or visual piece.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: evaluate the validity and authenticity of primary and secondary sources of information.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of Standard English in oral and written communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations between language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: evaluate the impact of language as related to audience and purpose.
        
        4.3: Students use Standard English for composing and revising written text.
        
        4.3.a: recognize the difference between Standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Grades: 9-12
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in both print and multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: activate prior knowledge, establish purposes for reading and adjust the purposes while reading.
        
        1.1.b: determine and apply the most effective means of monitoring comprehension and apply the appropriate strategies.
        
        1.1.c: select and organize relevant information from text to summarize.
        
        1.1.d: identify, use and analyze text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from explicit and or implicit information.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make, support and defend judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the underlying theme or main idea in texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: NA
        
        1.3.c: analyze the meaning of words and phrases in context.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: respond to the ideas of others and recognize the validity of differing views.
        
        1.4.b: persuade listeners about understandings and judgments of works read, written and viewed.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: identify the various conventions within a genre and apply this understanding to the evaluation of the text.
        
        2.1.b: identify and analyze the differences between the structures of fiction and nonfiction.
        
        2.1.c: explain and explore their own and others’ aesthetic reactions to texts.
        
        2.1.d: analyze literary conventions and devices an author uses and how they contribute meaning and appeal.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and defend multiple responses to literature using individual connections and relevant text references.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: discuss, analyze and evaluate how characters deal with the diversity of human experience and conflict.
        
        2.3.b: compare/ contrast and evaluate ideas, themes and/or issues across classical and contemporary texts.
        
        2.3.c: create responses to texts and examine each work’s contributions to an understanding of human experience across cultures.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: analyze and evaluate the basic beliefs, perspectives and assumptions underlying an author’s work.
        
        2.4.b: discuss how the experiences of an author influence the text.
        
        2.4.c: discuss how the experiences of a reader influence the interpretation of a text.
        
        2.4.d: analyze and evaluate themes and connections that cross cultures.
        
        2.4.e: interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.f: evaluate the effectiveness of the choices that authors, illustrators and film makers make to express political and social issues.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity, voice and fluency to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of persuasive, narrative, expository or poetic writing. write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: apply the most effective processes to create and present a written, oral or visual piece.
        
        3.2.c: revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: Evaluate the validity of primary and secondary sources of information to authenticate research.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of Standard English in oral and written communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations between language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: evaluate the impact of language as related to audience and purpose.
        
        4.3: Students use Standard English for composing and revising written text.
        
        4.3.a: recognize the difference between Standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
  - Language Arts Draft (2005)
    - Grade 1
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in both print and multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: use prereading activities to activate prior knowledge and establish purpose.
        
        1.1.b: identify points at which understanding breaks down and apply appropriate strategies to develop comprehension.
        
        1.1.c: organize information in proper sequence to use in a summary and/or retelling.
        
        1.1.d: recognize text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from texts heard, read and viewed.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: discuss the topic or main idea of texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: apply knowledge of letter-sound correspondence, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: build sight word vocabulary.
        
        1.3.c: recognize multiple meanings of words.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: listen to and respect the opinions of others about written, oral and visual texts.
        
        1.4.b: share opinions and judgments based on texts heard, viewed or read.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: begin to identify the elements of a genre and interact with the text.
        
        2.1.b: distinguish between the structures of fiction and nonfiction.
        
        2.1.c: read or listen to a text and explain its appeal.
        
        2.1.d: discuss elements of author’s craft.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and discuss multiple responses while reading, listening or viewing texts.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: make connections between characters’ lives and the real world.
        
        2.3.b: listen to, read and respond to texts about and from many cultures and times.
        
        2.3.c: compare and respond to text about multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: recognize values and beliefs included in a text. discuss how the experiences of an author might influence the text.
        
        2.4.b: describe how the experiences of a reader influence the interpretation of a text.
        
        2.4.c: discuss topics and connections that cross cultures.
        
        2.4.d: begin to discuss the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.e: discuss how an author, illustrator or film maker expresses his or her ideas in a text.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity and voice to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: write and tell stories using organizational patterns appropriate to the mode of writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: use strategies to generate and develop ideas for speaking, writing and visual activities.
        
        3.2.c: revise texts for organization and elaboration.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: NA
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of Standard English in oral and written communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations between language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use Standard English for composing and revising written text.
        
        4.3.a: recognize the difference between Standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate use of capitalization, punctuation and spelling skills.
        
        4.3.c: begin to use resources for proofreading and editing.
    - Grade 2
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in both print and multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: use prereading activities to activate prior knowledge and establish purpose.
        
        1.1.b: identify points at which understanding breaks down and apply appropriate strategies to develop comprehension.
        
        1.1.c: organize information in proper sequence to use in a summary and/or retelling.
        
        1.1.d: recognize text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: make and justify inferences from texts heard, read and viewed.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: identify and discuss the topic or main idea of texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        1.3.b: build sight word vocabulary.
        
        1.3.c: explain multiple meanings of words.
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: listen to and respect the opinions of others about written, oral and visual texts.
        
        1.4.b: share opinions and judgments based on texts heard, viewed or read.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: identify the elements of a genre and interact with the text.
        
        2.1.b: distinguish between the structures of fiction and nonfiction.
        
        2.1.c: read or listen to a text and explain its appeal.
        
        2.1.d: identify and discuss elements of author’s craft.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop and discuss multiple responses while reading, listening or viewing texts.
        
        2.2.b: develop a critical stance and cite evidence to support the stance.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: make connections between characters’ lives and the real world.
        
        2.3.b: listen to, read and respond to texts about and from many cultures and times.
        
        2.3.c: compare and respond to text about multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: recognize values and beliefs included in a text. discuss how the experiences of an author might influence the text.
        
        2.4.b: describe how the experiences of a reader influence the interpretation of a text.
        
        2.4.c: discuss topics and connections that cross cultures.
        
        2.4.d: discuss the influence of culture, history and ethnicity on themes and issues in literature.
        
        2.4.e: discuss how an author, illustrator or film maker expresses his or her ideas in a text.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language with clarity and voice to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: use the appropriate features of narrative, expository or poetic writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
        
        3.2.b: use strategies to generate and develop ideas for speaking, writing and visual activities.
        
        3.2.c: begin to revise texts for organization, elaboration, fluency and clarity.
        
        3.2.d: research information from multiple sources for a specific purpose.
        
        3.2.e: begin to examine sources of information and determine validity.
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of Standard English in oral and written communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
        
        4.1.b: recognize and understand variations between language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use Standard English for composing and revising written text.
        
        4.3.a: recognize the difference between Standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate proficient use of proper mechanics, usage and spelling skills.
        
        4.3.c: use resources for proofreading and editing.
    - Kindergarten
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in both print and multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: use prereading activities to activate prior knowledge and establish purpose.
        
        1.1.b: identify points at which understanding breaks down and apply appropriate strategies to develop comprehension.
        
        1.1.c: organize information in proper sequence to use in a summary and/or retelling.
        
        1.1.d: begin to recognize that there are different text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: begin to make and justify inferences from texts heard, read and viewed.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: begin to distinguish between fact and opinion.
        
        1.2.d: make and support judgments about texts.
        
        1.2.e: discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
        
        1.2.f: discuss the topic or main idea of texts.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: develop phonemic awareness and understanding of alphabetic principles.
        
        1.3.b: build sight word vocabulary.
        
        1.3.c: NA
        
        1.3.d: develop vocabulary through listening, speaking, reading and writing.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: listen to and respect the opinions of others about written, oral and visual texts.
        
        1.4.b: share opinions and judgments based on the texts heard, viewed or read.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: recognize patterns in text.
        
        2.1.b: distinguish between the structures of fiction and nonfiction.
        
        2.1.c: read or listen to a text and explain its appeal.
        
        2.1.d: begin to discuss elements of author’s craft.
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: develop multiple responses while reading, listening or viewing texts.
        
        2.2.b: support personal viewpoints with evidence from the text.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: make connections between characters’ lives and their own.
        
        2.3.b: listen to, read and respond to texts about and from many cultures and times.
        
        2.3.c: compare and respond to text about multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: recognize simple values and beliefs included in a text.
        
        2.4.b: discuss how the experiences of an author might influence the text.
        
        2.4.c: begin to understand that the experiences of a reader influence the interpretation of a text.
        
        2.4.d: discuss topics about and connections with other cultures.
        
        2.4.e: NA
        
        2.4.f: discuss how an author, illustrator or film maker expresses his or her ideas in a text.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language to communicate a message.
        
        3.1.b: listen to or read a variety of genres to use as models for writing in different modes.
        
        3.1.c: write and tell stories using organizational patterns appropriate to the mode of writing.
        
        3.1.d: write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: determine purpose and choose an appropriate written, oral or visual format.
        
        3.2.b: use strategies to generate and develop ideas for speaking, writing and visual activities.
        
        3.2.c: begin to revise texts for organization and elaboration.
        
        3.2.d: begin to research information from multiple sources for a specific purpose.
        
        3.2.e: NA
        
        3.2.f: publish and/or present final products in a myriad of ways, including the use of the arts and technology.
      - 4: Students apply the conventions of Standard English in oral and written communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and discuss similarities and differences in the way language is used.
        
        4.1.b: discuss variations between language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use sentence patterns typical of spoken and written language to produce text.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use Standard English for composing and revising written text.
        
        4.3.a: recognize the difference between Standard and nonstandard English and use language appropriately.
        
        4.3.b: demonstrate use of capitalization, punctuation and proper spelling of familiar sight words.
        
        4.3.c: NA
    - Prekindergarten
      - 1: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in both print and multimedia formats.
        
        1.1: Students use appropriate strategies before, during and after reading in order to construct meaning.
        
        1.1.a: identify current knowledge and awareness on a selected topic prior to a reading activity.
        
        1.1.b: recognize when they do not understand and apply appropriate strategies such as asking questions.
        
        1.1.c: organize information in proper sequence to use in a summary and/or retelling.
        
        1.1.d: listen to and begin to recognize different text structures.
        
        1.1.e: draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.
        
        1.1.f: use pictures and some text to make inferences.
        
        1.2: Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
        
        1.2.a: generate and respond to questions.
        
        1.2.b: interpret information that is implied in a text.
        
        1.2.c: NA
        
        1.2.d: make and support judgments about texts heard.
        
        1.2.e: discuss and respond to texts by making text-to-self and text-to-text connections.
        
        1.2.f: discuss the topic or main idea of texts heard.
        
        1.2.g: choose a variety of genres to read for personal enjoyment.
        
        1.3: Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
        
        1.3.a: begin to develop phonemic awareness and understanding of alphabetic principles.
        
        1.3.b: recognize that print conveys meaning and read several familiar printed words.
        
        1.3.c: NA
        
        1.3.d: develop vocabulary through listening, speaking and literature heard.
        
        1.3.e: use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
        
        1.4: Students communicate with others to create interpretations of written, oral and visual texts.
        
        1.4.a: listen to the opinions of others about written, oral and visual texts.
        
        1.4.b: share opinions and judgments based on the texts heard or viewed.
      - 2: Students read and respond to classical and contemporary texts from many cultures and literary periods.
        
        2.1: Students recognize how literary devices and conventions engage the reader.
        
        2.1.a: begin to recognize patterns in text.
        
        2.1.b: begin to understand there is a difference between fiction and nonfiction.
        
        2.1.c: listen to a text and explain why they like it.
        
        2.1.d: NA
        
        2.2: Students explore multiple responses to literature.
        
        2.2.a: offer a variety of responses to text heard or viewed.
        
        2.2.b: support personal viewpoints with evidence from the text.
        
        2.3: Students recognize and appreciate that contemporary and classical literature has shaped human thought.
        
        2.3.a: make connections between characters’ lives and their own.
        
        2.3.b: listen to and respond to stories about and from many cultures and times.
        
        2.3.c: respond to text about multicultural experiences.
        
        2.4: Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
        
        2.4.a: begin to recognize simple values and beliefs included in a text.
        
        2.4.b: discuss how the experiences of an author might influence the text.
        
        2.4.c: relate to the text based on their own experiences.
        
        2.4.d: discuss topics about and connections with other cultures.
        
        2.4.e: NA
        
        2.4.f: begin to discuss how an author, illustrator or film maker expresses his or her ideas in a text.
      - 3: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        3.1: Students use descriptive, narrative, expository, persuasive and poetic modes.
        
        3.1.a: use oral language to communicate a message.
        
        3.1.b: NA
        
        3.1.c: dictate and tell stories beginning to use organizational patterns appropriate to the mode of writing.
        
        3.1.d: use symbols and letter approximations to write to delight in the imagination.
        
        3.2: Students prepare, publish and/or present work appropriate to audience, purpose and task.
        
        3.2.a: identify the difference between drawing and writing and make attempts at writing using scribbling, symbols or letters.
        
        3.2.b: use strategies to generate ideas for speaking, writing and visual activities.
        
        3.2.c: NA
        
        3.2.d: select and organize visual and auditory information to answer a specific question.
        
        3.2.e: NA
        
        3.2.f: publish and/or present final products in a myriad of ways, including dictation to adults.
      - 4: Students apply the conventions of Standard English in oral and written communication.
        
        4.1: Students use knowledge of their language and culture to improve competency in English.
        
        4.1.a: read, listen to and tell stories from a variety of cultures, and discuss similarities and differences in the way language is used.
        
        4.1.b: discuss variations between language patterns.
        
        4.2: Students speak and write using standard language structures and diction appropriate to audience and task.
        
        4.2.a: use appropriate sentence patterns, such as statements, questions and directives.
        
        4.2.b: use appropriate language as related to audience.
        
        4.3: Students use Standard English for composing and revising written text.
        
        4.3.a: recognize the difference between Standard and nonstandard English and use language appropriately.
        
        4.3.b: use approximations of letters, or a few familiar letters, in their writing.
        
        4.3.c: NA
  - Learning Resources and Information Technology (1998)
    - Grades: 5-8
      - 1: Students will define their information needs and identify effective courses of action to conduct research, solve complex problems and pursue personal interests.
        
        1.1: demonstrate competency in previously identified performance standards;
        
        1.2: independently and clearly restate the scope and ground rules for a given task;
        
        1.3: identify and discuss existing knowledge concerning a given task without prompting;
        
        1.4: frame an essential question using given information, and pose additional questions related to completion of the task;
        
        1.5: identify key words for searching information sources with minimal assistance;
        
        1.6: identify, locate and use an array of print, nonprint and electronic resources available through their library media center independently, and with assistance, access resources outside the school;
        
        1.7: describe more than one course of action for addressing the essential question and select the most effective one with assistance.
      - 2: Students will apply principles of organized information systems to learning endeavors.
        
        2.1: demonstrate competency in previously identified performance standards;
        
        2.2: independently use the on line catalog or card catalog to locate materials by author, title or subject, including cross references/links;
        
        2.3: use Boolean logic to search electronic databases;
        
        2.4: describe principles of library organization (e.g., Dewey Decimal System, database protocols);
        
        2.5: demonstrate the ability to navigate through a variety of software menus to access information;
        
        2.6: understand the variety of ways indexes are used as organizers for information systems.
      - 3: Students will demonstrate a command of information skills and strategies to locate and use effectively print, nonprint and/or electronic resources to solve problems, conduct research and pursue personal interests.
        
        3.1: demonstrate competency in previously identified performance standards;
        
        3.2: use organizing features of print, nonprint and electronic materials (tables of contents, menus, indexes, bibliographies and hyperlinks) to locate and use information;
        
        3.3: search, find, sort and evaluate database information from computers, CD-ROM and on-line databases;
        
        3.4: select and use appropriate resources and/or equipment to accomplish a given task;
        
        3.5: demonstrate ability to take notes, print out or record selected information from a wide range of sources of information.
      - 4: Students will apply evaluative criteria to the selection, interpretation, analysis, reorganization and synthesis of information from a variety of sources and formats.
        
        4.1: demonstrate competency in previously identified performance standards;
        
        4.2: develop and apply more complex criteria for aligning resources with a specific need and presentation;
        
        4.3: differentiate among fiction, nonfiction and opinion
        
        4.4: discern stereotypes, biases and propaganda techniques in print, nonprint and electronic resources;
        
        4.5: use critical evaluation skills in viewing and listening;
        
        4.6: develop and apply criteria for evaluating Internet resources.
      - 5: Students will use appropriate technologies to create written, visual, oral and multimedia products to communicate ideas, information or conclusions to others.
        
        5.1: demonstrate competency in previously identified performance standards;
        
        5.2: demonstrate an under standing of the strengths and weaknesses of various media formats as communications vehicles;
        
        5.3: use appropriate software (e.g., spreadsheet, database, hypermedia) to construct, organize, analyze and interpret ideas and data, and present conclusions;
        
        5.4: independently use telecommunications to locate and correspond with peers involved in similar studies;
        
        5.5: select media from a variety of resources to create a multimedia presentation.
      - 6: Students will evaluate the effectiveness and efficiency of their own choices and uses of information and technology for problem-solving and communication.
        
        6.1: demonstrate competency in previously identified performance standards;
        
        6.2: assess the quality and quantity of retrieved information and, with assistance, assess the credibility of retrieved information against the assigned need;
        
        6.3: with assistance and during the process, analyze and adjust their information search strategy;
        
        6.4: assess the overall effectiveness and efficiency of their search performance upon completion of the assignment.
      - 7: Students will demonstrate the responsible and legal use of information resources, computers and other technologies, recognizing the attendant social, economic and ethical issues.
        
        7.1: demonstrate competency in previously identified performance standards;
        
        7.2: observe, in all original work, the ethical restraints imposed by copyright on using and transmitting information;
        
        7.3: observe educational “fair use” guidelines for all types of protected materials;
        
        7.4: differentiate among various types of ownership or protection of intellectual property (e.g., copyright, patents);
        
        7.5: demonstrate responsible and ethical use of hardware and networks.
    - Grades: 9-12
      - 1: Students will define their information needs and identify effective courses of action to conduct research, solve complex problems and pursue personal interests.
        
        1.1: demonstrate competency in previously identified performance standards;
        
        1.2: independently and clearly state the scope and ground rules for a given task and demonstrate the ability to communicate them to others;
        
        1.3: independently identify and assess existing knowledge related to a given task and articulate information needs to information providers or peers;
        
        1.4: develop essential questions related to a topic and formulate a research hypothesis related to the topic;
        
        1.5: independently identify key words for searching information sources;
        
        1.6: independently search print, nonprint and electronic resources within and outside their school;
        
        1.7: independently describe alternative courses of action for accomplishing a task and apply criteria for selecting a specific strategy.
      - 2: Students will apply principles of organized information systems to learning endeavors.
        
        2.1: demonstrate competency in previously identified performance standards;
        
        2.2: independently access specific information from print and nonprint resources by using internal organizers (e.g., indexes and cross references);
        
        2.3: apply standard principles of library and information systems organization to locate resources in other libraries and databases.
      - 3: Students will demonstrate a command of information skills and strategies to locate and use effectively print, nonprint and/or electronic resources to solve problems, conduct research and pursue personal interests.
        
        3.1: demonstrate competency in previously identified performance standards;
        
        3.2: use advanced references, indexes, dictionaries and abstracts;
        
        3.3: use key word descriptors and Boolean logic to perform advanced on-line and CD-ROM searches (e.g., field searches);
        
        3.4: gather information from primary and secondary sources;
        
        3.5: independently use the full range of print, nonprint and electronic resources within the school or district;
        
        3.6: demonstrate the ability to establish connectivity with resources outside the school (e.g., e-mail, computer conferencing, the Internet, the Connecticut Library Network).
      - 4: Students will apply evaluative criteria to the selection, interpretation, analysis, reorganization and synthesis of information from a variety of sources and formats.
        
        4.1: demonstrate competency in previously identified performance standards;
        
        4.2: develop and use personal and established criteria for selecting materials of appropriate breadth and depth of detail, format, illustrations, special features, level, content and purpose;
        
        4.3: demonstrate ability to identify sources of information and apply evaluative criteria, including motive, point of view, biases and stereotypes, accuracy, continuity and currency;
        
        4.4: organize information for applications by determining an appropriate organizational style and the most effective method of presentation for the purpose and audience;
        
        4.5: synthesize information to draw meaningful conclusions;
        
        4.6: demonstrate ability to redefine/adjust evaluative criteria applied to information during the re search process and for the resulting product.
      - 5: Students will use appropriate technologies to create written, visual, oral and multimedia products to communicate ideas, information or conclusions to others.
        
        5.1: demonstrate competency in previously identified performance standards;
        
        5.2: create databases and spreadsheets and a variety of graphic presentations to communicate numeric information in an organized form;
        
        5.3: independently use telecommunications to search for and identify potential work, career or study opportunities;
        
        5.4: independently determine the most appropriate technologies and formats to use in presenting materials gathered from a variety of print, nonprint and electronic sources and to create a presentation that clearly communicates information and new knowledge.
      - 6: Students will evaluate the effectiveness and efficiency of their own choices and uses of information and technology for problem-solving and communication.
        
        6.1: demonstrate competency in previously identified performance standards;
        
        6.2: independently and continuously assess the quantity and quality (relevance, credibility) of retrieved information;
        
        6.3: monitor and adjust their search process continuously to improve its efficiency;
        
        6.4: create products which meet conventional and personal standards for process, product and presentation.
      - 7: Students will demonstrate the responsible and legal use of information resources, computers and other technologies, recognizing the attendant social, economic and ethical issues.
        
        7.1: demonstrate competency in previously identified performance standards;
        
        7.2: give complete bibliographic credit to original sources when using or transmitting information to others;
        
        7.3: observe all ethical and legal restraints in copying or using material from any print, nonprint or electronic resources;
        
        7.4: demonstrate an under standing of the process for copyrighting/protecting their own original work.
    - Grades: K-4
      - 1: Students will define their information needs and identify effective courses of action to conduct research, solve complex problems and pursue personal interests.
        
        1.1: clearly restate the scope and ground rules of a task (such as time line, length, audience and presentation mode) with minimal prompting;
        
        1.2: identify their existing knowledge and, with assistance, list areas where more information is needed;
        
        1.3: frame an essential question related to a topic of interest or assignment with assistance;
        
        1.4: identify key words for searching for information with assistance;
        
        1.5: identify, locate and use appropriate print, nonprint and/or electronic resources available through their school library media center with assistance;
        
        1.6: describe a course of action for addressing the essential question and completing the task.
      - 2: Students will apply principles of organized information systems to learning endeavors.
        
        2.1: alphabetize by word to find information in resources;
        
        2.2: use simple menus to locate information from electronic media;
        
        2.3: perform simple key word searches;
        
        2.4: demonstrate the ability to locate information from various areas of the library media center, such as fiction, nonfiction and reference;
        
        2.5: use the on-line catalog or card catalog with assistance to locate resources.
      - 3: Students will demonstrate a command of information skills and strategies to locate and use effectively print, nonprint and/or electronic resources to solve problems, conduct research and pursue personal interests.
        
        3.1: select appropriate resources from a variety of media formats;
        
        3.2: use correct library/information/technology terminology;
        
        3.3: identify basic print, nonprint and electronic media formats and their characteristics, advantages and disadvantages;
        
        3.4: interpret simple charts, graphs and tables;
        
        3.5: identify and use basic print, nonprint and electronic reference sources (e.g., atlases, almanacs, encyclopedias, dictionaries).
      - 4: Students will apply evaluative criteria to the selection, interpretation, analysis, reorganization and synthesis of information from a variety of sources and formats.
        
        4.1: use simple evaluative criteria to select materials of interest at an appropriate ability level;
        
        4.2: identify appropriate sources of information for a specific purpose;
        
        4.3: distinguish between fiction and nonfiction;
        
        4.4: develop criteria to judge the relevance and completeness of information;
        
        4.5: demonstrate attentive and purposeful listening and viewing skills.
      - 5: Students will use appropriate technologies to create written, visual, oral and multimedia products to communicate ideas, information or conclusions to others.
        
        5.1: use appropriate software (e.g., word processing, desktop publishing, graphing or charting) to create clear and organized presentations of ideas and conclusions;
        
        5.2: use telecommunications, with assistance, to post queries and present responses and new information to the electronic learning community;
        
        5.3: use video, audio and multimedia tools to create clear and meaningful presentations of ideas;
        
        5.4: demonstrate basic operation of equipment needed for information access;
        
        5.5: demonstrate an ability to take notes with assistance.
      - 6: Students will evaluate the effectiveness and efficiency of their own choices and uses of information and technology for problem-solving and communication.
        
        6.1: apply process and content standards for searching, with assistance;
        
        6.2: assess, with assistance, the relevancy (quality) of retrieved information to the assigned need and the completeness (quantity) of information for the assignment;
        
        6.3: create, with assistance, products which meet conventional standards, express ideas clearly to diverse audiences and use a variety of appropriate technologies.
      - 7: Students will demonstrate the responsible and legal use of information resources, computers and other technologies, recognizing the attendant social, economic and ethical issues.
        
        7.1: apply established bibliographic standards for giving credit for information or ideas used;
        
        7.2: observe the legal and ethical limitations for using or copying print, nonprint or electronic information sources;
        
        7.3: demonstrate an under standing of the concept of ownership of ideas and information by respecting and observing laws and/ or guidelines for using information, hardware and networks.
  - Mathematics (1998)
    - Grades: 5-8
      - 1: Number Sense
        
        1.1: use real-life experiences, physical materials and technology to construct meanings for whole numbers, commonly used fractions, decimals and money amounts, and extend these understandings to construct meanings for integers, rational numbers, percents, expo
        
        1.2: model, represent and use numbers in a variety of equivalent forms (integer, fraction, decimal, percent, exponential and scientific notation) as they arise from real-world situations;
        
        1.3: use the equivalence of fractions, decimals and percents to select appropriate and efficient ways to write, order, compare, estimate and compute;
        
        1.4: develop and use a sense of order and magnitude of fractions, decimals, integers, powers and roots;
        
        1.5: develop and apply number theory concepts (primes, factors, multiples and divisibility rules), as appropriate, in various real-world problem situations.
      - 2: Operations
        
        2.1: maintain proficiency with basic addition, subtraction, multiplication and division facts through the use of a variety of strategies and contexts;
        
        2.2: develop, use and explain procedures for performing calculations with whole numbers, decimals, fractions and integers;
        
        2.3: understand the concepts of powers and roots, and apply them in problem situations;
        
        2.4: select and use an appropriate method for computing from among mental math, estimation, paper-and-pencil and calculator methods;
        
        2.5: use relationships among operations and properties of operations (associative, commutative and distributive) as well as order of operations and inverses to simplify computations.
      - 3: Estimation and Approximation
        
        3.1: develop, apply and explain a variety of estimation strategies in problem situations involving quantities and measures;
        
        3.2: use estimation to predict outcomes and determine reasonableness of results;
        
        3.3: recognize when estimation is appropriate and understand the usefulness of an estimate as distinct from an exact answer;
        
        3.4: determine whether a given estimate is an over estimate or underestimate.
      - 4: Ratios, Proportions and Percents
        
        4.1: understand and use ratios, proportions and percents in a wide variety of situations;
        
        4.2: develop, apply and explain methods for solving problems involving proportions and percents;
        
        4.3: use and differentiate between fractional parts and ratios when comparing quantities;
        
        4.4: use dimensional analysis to identify and find equivalent rates.
      - 5: Measurement
        
        5.1: estimate, make and use measurements to describe and compare phenomena, and explore the structure and use of systems of measurement, including converting units within systems;
        
        5.2: select and use appropriate measurement units and tools to make measurements to the degree of accuracy required by the situation;
        
        5.3: solve problems involving the concept of, calculation of, and relationships among length, perimeter, area, volume, angle measure, capacity, weight, mass and temperature;
        
        5.4: develop and use formulas and procedures for solving measurement problems.
      - 6: Spatial Relationships and Geometry
        
        6.1: investigate, explore and describe the geometry in nature and real-world applications;
        
        6.2: identify, visualize, model, describe and compare properties of and relationships among 2- and 3-dimensional shapes;
        
        6.3: describe and use fundamental concepts and properties of, and relationships among, points, lines, planes, angles and shapes, including incidence, parallelism, perpendicularity, congruence, similarity and the Pythagorean theorem;
        
        6.4: construct, analyze and apply the effects of reflections, translations, rotations and dilations on various shapes;
        
        6.5: relate 2- and 3-dimensional geometry using shadows, perspectives, projections and maps;
        
        6.6: solve real-world problems using geometric concepts.
      - 7: Probability and Statistics
        
        7.1: make conjectures; design simulations and samplings; generate, collect, organize and analyze data; and represent the data in tables, charts, graphs and creative data displays;
        
        7.2: make inferences and formulate and evaluate hypotheses and conclusions based on data from tables, charts and graphs;
        
        7.3: describe the shape of the data using range, outliers, and measures of central tendency, including mean, median and mode;
        
        7.4: select and construct appropriate graphical representations and measures of central tendency for sets of data;
        
        7.5: determine the probability of simple and compound events;
        
        7.6: model probabilistic situations using both simulations and theoretical methods;
        
        7.7: make predictions that are based on experimental and theoretical probabilities;
        
        7.8: draw conclusions from data and identify fallacious arguments or claims.
      - 8: Patterns
        
        8.1: describe, analyze, create and extend a wide variety of patterns;
        
        8.2: represent and describe mathematical relationships using tables, rules, simple equations and graphs;
        
        8.3: use patterns and relationships to identify the nth term in a sequence;
        
        8.4: construct and analyze tables and graphs to identify patterns and relationships;
        
        8.5: use patterns and relationships to represent and solve problems.
      - 9: Algebra and Functions
        
        9.1: use variables, expressions, equations and inequalities to describe and represent numerical situations;
        
        9.2: use concrete materials, tables, graphs, verbal rules and symbolic expressions to represent situations and patterns;
        
        9.3: analyze functional relationships to explain how a change in one quantity is associated with a change in another;
        
        9.4: construct and interpret data points on number lines and the coordinate plane;
        
        9.5: solve simple linear equations using concrete, informal, graphical, tabular and formal methods.
      - 10: Discrete Mathematics
        
        10.1: use systemic listing and counting strategies, including simple combinations and permutations;
        
        10.2: use recursive processes, including iteration, to explore and solve problems;
        
        10.3: devise, describe and test algorithms for solving optimization problems.
    - Grades: 9-12
      - 1: Number Sense
        
        1.1: use real-life experiences, physical materials and technology to construct meanings for rational and irrational numbers, including integers, percents and roots;
        
        1.2: use number sense and the properties of various subsets of real numbers to solve real-world problems;
        
        1.3: develop and use an intuitive sense of the magnitude of numbers (including very large and very small numbers) and relate them to place value and exponential forms;
        
        1.4: select an appropriate form to represent and use numerical data (integer, fraction, decimal, ratio, percent, exponential, scientific notation, irrational, complex) as they arise from real-world situations involving magnitude, order, measures, labels, locat
      - 2: Operations
        
        2.1: use arithmetic operations to solve problems encountered in everyday consumer situations;
        
        2.2: apply and explain procedures for performing calculations with whole numbers, decimals, fractions and integers;
        
        2.3: use appropriate methods for computing, including mental math, estimation, paper-and-pencil and calculator methods;
        
        2.4: use field properties and the relationship between operations and their inverses to justify mathematical procedures;
        
        2.5: use absolute value, powers and roots; explore and use negative exponents on integers.
      - 3: Estimation and Approximation
        
        3.1: assess the reasonableness of answers to problems arrived at using pencil-and-paper techniques, mental math, formulas, calculators or computers;
        
        3.2: develop, use and apply a variety of estimation strategies in problem situations;
        
        3.3: make reasonable estimates of the values of formulas, functions and roots;
        
        3.4: recognize the limitations of estimation and assess the amount of error resulting from estimation.
      - 4: Ratios, Proportions and Percents
        
        4.1: understand and explain the need for proportions and percents;
        
        4.2: use ratios, proportions and percents to solve real-world problems;
        
        4.3: use dimensional analysis and equivalent rates to solve problems;
        
        4.4: describe direct and indirect variation and apply them to numerical, geometric and algebraic models and related problems;
        
        4.5: describe trigonometric ratios and apply them to measuring triangles.
      - 5: Measurement
        
        5.1: extend, apply and formalize understandings of measurement, including strategies for determining perimeters, areas and volumes, and the dimensionality relationships among them;
        
        5.2: describe and apply the effect of a change in length on the area and volume of an object;
        
        5.3: choose appropriate tools and techniques to measure quantities to specified degrees of precision and accuracy;
        
        5.4: use techniques of algebra, geometry and trigonometry to measure quantities indirectly;
        
        5.5: use and create scales and calibrations to solve problems involving measurement.
      - 6: Spatial Relationships and Geometry
        
        6.1: use transformations, coordinates and vectors and appropriate computer software to explore and develop an understanding of Euclidean geometry;
        
        6.2: deduce properties of, and relationships among, figures from given assumptions;
        
        6.3: develop an understanding of an axiomatic system through geometric investigations, making conjectures, formulating arguments and constructing proofs;
        
        6.4: understand and analyze the geometry of three-dimensional shapes and their cross-sections;
        
        6.5: solve real-world and mathematical problems using geometric models;
        
        6.6: interpret algebraic equations and inequalities geometrically, and describe geometric objects algebraically.
      - 7: Probability and Statistics
        
        7.1: estimate probabilities, predict outcomes and test hypotheses using statistical techniques;
        
        7.2: design a sampling experiment, interpret the data, and recognize the role of sampling in statistical claims;
        
        7.3: use the law of large numbers to interpret data from a sample of a particular size;
        
        7.4: select appropriate measures of central tendency, dispersion and correlation;
        
        7.5: design and conduct a statistical experiment and interpret its results;
        
        7.6: draw conclusions from data and identify fallacious arguments or claims;
        
        7.7: use scatterplots and curve-fitting techniques to interpolate and predict from data;
        
        7.8: use relative frequency and probability to represent and solve problems involving uncertainty;
        
        7.9: use simulations to estimate probabilities.
      - 8: Patterns
        
        8.1: identify, describe and generalize numerical and spatial patterns;
        
        8.2: identify, describe and generalize patterns from data and identify and analyze patterns of change;
        
        8.3: predict and describe patterns produced by iterations, approximations, limits and fractals.
      - 9: Algebra and Functions
        
        9.1: model and solve problems that involve varying quantities with variables, expressions, equations, inequalities, absolute values, vectors and matrices;
        
        9.2: model real-world phenomena using polynomial, rational, trigonometric, logarithmic and exponential functions, noting restricted domains;
        
        9.3: analyze the effect of parametric changes on the graphs of functions;
        
        9.4: translate among and use tabular, symbolic and graphical representations of equations, inequalities and functions;
        
        9.5: develop, explain, use and analyze procedures for operating on algebraic expressions and matrices;
        
        9.6: solve equations and in equalities using graphing calculators and computers as well as appropriate paper-and-pencil techniques.
      - 10: Discrete Mathematics
        
        10.1: represent problem situations using finite graphs, matrices, sequences and recurrence relations;
        
        10.2: develop, analyze, describe, invent and test algorithms;
        
        10.3: define and use permutations, combinations, mathematical induction and recursion to solve combinatorial and algorithmic problems;
        
        10.4: understand and use appropriate strategies to solve optimization problems.
    - Grades: K-4
      - 1: Number Sense
        
        1.1: use real-life experiences, physical materials and technology to construct meanings for whole numbers, commonly used fractions and decimals;
        
        1.2: understand our numeration system by modeling, counting, grouping and using place-value concepts;
        
        1.3: use numbers to count, as measures, labels and as indicators of location;
        
        1.4: use models and pictures to demonstrate understanding of equivalent forms of numbers;
        
        1.5: understand and use properties of numbers, including odd, even, ordinal and cardinal;
        
        1.6: develop a sense of magnitude of numbers by ordering and comparing whole numbers, commonly used fractions, decimals and money amounts.
      - 2: Operations
        
        2.1: develop meaning for the operations by modeling, comparing and discussing a variety of problem situations;
        
        2.2: develop proficiency with basic addition, subtraction, multiplication and division facts through the use of a variety of strategies and contexts;
        
        2.3: use informal language, mathematical language and symbols to relate problem situations to operations;
        
        2.4: recognize that any one operation can be used to represent diverse problem situations, e.g., subtraction can be used in “take away,” as well as comparison, situations;
        
        2.5: construct, use and explain a variety of procedures for performing whole number calculations;
        
        2.6: understand and use relationships among operations, e.g., multiplication is repetitive addition; multiplication is the opposite of division.
      - 3: Estimation and Approximation
        
        3.1: explore, construct and use a variety of estimation strategies;
        
        3.2: recognize when estimation is appropriate and understand the usefulness of an estimate as distinct from an exact answer;
        
        3.3: use estimation to determine the reasonableness of an answer;
        
        3.4: visually estimate length, area, volume and angle using various referents;
        
        3.5: apply estimation when working with quantities, measures and problems.
      - 4: Ratios, Proportions and Percents
        
        4.1: describe simple ratios when comparing quantities.
      - 5: Measurement
        
        5.1: use and describe measures of length, distance, capacity, mass, area, volume, time, temperature and angle;
        
        5.2: compare and order objects according to some measurable attribute;
        
        5.3: develop and use personal referents, such as fingers and arm spans, as estimates for standard units of measure;
        
        5.4: select and use appropriate standard and nonstandard units of measurement to solve problems.
      - 6: Spatial Relationships and Geometry
        
        6.1: describe, model, draw and classify shapes;
        
        6.2: investigate and predict the results of combining, subdividing and changing shapes;
        
        6.3: identify and use geometric shapes in various orientations, including rotations, reflections and translations;
        
        6.4: use real-life experiences, concrete objects and technology to explore and understand properties of 2- and 3-dimensional geometric shapes;
        
        6.5: explore relationships among and properties of shapes, such as congruence, similarity and symmetry.
      - 7: Probability and Statistics
        
        7.1: pose questions, make predictions and solve problems that involve collecting, organizing and analyzing data;
        
        7.2: construct, read and interpret displays of data such as pictographs and bar and circle graphs;
        
        7.3: make inferences and formulate hypotheses based on data;
        
        7.4: generate and analyze data obtained from such chance devices as spinners and dice;
        
        7.5: develop intuition about the probability of various real-world events;
        
        7.6: make predictions that are based on intuitive and experimental probabilities.
      - 8: Patterns
        
        8.1: reproduce, extend, describe and create patterns and sequences using a variety of materials and attributes;
        
        8.2: use tables and graphs to display pattern data and explore a variety of ways to write rules that describe patterns and relationships;
        
        8.3: develop and test generalizations based on observations of patterns and relationships.
      - 9: Algebra and Functions
        
        9.1: represent numerical situations using variables, expressions, equations and inequalities;
        
        9.2: write and solve number sentences that describe real-life situations.
      - 10: Discrete Mathematics
        
        10.1: classify data according to attributes;
        
        10.2: solve simple counting problems;
        
        10.3: use diagrams and models of simple networks that represent everyday situations;
        
        10.4: identify and investigate sequences;
        
        10.5: follow, devise and describe practical algorithmic procedures.
  - Mathematics (2005)
    - Grade 1
      - 1: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Examine attributes of objects and describe the relationships.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Represent the result of counting, combining and separating sets of objects using number sentences.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Identify quantities as equivalent or nonequivalent.
      - 2: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Represent and order two-digit numbers as groups of tens and ones in the base ten place value system.
        
        2.1.b: Identify and compare equal parts of a whole.
        
        2.1.c: Partition a set of objects into smaller groups with equal amounts.
        
        2.1.d: Describe relationships between quantities using ratios.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Count by groups, add one more to the grouping and compare values of groups.
        
        2.2.b: Add by counting and combining and subtract by separating, comparing or counting on.
      - 3: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Classify shapes and solids by common characteristics.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Describe, name and interpret direction and position of objects.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Plan and sequence events.
        
        3.3.b: Estimate length, area, volume, weight and temperature using nonstandard units.
        
        3.3.c: Use standard units of measure to communicate measurement in a universal manner.
      - 4: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods
        
        4.1.a: Collect, organize, record and describe data.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Organize data in tables and graphs and make comparisons of the data.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Determine the likelihood of certain events through simple experiments and observations of games.
    - Grade 2
      - 1: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Describe and extend patterns.
        
        1.1.b: Analyze change in terms of quantity and quality using patterns.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Represent real-life situations using number sentences.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Represent quantities that have the same value with an equal sign.
      - 2: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Represent three-digit numbers as groups of hundreds, tens and ones in the base ten place value system.
        
        2.1.b: Represent fractions by sharing portions of equal size as parts of a whole or parts of a set.
        
        2.1.c: Recognize that the denominator of a fraction tells how many equal parts an object or a set has been divided into, and the numerator indicates how many of the parts are being considered.
        
        2.1.d: Describe relationships between quantities using ratios.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Develop fact families of basic facts using the inverse relationship of addition and subtraction.
        
        2.2.b: Explore the relationship of multiplication and division through a variety of methods.
        
        2.2.c: Identify and use equivalent representations of numbers to estimate and compute.
      - 3: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Identify shapes as the same when there are changes in position.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Recognize and use geometric relationships to solve problems.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Estimate and measure the length of time to complete activities and tasks.
        
        3.3.b: Measure through direct comparison and through repetition of units.
      - 4: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods
        
        4.1.a: Construct graphs from data, then make comparisons and draw conclusions.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Determine patterns and make predictions from data displayed in tables and graphs.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Analyze data gathered from experiments and identify the likelihood of future events.
    - Grade 3
      - 1: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Create and describe patterns using different objects and symbols.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Identify mathematical relationships as equations.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Represent quantities that have the same value with an equal sign.
      - 2: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Represent numbers in expanded and regrouped forms in the base ten place value system.
        
        2.1.b: Recognize that a fraction with the same numerator and denominator represents the whole object or an entire set.
        
        2.1.c: Use fractions to measure and to represent points on a ruler or number line.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Use strategies that involve place value patterns and algebraic properties to estimate, add and subtract.
        
        2.2.b: Approximate solutions to problems involving computation through the use of efficient methods.
        
        2.2.c: Solve multiplication and division problems using rectangular arrays, number patterns, skip counting and repeated addends.
        
        2.2.d: Compare fractions, identify equivalent fractions, add and subtract fractions with like and unlike denominators using models and pictures.
      - 3: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Classify and compare polygons and solids using various attributes.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Represent location on simple maps.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Plan events and make schedules.
        
        3.3.b: Determine and use different tools and units appropriate for specific measurement tasks.
      - 4: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods
        
        4.1.a: Design surveys for the collection of data and justify conclusions drawn from the data.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Analyze data to identify a typical element or event.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Use samples and simulations to determine probability, and to make and test predictions.
    - Grade 4
      - 1: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Classify patterns as repeating or growing.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Demonstrate the equivalence of both sides of an equation.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Represent possible values using symbols.
      - 2: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Extend whole number place value patterns, models and notations to include decimals, which are fractions that have denominators that are multiples of ten.
        
        2.1.b: Use models and pictures to reveal patterns about equivalent fractions and ratios.
        
        2.1.c: Use fractions to represent a ratio or a division problem.
        
        2.1.d: Make comparisons and describe quantitative relationships using ratios.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Use place value concepts and commutative and associative properties to estimate and compute.
        
        2.2.b: Use number patterns, basic facts, rectangular arrays, place value models and the distributive property to multiply and divide.
        
        2.2.c: Add and subtract fractions and mixed numbers with like and unlike denominators using models, pictures and number sentences.
      - 3: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Describe geometric properties of polygons and solids.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Find possible pathways between two points using maps that are based on the rectangular coordinate system.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Recognize that patterns exist between measurements of length, perimeter and area of squares and rectangles.
        
        3.3.b: Make precise measurements and use benchmarks to estimate measures.
      - 4: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods
        
        4.1.a: Organize and analyze categorical and numerical data.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Describe what is “average” about the characteristics in a data set.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Determine fair situations and good choices based upon the likelihood of an occurrence.
    - Grade 5
      - 1: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Identify trends and make predictions based upon patterns and data displayed in different formats.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Recognize that a change in one variable may relate to a change in another variable.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Describe the general relationship between two sets of data using an equation or inequality.
      - 2: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Extend whole number place value patterns, models and notations to include decimals, which are fractions that have denominators that are multiples of ten.
        
        2.1.b: Classify numbers by their factors.
        
        2.1.c: Express numbers as equivalent fractions, decimals or percents.
        
        2.1.d: Represent ratios and proportions and solve problems using models and pictures.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Estimate and compute using models and pictures.
      - 3: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Use geometric relationships to describe polygons and solids.
        
        3.1.b: Recognize that changes in the perimeter of a polygon may affect its area, and changes in area may affect the perimeter.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Identify, describe and build nets for solid figures and objects.
        
        3.2.b: Determine geometric relationships through spatial visualization.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Solve problems in the measure of time and in converting units of length in the customary and metric systems using specific ratios.
      - 4: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods
        
        4.1.a: Differentiate between numerical and categorical data and their appropriate representations.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Examine different data collection methods and their effects.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Relate the likelihood of an event to a numerical value.
    - Grade 6
      - 1: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Identify relationships and make generalizations through the use of patterns.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Represent and analyze mathematical relationships with the help of tables, graphs, equations and inequalities.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Solve real- world problems using algebraic methods.
        
        1.3.b: Demonstrate how to maintain equivalence in equations.
      - 2: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Relate whole numbers, fractions, decimals and integers to number lines, scales, the coordinate plane and problem- solving situations.
        
        2.1.b: Express place value patterns using exponents to write powers of ten.
        
        2.1.c: Interpret and connect fraction notation to division.
        
        2.1.d: Compare quantities and solve problems using ratios, rates and percents.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Solve problems using a variety of computational strategies, including the use of calculators.
        
        2.2.b: Describe when products or quotients with fractions and decimals can yield a larger or smaller result than either factor.
      - 3: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Classify polygons according to their properties.
        
        3.1.b: Examine the relationships between the measures of area of 2-dimensional objects and volumes of 3-dimensional objects.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Construct similar polygons on coordinate grids.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Solve problems involving measurement through the use of a variety of tools, techniques and strategies.
        
        3.3.b: Use specific ratios to convert between measures of length, area, volume, mass and capacity in the customary and metric systems.
      - 4: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods
        
        4.1.a: Display and compare sets of data using various systematic or graphical representations.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Describe the shape of data sets using the measures of spread and central tendency.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Understand that probabilities are more reliable to use as predictors when there is a large number of trials.
        
        4.3.b: Express probability using various numerical representations.
    - Grade 7
      - 1: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Analyze physical phenomena and patterns to identify relationships and make generalizations.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Describe the effects of characteristics of mathematical relationships on the way the relationships are represented.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Solve problems using a variety of algebraic methods.
        
        1.3.b: Maintain equivalence in equations to determine solutions.
      - 2: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Represent real-world situations and solutions to problems using the appropriate symbolic form (fractions, decimals or percents).
        
        2.1.b: Understand the use of scientific notation as related to powers of ten as an efficient method for writing and comparing very large numbers.
        
        2.1.c: Use percents to make comparisons between groups of unequal size.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Extend the operations of addition, subtraction, multiplication and division to negative numbers.
      - 3: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Describe and classify polygons according to their transformational properties.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Understand how 3-dimensional objects can be represented in 2 dimensions using base plans (footprints), orthogonal views, nets and isometric drawings.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Solve geometric and measurement problems through the use of a variety of tools, techniques and strategies
      - 4: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods
        
        4.1.a: Select the appropriate visual representation of data based on the kind of data collected and the purpose for their use.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Understand that measures of central tendency and spread can be used to describe data sets and justify conclusions.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Compare and determine experimental and theoretical probabilities.
    - Grade 8
      - 1: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Analyze physical phenomena, functions and patterns to identify relationships and make generalizations.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Describe the effects of characteristics of linear relationships on the way the relationships are represented verbally and in tables, graphs and equations.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Solve problems using various algebraic methods and properties.
      - 2: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Compare and order integers, powers and roots using number lines and grids.
        
        2.1.b: Extend the understanding of scientific notation to very small numbers.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Solve problems involving fractions, decimals, ratios and percents.
        
        2.2.b: Make generalizations about operations with very large and very small numbers.
        
        2.2.c: Connect the exponential growth and decay models to repeated multiplication by the same factor.
      - 3: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Explore the relationships among sides, angles, perimeters, areas, surface areas and volumes of congruent and similar polygons and solids.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Model geometric relationships in a variety of ways.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Use a variety of concrete methods, including displacement, to find volumes of solids.
        
        3.3.b: Solve problems involving measurement through the use of appropriate tools, techniques and strategies.
      - 4: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods
        
        4.1.a: Construct appropriate representations of data based on the size and kind of data set and the purpose for their use.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Make and evaluate statistical claims and justify conclusions with evidence.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Determine possible outcomes using a variety of counting techniques.
    - Grades 9-12 Core
      - 1: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Describe relationships and make generalizations about patterns and functions.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Represent and analyze linear and nonlinear functions and relations symbolically and with tables and graphs.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Manipulate equations, inequalities and functions to solve problems.
      - 2: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Extend the understanding of number to include integers, rational numbers and real numbers.
        
        2.1.b: Interpret and represent large sets of numbers with the aid of technologies.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Develop strategies for computation and estimation using properties of number systems to solve problems.
        
        2.2.b: Solve proportional reasoning problems.
      - 3: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Investigate relationships among plane and solid geometric figures using geometric models, constructions and tools.
        
        3.1.b: Develop and evaluate mathematical arguments using reasoning and proof.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Verify geometric relationships using algebra, coordinate geometry, and transformations.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Solve a variety of problems involving 1-, 2- and 3-dimensional measurements using geometric relationships and trigonometric ratios.
      - 4: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods
        
        4.1.a: Create the appropriate visual or graphical representation of real data.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Analyze real- world problems using statistical techniques.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Understand and apply the principles of probability in a variety of situations.
    - Grades 9-12 Extended
      - 1: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Model real-world situations and make generalizations about mathematical relationships using a variety of patterns and functions.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.a: Relate the behavior of functions and relations to specific parameters and determine functions to model real-world situations.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.a: Use and extend algebraic concepts to include real and complex numbers, vectors and matrices.
      - 2: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Extend the understanding of number to include the set of complex numbers.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Investigate mathematical properties and operations related to objects that are not numbers
      - 3: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Use methods of deductive and inductive reasoning to make, test and validate geometric conjectures.
        
        3.1.b: Explore non-Euclidean geometries.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Use a variety of coordinate systems and transformations to solve geometric problems in 2 and 3 dimensions using appropriate tools and technologies.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Approximate measurements that cannot be directly determined with some degree of precision using appropriate tools, techniques and strategies.
      - 4: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods
        
        4.1.a: Model real data graphically using appropriate tools, technologies and strategies.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Describe and analyze sets of data using statistical models.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Solve problems using the methods of discrete mathematics.
        
        4.3.b: Make statistical inferences through the use of probability.
    - Kindergarten
      - 1: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Sort and classify objects using attributes.
        
        1.1.b: Identify a pattern and describe the rule using the physical attributes or position of objects in a sequence.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.: Connecticut has no content for this Standard at this grade level.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.: Connecticut has no content for this Standard at this grade level.
      - 2: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Use numbers to count, order, compare, label, locate and measure.
        
        2.1.b: Share equal parts of an object.
        
        2.1.c: Share a set of objects that is divided into groups with equal amounts.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Count, adding one more to the previous number and group and count by ones and tens.
      - 3: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Identify and sort shapes and solids by physical characteristics.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Use positional language to describe location, direction and position of objects
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Use calendars and clocks to measure and record time.
        
        3.3.b: Use nonstandard units to estimate measures of length, area, temperature, weight and capacity.
      - 4: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods
        
        4.1.a: Visualize information and make comparisons about information displayed in real and picture graphs.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.a: Extend different types of patterns and make predictions.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Observe the frequency of real-world events and identify the likelihood of future events.
    - Prekindergarten
      - 1: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        1.1: Understand and describe patterns and functional relationships.
        
        1.1.a: Sort and classify objects by an attribute.
        
        1.1.b: Describe and extend patterns using the attributes of various objects.
        
        1.2: Represent and analyze quantitative relationships in a variety of ways.
        
        1.2.: Connecticut has no content for this Standard at this grade level.
        
        1.3: Use operations, properties and algebraic symbols to determine equivalence and solve problems.
        
        1.3.: Connecticut has no content for this Standard at this grade level.
      - 2: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        2.1: Understand that a variety of numerical representations can be used to describe quantitative relationships.
        
        2.1.a: Use numbers to count, order and compare.
        
        2.1.b: Share equal parts of a whole object.
        
        2.2: Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities.
        
        2.2.a: Count, adding one more to the previous amount.
      - 3: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        3.1: Use properties and characteristics of two- and three-dimensional shapes and geometric theorems to describe relationships, communicate ideas and solve problems.
        
        3.1.a: Identify and sort shapes and solids by physical characteristics.
        
        3.2: Use spatial reasoning, location and geometric relationships to solve problems.
        
        3.2.a: Use positional language to describe location, direction and position of objects.
        
        3.3: Develop and apply units, systems, formulas and appropriate tools to estimate and measure.
        
        3.3.a: Sequence events during a limited time period.
        
        3.3.b: Use nonstandard units to estimate measures of length, area and capacity.
      - 4: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        4.1: Collect, organize and display data using appropriate statistical and graphical methods
        
        4.1.a: Make comparisons from information displayed in real graphs.
        
        4.2: Analyze data sets to form hypotheses and make predictions.
        
        4.2.: Connecticut has no content for this Standard at this grade level.
        
        4.3: Understand and apply basic concepts of probability.
        
        4.3.a: Determine when events are likely to happen again.
  - Physical Education (1998)
    - Grades: 5-8
      - 1: Physical Activity
        
        1.1: demonstrate developmentally mature applications combining locomotor, nonlocomotor and selected manipulative skills
        
        1.2: demonstrate increasing competence in more advanced specialized skills
        
        1.3: adapt and combine skills to meet the demands of increasingly complex situations (e.g., creating sequences and patterns of movement for gymnastics or dance)
        
        1.4: participate in modified versions of a variety of movement forms (e.g., games, dance, gymnastics) and activities
      - 2: Human Movement
        
        2.1: identify the critical elements of increasingly more complex movement and game forms
        
        2.2: understand and apply increasingly more complex movement sequences and game strategies
        
        2.3: identify and apply principles of practice and conditioning which enhance movement performance
        
        2.4: use information from a variety of sources to improve performance
      - 3: Fitness
        
        3.1: assess physiological indicators (e.g., heart rate, body temperature, perspiration) of exercise during and after physical activity
        
        3.2: understand and apply basic principles of training to improve physical fitness
        
        3.3: maintain personal records of moderate to vigorous physical activity
        
        3.4: develop personal goals and strategies for the improvement of selected fitness components necessary for a healthy lifestyle
        
        3.5: participate in a variety of health-related fitness activities in and out of school
        
        3.6: meet and/or show improvement in all components of the health-related fitness standards as defined by the Connecticut Health-Related Fitness Assessment
      - 4: Responsible Behavior
        
        4.1: identify the purpose for and participate in establishing and modifying rules, procedures and etiquette that reflect good sportsmanship and are safe and effective for specific activity situations
        
        4.2: develop skills to participate productively in groups, in both cooperative and competitive activities
        
        4.3: use time effectively to complete assigned tasks
        
        4.4: solve problems and make choices by analyzing consequences and solutions
        
        4.5: apply appropriate skills for resolving conflicts peacefully
      - 5: Respect For Differences
        
        5.1: explore their own cultural/ethnic heritage through participation in physical activity
        
        5.2: recognize the role of sport, games and dance in modern culture
        
        5.3: demonstrate behaviors that are supportive and inclusive when meeting the individual needs of peers in physical activity settings
        
        5.4: participate with others, despite differences that may exist
      - 6: Benefits Of Physical Activity
        
        6.1: use physical activity as a positive opportunity for social and group interaction
        
        6.2: recognize that meeting challenges in physical activities leads to self actualization and recognition from peers
        
        6.3: seek personally challenging experiences through physical activity
        
        6.4: participate in and enjoy physical activities outside the regular physical education class
    - Grades: 9-12
      - 1: Physical Activity
        
        1.1: demonstrate competence in basic locomotor, nonlocomotor and manipulative skills in the execution of more complex skills
        
        1.2: analyze complex skills, showing their connections with the fundamental movement skills
        
        1.3: develop advanced skills in selected physical activities
        
        1.4: use basic movement skills to participate in a wide variety of leisure and work-related physical activities
      - 2: Human Movement
        
        2.1: identify and apply characteristics of highly skilled performance to enable the development of movement competence and proficiency
        
        2.2: understand and apply discipline-specific information to their own performances (e.g., biomechanical and physiological principles)
        
        2.3: understand and apply pertinent scientifically based information regarding movement performance
        
        2.4: analyze and improve performance of themselves and others
        
        2.5: understand various offensive and defensive strategies for game forms
        
        2.6: display an understanding of the connection between the purpose of movement and its effect on performance
      - 3: Fitness
        
        3.1: demonstrate the skills, knowledge and desire to monitor and adjust activity levels to meet personal fitness needs
        
        3.2: use the results of fitness assessments to guide changes in personal programs of physical activity
        
        3.3: design a personal health fitness program based on an accurately assessed fitness profile
        
        3.4: attain and maintain appropriate levels of cardiovascular and respiratory efficiency, muscular strength and endurance, flexibility and body composition necessary for a healthy lifestyle
      - 4: Responsible Behavior
        
        4.1: apply safe practices, rules, procedures and etiquette in all physical activity settings
        
        4.2: demonstrate leadership and cooperate, as appropriate, in order to accomplish goals
        
        4.3: accept the decisions and respect the role of an official
        
        4.4: anticipate and avoid potentially dangerous situations in physical activities
        
        4.5: balance the goal of winning with other established goals of participation
        
        4.6: initiate responsible behaviors and function independently while being a positive influence on the behavior of others in physical activity settings
      - 5: Respect For Differences
        
        5.1: develop strategies for including persons from different backgrounds and abilities in leisure activities
        
        5.2: adjust performance to the differences in individual physical, emotional and social characteristics
        
        5.3: recognize the influence physical activity can have in fostering an appreciation of cultural, ethnic, gender, physical and age differences
      - 6: Benefits Of Physical Activity
        
        6.1: pursue new activities, both as individuals and with others
        
        6.2: enjoy participating in a variety of physical activities
        
        6.3: pursue lifelong physical activities that meet individual needs
        
        6.4: recognize that physical activity can provide opportunities for positive social interaction
        
        6.5: identify feelings that result from participating in physical activity both as individuals and with others
        
        6.6: display heightened confidence and broadened interest by selecting new physical activities
    - Grades: K-4
      - 1: Physical Activity
        
        1.1: demonstrate developmentally mature form in the fundamental movement skills: locomotor (e.g., walk, jump, skip); nonlocomotor (e.g., bend, twist, swing); and selected manipulative skills (e.g., throwing, kicking, striking)
        
        1.2: demonstrate simple applications combining locomotor, nonlocomotor and selected manipulative skills to accomplish developmentally appropriate play and fitness activities
        
        1.3: explore and adapt fundamental movement skills to meet a variety of challenges
        
        1.4: acquire basic skills to be applied to activities and games
      - 2: Human Movement
        
        2.1: apply movement concepts (e.g., body space, effort, relationships) to a variety of basic locomotor, nonlocomotor and manipulative skills
        
        2.2: identify and apply critical elements and characteristics of mature performance (e.g., moving in opposition, follow through) to improve their individual skills
        
        2.3: use understanding of the critical elements of basic and specialized movement skills to provide feedback to others
        
        2.4: recognize and apply the concepts of body space, effort and relationships in developing movement sequences and game strategies
      - 3: Fitness
        
        3.1: demonstrate several activities related to each component of health related fitness (e.g., cardiovascular and respiratory efficiency, muscular strength and endurance, and flexibility) necessary for a healthy lifestyle
        
        3.2: engage in sustained physical activity that causes increases in heart rate and breathing
        
        3.3: recognize the personal physiological effects that accompany moderate to vigorous physical activity
        
        3.4: meet and/or show improvement in all components of the health-related fitness standards as defined by the Connecticut Health-Related Fitness Assessment
      - 4: Responsible Behavior
        
        4.1: follow classroom rules, activity-specific rules, safety practices, procedures, etiquette and good sportsmanship in various physical activity settings
        
        4.2: function independently and remain on-task for a prescribed period of time
        
        4.3: work cooperatively and productively with partners or in small groups to complete assigned tasks
        
        4.4: develop skills needed for resolving conflicts
      - 5: Respect For Differences
        
        5.1: work cooperatively with peers of varying skill levels
        
        5.2: experience differences and similarities among people of different backgrounds by participating in activities of national, cultural and ethnic origins
        
        5.3: recognize the contributions that individual differences (e.g., physical, gender, cultural/ethnic, social and emotional) add to group activities
      - 6: Benefits Of Physical Activity
        
        6.1: express feelings about participating in physical activity
        
        6.2: experience enjoyment while participating in physical activity
        
        6.3: understand that practicing activities increases skill competence
        
        6.4: interact with peers while participating in group activities
        
        6.5: use physical activity as a means of self-expression
        
        6.6: try new activities
  - Science (1998)
    - Grades: 5-8
      - 1: The Nature Of Science
        
        1.1: conduct scientific investigations which generally involve the collection of relevant evidence, the use of logical reasoning and creativity in devising hypotheses and explanations to make sense of the evidence;
        
        1.2: identify and control variables in experiments;
        
        1.3: evaluate the strengths and weaknesses of claims, arguments or data;
        
        1.4: recognize that a variety of experimental designs and strategies can be developed to answer the same question;
        
        1.5: use appropriate technology as a tool in problem solving;
        
        1.6: accept the open-endedness of scientific inquiry and that scientific findings are not always definite or complete;
        
        1.7: use scientific knowledge and ways of thinking in personal decision making.
      - 2: History Of Science
        
        2.1: recognize important contributions to the advancement of science, mathematics and technology that have been made by men and women in different cultures at different times;
        
        2.2: understand that scientific discoveries are influenced by technological demands, competition, controversy, world events, personalities and societal issues;
        
        2.3: recognize that, throughout history, scientists and engineers have been considered valued contributors to society;
        
        2.4: recognize that, throughout history, it has been difficult for scientific innovators to break through the preconceptions of their time to reach conclusions which today seem obvious.
      - 3: Living Things And Their Environments
        
        3.1: describe the roles of producers, consumers and decomposers in an ecosystem and provide specific examples of each;
        
        3.2: explain the need for sunlight and other abiotic factors, such as water and air, in an ecosystem;
        
        3.3: explain that while matter is recycled in an ecosystem, there is a one-way flow of energy in ecosystems;
        
        3.4: explain that the number and variety of organisms and populations are dependent on the resources and physical factors of their environments;
        
        3.5: explain how both organisms and ecosystems can change if the physical conditions of an ecosystem change (e.g., a pond dries, a forest is destroyed by fire).
      - 4: Units Of Structure And Function
        
        4.1: identify similarities and differences that characterize different types of cells (e.g., plant, animal muscle, nerve, bone);
        
        4.2: recognize that basic life processes, such as photosynthesis and respiration, occur at the cellular level;
        
        4.3: recognize that tissues and organs in multicellular organisms are made of specialized groups of cells which work together to perform specific functions;
        
        4.4: understand that cells divide for growth, replacement, repair and reproduction;
        
        4.5: understand that, while most living things are composed of cells, there are other things such as viruses that are difficult to identify as living or non- living.
      - 5: Relationships Of Structure And Function
        
        5.1: describe the major distinctions among the kingdoms of living things (e.g., prokaryotic/eukaryotic, nucleated/non-nucleated, heterotrophic/autotrophic);
        
        5.2: describe ways in which internal and external structures, organ systems and body plans contribute to organisms being able to carry out life functions or processes (e.g., reproduction, response to stimuli, production and/or digestion of food, and production
        
        5.3: describe and analyze ways in which scientists determine the relatedness of organisms;
        
        5.4: explain the effects of disease on the inability of organisms to carry out essential life functions;
        
        5.5: understand the complementary nature of structure and function;
        
        5.6: describe how different life functions (e.g., digestion, reproduction) are carried out by different organisms.
      - 6: Cycles Of Life
        
        6.1: understand that each organism carries a set of instructions (genes) for specifying the components and functions of the organism;
        
        6.2: explain that differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors;
        
        6.3: recognize that individual organisms with certain traits are more likely than others to survive and have offspring;
        
        6.4: understand that the extinction of a species occurs when the environment changes and the species is not able to adapt to the changes;
        
        6.5: understand that the basic idea of biological evolution is that the Earth’s present-day species developed from earlier species;
        
        6.6: know that the many thousands of layers of sedimentary rock provide evidence for the history of the Earth and its changing life forms.
      - 7: The Earth
        
        7.1: describe how sediments of sand and smaller particles (sometimes containing the remains of organisms) are buried and are cemented together by dissolved minerals and compacted to form solid rock again;
        
        7.2: explain how rock buried deep enough may be reformed by pressure and heat into different kinds of rocks and minerals;
        
        7.3: recognize that some useful minerals are scarce and some exist in great quantities, but the ability to recover them is just as important as their abundance;
        
        7.4: recognize that the movement of heat and materials within the Earth causes earthquakes and volcanic eruptions;
        
        7.5: describe the formation and movement of glaciers;
        
        7.6: use maps (e.g., topographic, hydrographic, highway) to identify land features and their locations;
        
        7.7: recognize that some changes in the Earth’s surface, such as earthquakes and volcanic eruptions, are abrupt, while other changes happen very slowly (e.g., uplift and wearing down of mountains);
        
        7.8: explain how human activities (such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and waste disposal) have altered the Earth’s land, oceans and atmosphere.
      - 8: Water
        
        8.1: recognize how the cycling of water in and out of the atmosphere plays an important role in deter mining climatic patterns and is responsible for constantly changing the phase and location of water;
        
        8.2: recognize that water falling to Earth flows over the surface as runoff and collects in ocean basins, rivers, lakes, icecaps and underground;
        
        8.3: recognize that water stored underground (subsurface) and water stored above ground (surface) form a continuum, each supplying water to the other.
      - 9: The Earth’s Atmosphere
        
        9.1: describe air as a mixture of gases, including water vapor and other liquid and solid particles;
        
        9.10: describe and explain the reasons for the distribution of climates around the world.
        
        9.2: recognize that air exerts pressure and expands and contracts in relation to temperature;
        
        9.3: explain wind as a function of the unequal heating of the Earth’s surface;
        
        9.4: know that water changes form as a function of energy transfer;
        
        9.5: infer that water vapor condenses out of cooling air;
        
        9.6: create simple weather instruments to measure air pressure and humidity;
        
        9.7: identify sources of thunderstorms, tornadoes, hurricanes and winter storms, and describe their impact on human activities;
        
        9.8: infer that our atmosphere is dynamic and has patterns of weather systems;
        
        9.9: recognize that high pressure areas are usually associated with clear, dry weather and low pressure areas are often associated with precipitation;
      - 10: The Universe
        
        10.1: understand that, to people living on the Earth, the 24- hour period of rotation of the Earth makes it seem as though the sun, moon, planets and stars are orbiting the Earth once a day;
        
        10.2: recognize that the sun is a medium-sized star located near the edge of a disk- shaped galaxy of stars, that the universe contains many millions of galaxies, and that each galaxy contains many billions of stars;
        
        10.3: describe the solar system as consisting of nine planets, different in size, composition and surface features, which all revolve around the sun in elliptical orbits;
        
        10.4: understand that the moon’s orbit around the Earth changes how much of the lighted portion of the moon can be seen from the Earth;
        
        10.5: realize that the planets change their positions against the background of stars;
        
        10.6: recognize that the mutual gravitational attraction of the Earth, moon and sun produces the ocean’s tides;
        
        10.7: understand that many artificial satellites now orbit the Earth and are used for a variety of purposes.
      - 11: Structure Of Matter
        
        11.1: use physical and chemical properties to classify and describe matter in terms of elements, compounds, mixtures, atoms and molecules;
        
        11.2: show that, while the quantity of matter is conserved, changes in matter can result in the formation of new materials;
        
        11.3: demonstrate that the kinetic molecular model of matter is useful in describing the structure and properties of solids, liquids and gases;
        
        11.4: recognize that all matter is made up atoms which are too small to be seen directly through the microscope, but that indirect evidence can be used to construct a useful model of the atom;
        
        11.5: recognize that atoms and molecules are perpetually in motion and that as the temperature of a sub stance increases, the average energy of motion also increases;
        
        11.6: show how features such as the temperature and acidity of a solution can influence reaction rates;
        
        11.7: give examples which show that changes in pressure, temperature or volume of a gas sample result in predictable changes in either or both of the other properties;
        
        11.8: demonstrate that some properties (such as mass and volume) depend on the amount of material and some properties (such as density, melting point and boiling point) are independent of the amount of material.
      - 12: Energy
        
        12.1: recognize that energy can neither be created nor destroyed;
        
        12.2: identify energy transformations that occur in various systems (e.g., biological, mechanical, geological) and recognize that heat is a by product of energy transformations;
        
        12.3: demonstrate that heat can be transferred by convection, conduction and radiation;
        
        12.4: recognize that energy exists in many forms (e.g., light, heat, chemical, electrical and mechanical) and that energy can be transformed from one form to another;
        
        12.5: understand that all physical changes, including changes of state, require energy;
        
        12.6: recognize that the sun produces energy in a range of wavelengths within the electromagnetic spectrum;
        
        12.7: compare and contrast different forms of energy in terms of their wave lengths on the electromagnetic spectrum.
      - 13: Interaction Of Matter And Energy
        
        13.1: identify evidence that waves (e.g., light, sound, radiant) can transfer energy between two points;
        
        13.2: demonstrate that objects have inertia and momentum;
        
        13.3: recognize that the motion of one object can be decribed by measuring its position, direction and speed relative to another object;
        
        13.4: illustrate that changes in the speed and direction of an object are due to forces which have magnitude and direction;
        
        13.5: recognize that electric currents and magnets can exert a force on each other;
        
        13.6: understand that a complete circuit is necessary in order for electric current to flow.
      - 14: Science And Technology
        
        14.1: investigate and describe human uses of renewable and nonrenewable resources (e.g., forests, fossil fuels);
        
        14.2: explain interrelationships between science and technology ( e.g., building a bridge, designing a better running shoe);
        
        14.3: describe how the use of technology can contribute to the solution of an individual or community problem (e.g., using oxygenated fuels to help reduce air pollution);
        
        14.4: recognize that science and technology cannot solve every problem faced by society;
        
        14.5: describe how people use science and technology in their professions;
        
        14.6: identify and analyze ways in which advances in science and technology have affected each other and society;
        
        14.7: recognize that issues related to science, technology and society often are complex and involve risk/benefit trade-offs;
        
        14.8: understand that scientific advances may be misused and developed into technologies that have negative consequences;
        
        14.9: identify technological advances that are reported in the media;
        
        14.10: understand that engineers, architects and others who engage in design and technology use scientific knowledge to solve practical problems.
    - Grades: 9-12
      - 1: The Nature Of Science
        
        1.1: gather and synthesize information concerning a problem;
        
        1.2: generate and revise hypotheses based upon empirical data and the requirements of logical reasoning;
        
        1.3: interpret the results of experimentation using statistical reasoning;
        
        1.4: critique scientific experiments or research by seeking out possible sources of bias in the design and analysis of data;
        
        1.5: suggest alternative ways of explaining data and criticize arguments in which data, explanations or conclusions are represented as the only ones worthy of consideration;
        
        1.6: prepare and present oral and written scientific reports that communicate in a logical sequence the process, results and validity of scientific experiments and research.
      - 2: History Of Science
        
        2.1: recognize that many Western as well as non- Western cultures (e.g., Egyptian, Chinese, Hindu, Arabic, Mayan) have developed scientific ideas and solved human problems through technology;
        
        2.2: recognize that changes in science usually occur as small modifications in existing knowledge and result in incremental advances in our under standing of the world and our ability to meet human needs and aspirations;
        
        2.3: recognize that occasionally there are advances in science and technology that have important and long-lasting effects on science and society (e.g.,the Copernican revolution; plate tectonics; biological evolution; germ theory; industrial revolution; techno
        
        2.4: recognize that the study of scientific explanations throughout history demonstrates how scientific knowledge changes and evolves over time, building on earlier knowledge.
      - 3: Living Things And Their Environments
        
        3.1: explain chemical bonds and metabolic processes, such as photosynthesis and cellular respiration, as the use of energy by organisms;
        
        3.2: explain that the distribution and abundance of organisms and populations in ecosystems are ultimately governed by the availability of matter and energy and the ability of the ecosystem to recycle organic materials;
        
        3.3: describe the movement of matter and energy through different levels of organizations of living systems and show how matter and energy are transformed and conserved;
        
        3.4: explain ways in which humans can minimize their impact on biomes;
        
        3.5: explain the differences between the Earth’s major biomes in terms of both climate and organisms.
      - 4: Units Of Structure And Function
        
        4.1: understand the role of the cell membrane in controlling materials entering and leaving the cell;
        
        4.2: understand that there are specialized structures in the cell used for energy capture and release;
        
        4.3: explain that the structure and function of cells depends on proteins, which are made of specific sequences of amino acids coded by the DNA, that are unique to each individual;
        
        4.4: know that cell behavior can be influenced by other cells, chemicals or other organisms;
        
        4.5: describe the processes and results of mitosis and meiosis;
        
        4.6: know that cells function in a narrow range of physical conditions, such as temperature and pH, to carry out life functions that help them maintain themselves (homeostasis);
        
        4.7: understand that continual solar energy input and the fixing of solar energy by photosynthetic organisms is necessary for most life;
        
        4.8: recognize that while viruses lack the standard cellular structure, they have the genetic material to invade living cells;
        
        4.9: understand that the matter making up living things is the same matter found in the physical world.
      - 5: Relationships Of Structure And Function
        
        5.1: understand that the present diversity of life is a result of natural selection and other evolutionary processes that have been at work for long periods of time;
        
        5.2: explain how representative organisms in different phyla are able to maintain a stable internal environment (homeostasis);
        
        5.3: describe why diversity in a species is important for its survival in a changing environment;
        
        5.4: explain how evolutionary relationships among organisms can be inferred from DNA and protein sequences;
        
        5.5: given a classification key, classify a given organism;
        
        5.6: design a classification key which can be used by others to group organisms.
      - 6: Cycles Of Life
        
        6.1: recognize that changes in the types of species on Earth may have occurred either gradually or through sudden bursts of major change (punctuated equilibrium);
        
        6.10: understand that modern molecular biology allows scientists to analyze, isolate and alter genes, and this ability helps scientists in the analysis and treatment of certain diseases.
        
        6.2: compare and contrast Mendel’s laws (segregation and independent assortment) of heredity;
        
        6.3: understand how fossil, anatomical, molecular and other observable forms of evidence provide support for the theory of natural selection;
        
        6.4: explain that preservation of the Earth’s biological diversity is critical to the future of human beings and other living things;
        
        6.5: describe scientific theories for the origin of life and the evidence to support the theories;
        
        6.6: explain the differences between human beings and other primates;
        
        6.7: describe the biological history of human beings;
        
        6.8: compare and contrast different types of asexual and sexual reproduction;
        
        6.9: explain how new heritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells;
      - 7: The Earth
        
        7.1: illustrate how the formation, weathering, sedimentation and reformation of rock constitute a continuing “rock cycle;”
        
        7.2: explain that the lithosphere consists of separate plates that ride on a denser, hot, gradually deformable layer of the Earth that releases energy and brings new materials to the Earth’s surface;
        
        7.3: explain that plate tectonics is supported by geophysical, structural and paleontological evidence;
        
        7.4: describe how geological time can be determined using evidence from fossils, rock sequences and radiometric dating;
        
        7.5: interpret geological features within the community and state (e.g., road cuts, rivers, shorelines);
        
        7.6: explain interactions between the Earth’s lithosphere, hydrosphere, atmosphere and biosphere;
        
        7.7: analyze the costs, benefits, alternatives and consequences of natural resource exploration, development and consumption.
      - 8: Water
        
        8.1: recognize that the ocean is a complex system of important chemicals which cycle through other Earth systems over various periods of time;
        
        8.2: recognize that fresh water is limited in supply and can be depleted or polluted, becoming unavailable or unsuitable for life;
        
        8.3: explain interactions between water and other Earth systems (e.g., the biosphere, lithosphere and atmosphere);
        
        8.4: recognize that water is an erosional force that can rapidly and slowly change the landscape;
        
        8.5: describe how the oceans absorb and release heat energy that moderates the Earth’s climate;
        
        8.6: describe how the physical and chemical properties of water affect the environment and life.
      - 9: The Earth’s Atmosphere
        
        9.1: describe heat and energy transfer as they are related to radiation, conduction and convection/advection;
        
        9.2: understand that, as water condenses, evaporates, melts or freezes, this heat energy transfer impacts weather phenomena;
        
        9.3: recognize and understand why rising air expands and decreases in temperature, while sinking air compresses and increases in temperature, and that this phenomenon has an impact on local weather and global climates;
        
        9.4: describe fronts as boundaries between air masses and recognize their association with different weather patterns;
        
        9.5: explain the patterns and distributions of different climates as a function of the Earth’s physical features (e.g., oceans and mountains) and latitude;
        
        9.6: explain how the inclination of the Earth’s axis affects the seasons, amount of daylight, and the altitude of the sun in the sky;
        
        9.7: explain the impact on human activities of global phenomena, such as El Niño, global warming and the depletion of ozone in the atmosphere;
        
        9.8: discuss cyclone, hurricane, thunderstorm and tornado formation as both weather phenomena and vehicles for the transfer of heat energy;
        
        9.9: create weather forecasts from data collected from various sources, including classroom instruments, television, newspapers, NOAA radio and information from sources via computer and modem.
      - 10: The Universe
        
        10.1: understand that the stars differ from each other in size, temperature and age, but they appear to be made up of the same elements that are found on the Earth and appear to behave according to the same physical principles;
        
        10.2: state that on the basis of scientific evidence, the universe is expanding and is estimated to be well over 15 billion years old;
        
        10.3: describe how increasingly sophisticated technology is used to learn about the universe (e.g., visual, radio and X-ray telescopes);
        
        10.4: understand that mathematical models and computer simulations are used in studying evidence from many sources in order to form a more comprehensive scientific account of the universe;
        
        10.5: recognize that orbiting instruments, such as the Hubble telescope, provide information about the universe that could not be gathered from the Earth’s surface;
        
        10.6: recognize that the solar system is part of a constantly changing universe in which stars are born, change and die;
        
        10.7: understand that light from a star takes a very long time to reach the Earth and is actually a representation of its past location.
      - 11: Structure Of Matter
        
        11.1: describe the nature of atoms and how atoms combine to form molecules;
        
        11.2: explain how the chemical and physical properties of substances are related to their atomic and molecular structures;
        
        11.3: use the Periodic Table to predict common proper ties of elements;
        
        11.4: use chemical formulas and equations to obtain and communicate information about chemical changes;
        
        11.5: recognize that the ability of a reaction to occur and the extent to which it proceeds depends on the relative stability of the reactants compared to the products and the conditions under which the reaction occurs;
        
        11.6: understand and apply mathematical concepts, including dimensional analysis, to explore and describe chemical changes.
      - 12: Energy
        
        12.1: classify various forms of energy as either kinetic or potential;
        
        12.2: recognize that heat energy is related to the disordered motion of atoms or molecules;
        
        12.3: understand that the total amount of disorder in the universe is increasing;
        
        12.4: explain that, although energy changes into different forms within a closed system, the total amount of energy remains unchanged, while the amount of useful energy is decreased;
        
        12.5: describe the nature of different types of waves, how they are produced, and how they transfer energy;
        
        12.6: understand that every object exerts a gravitational force on every other object;
        
        12.7: interpret the physical characteristics of sound, (including pitch and loudness) in terms of wave theory.
      - 13: Interaction Of Matter And Energy
        
        13.1: explain how the interactions between various energy forms and matter can produce physical, chemical and nuclear transformations;
        
        13.2: observe, measure and represent mathematically the changes in the various energy forms taking place during the physical and chemical transformation of substances;
        
        13.3: describe how energy changes can be related to structural processes and modifications at the atomic and molecular levels;
        
        13.4: recognize that energy changes in atoms and molecules occur in fixed increments;
        
        13.5: recognize that energy and new particles are released when the nuclei of heavy atoms (e.g., uranium, plutonium) split;
        
        13.6: explain how radiation and matter interact in terms of the absorption and emission of energy by individual atoms, molecules and their aggregates;
        
        13.7: recognize that waves may interact with the materials they enter;
        
        13.8: recognize the types of radiation (e.g., light, radio, microwave, X-ray) which comprise the electromagnetic spectrum;
        
        13.9: understand the differences in the flow of electrical energy in conductors, semi-conductors and insulators;
        
        13.10: recognize that accelerating electrical charges produce electromagnetic waves.
      - 14: Science And Technology
        
        14.1: analyze benefits and limit costs and consequences involved in using technology or resources (e.g., X-rays, agricultural chemicals, natural gas reserves);
        
        14.2: analyze how the introduction of new technology has affected or could affect human activity (e.g., invention of the telescope, applications of modern telecommunications and bioengineering);
        
        14.3: recognize that technological innovations (e.g., the automobile) may produce unanticipated problems of their own;
        
        14.4: apply their knowledge and understanding of chemical and physical interactions to explain present and anticipated technologies (e.g., lasers, ultrasound, superconducting materials, photocopy machines);
        
        14.5: recognize that science and technology often develop faster than society can comprehend their ethical implications;
        
        14.6: explore the scientific and technological aspects of contemporary problems (e.g., issues related to nutrition, air quality, natural resources);
        
        14.7: understand that science strives to understand the natural world and seeks explanations for natural phenomena, while technology seeks solutions to human problems and needs;
        
        14.8: understand that science, mathematics and technology are interdependent human endeavors with strengths and limitations;
        
        14.9: recognize that technological problems often create a demand for new scientific knowledge, while new technologies make it possible for scientists to extend their research or to undertake entirely new lines of research.
    - Grades: K-4
      - 1: The Nature Of Science
        
        1.1: recognize (in Grades K-2) that when a scientific investigation is done in the same way in different places or when repeated many times, the investigation generally has the same results;
        
        1.10: recognize that sometimes scientists have different explanations for the same set of observations, which usually leads to additional observations to resolve the differences;
        
        1.11: recognize that measuring instruments can be used to gather accurate information for making scientific comparisons of objects and events and for designing and constructing things that will work properly.
        
        1.2: raise questions (in Grades K-2) about their surroundings and seek answers by making careful observations and trying things out;
        
        1.3: recognize (in Grades K-2) that tools such as thermometers, magnifiers, rulers or balances often give more information than can be obtained by making observations without them;
        
        1.4: describe things as accurately as possible (in Grades K-2) because careful, complete observations enable people to compare their observations with those of others;
        
        1.5: use their senses (in Grades K-2), i.e., sight, taste, sound, touch, smell, to make observations about the natural world and discuss their findings;
        
        1.6: use open-minded and willing to modify opinions based upon evidence;
        
        1.7: design and conduct (both in groups and individually) simple experiments, keep accurate records of their findings, and communicate their findings to others using graphs, charts, maps, and oral and written reports;
        
        1.8: use evidence and logical reasoning as a basis for decision making;
        
        1.9: recognize that scientists’ explanations about what happens in the world come partly from what they observe and partly from what they believe;
      - 2: History Of Science
        
        2.1: recognize (in Grades K-2) that science is an adventure that people every where can take part in, as they have for many centuries;
        
        2.2: recognize (in Grades K-2) that scientists usually work in groups, but important discoveries often have been made by individuals;
        
        2.3: understand (in Grades K-2) that scientists study different things because they have different interests;
        
        2.4: recognize that, although men and women doing scientific inquiry have learned much about the objects, events and phenomena in nature, there is still much more to be understood;
        
        2.5: recognize that scientific ideas have changed over time;
        
        2.6: understand that scientific investigations often raise questions which lead to new investigations;
        
        2.7: recognize that a knowledge of the history of science can help scientists decide what needs to be studied next;
        
        2.8: understand that new technologies (a new instrument or device) allow scientists to conduct investigations that were not previously possible.
      - 3: Living Things And Their Environments
        
        3.1: describe (in Grades K-2) the basic needs of organisms (e.g., food, water, air, shelter and the need for sunlight by plants);
        
        3.2: discuss (in Grades K-2) how organisms depend on other organisms and their environments for basic needs;
        
        3.3: explain (in Grades K-2) how different organisms may interact within the ecosystem in a variety of ways;
        
        3.4: describe how a variety of organisms, such as producers, consumers and decomposers, obtain their basic needs (e.g., food, water, air);
        
        3.5: explain how organisms interact with other organisms in different environments (e.g., mutualism, parasitism, competition);
        
        3.6: explain that some source of energy is needed for all organisms to stay alive and grow.
      - 4: Units Of Structure And Function
        
        4.1: list features (in Grades K-2) which distinguish living, nonliving and once-living things from one another
        
        4.2: discuss (in Grades K-2) basic life functions, such as respiration, movement, elimination, responding to stimuli, taking in food, and reproduction;
        
        4.3: use instruments (in Grades K-2), such as magnifying glasses, to observe living and nonliving things more clearly;
        
        4.4: know that living things are composed of cells, which are the fundamental units of life;
        
        4.5: differentiate between unicellular and multicellular organisms;
        
        4.6: compare and group living and nonliving materials for similarities and differences;
        
        4.7: identify and describe basic cell structure;
        
        4.8: recognize that all living things, from simple cells to multicellular organisms, share basic characteristics and requirements.
      - 5: Relationships Of Structure And Function
        
        5.1: identify (in Grades K-2) the structures (e.g., stems, petals, legs, beaks) found in a variety of organisms;
        
        5.2: show (in Grades K-2) how living and nonliving things can be grouped using the characteristics they share;
        
        5.3: organize, compare and categorize (in Grades K-2) similarities and differences among organisms;
        
        5.4: describe (in Grades K-2) features that help organisms to survive in different environments (e.g., fur, coloration, thorns, webbed feet);
        
        5.5: employ different ways of classifying organisms into groups, using a variety of common features (e.g., presence of feathers, pointy vs. smooth leaves, whether they make their own food or get it from other sources);
        
        5.6: identify anatomical and behavioral adaptations which allow organisms to survive in specific environments;
        
        5.7: explain that the features of living things (e.g., trunks, tails, webbed feet) can be good indicators of their roles and places in an ecosystem;
        
        5.8: recognize that living things often have specialized sensory organs that help them gather information about their environments;
        
        5.9: recognize that living things contain systems (such as digestion and respiration) that enable them to carry out basic life processes.
      - 6: Cycles Of Life
        
        6.1: identify (in Grades K-2) external features of organisms that help them survive in different kinds of places;
        
        6.2: understand (in Grades K-2) that offspring tend to resemble their parents and that individuals of the same species have variations;
        
        6.3: recognize (in Grades K-2) that some organisms are alike in the way they look and in the things they do, and others are very different from one another;
        
        6.4: recognize (in Grades K-2) that many organisms once living on the Earth have disappeared;
        
        6.5: understand that organisms that are alive on the Earth today are both similar to and different from organisms that have disappeared;
        
        6.6: understand that, when living things reproduce, they transfer genetic information from one generation to the next;
        
        6.7: recognize that individuals of the same species differ in their characteristics, and sometimes these differences give individuals an advantage in surviving and reproducing;
        
        6.8: describe the life cycle of familiar organisms (e.g., frog, butterfly, cat, dandelion).
      - 7: The Earth
        
        7.1: recognize (in Grades K-2) that rocks come in many sizes and shapes, and many have interesting textures, colors and patterns;
        
        7.10: identify ways in which evidence of ancient life has been preserved;
        
        7.11: explain how the energy in fossil fuels, such as oil, coal and gas, comes indirectly from the sun;
        
        7.12: recognize that some energy sources cost more and cause more pollution than others.
        
        7.2: identify (in Grades K-2) preserved traces of organisms, such as footprints, shells or imprints of leaves left in soft mud, clay or plaster;
        
        7.3: recognize (in Grades K-2) that the Earth has different land forms (e.g., mountains, hills, plains, rivers, beaches);
        
        7.4: observe (in Grades K-2) changes that happen to many Earth materials and land forms;
        
        7.5: list ways (in Grades K-2) that people use the Earth’s resources (e.g., burning fuels to cook food and warm their houses, using materials for building, growing plants in soil);
        
        7.6: classify rocks according to a number of attributes, such as color, texture, layering, particle size and reactions with weak acids (e.g., vinegar);
        
        7.7: describe how waves, wind, water and ice shape and reshape the Earth’s land surface by eroding rock and soil in some areas and depositing them in other areas;
        
        7.8: describe how land forms can change as a result of geological activities such as volcanic eruptions, earthquakes, floods, etc;
        
        7.9: explain that soil is made partly from weathered rock, partly from plant and animal remains, and also contains living organisms;
      - 8: Water
        
        8.1: recognize (in Grades K-2) that water can exist as a solid, liquid or gas and can be changed from one form to the other;
        
        8.2: recognize (in Grades K-2) that water on Earth exists in different forms (e.g., rain, snow, ice, surface water);
        
        8.3: recognize (in Grades K-2) that plants and animals need water to live;
        
        8.4: recognize that water can exist as a gas in the air and can reappear as a liquid, if cooled, or as a solid, if cooled below the freezing point of water;
        
        8.5: recognize that three- fourths of the Earth’s surface is covered by water;
        
        8.6: identify major sources of water (e.g., oceans, glaciers, rivers, groundwater, atmosphere);
        
        8.7: recognize the importance and uses of water (e.g., drinking, washing, irrigating);
        
        8.8: recognize that water is essential to life
      - 9: The Earth’s Atmosphere
        
        9.1: recognize (in Grades K-2) that air takes up space; air is colorless, tasteless and odorless; and you can only feel or hear air when it moves;
        
        9.10: identify instruments used by meteorologists and use simple weather instruments to measure air temperature and wind speed and direction;
        
        9.11: understand that there are patterns to weather as well as patterns to seasons;
        
        9.12: recognize that the Earth has different climates (e.g., arid, tropical, temperate and arctic);
        
        9.13: describe the sun as the source of energy that causes weather to change.
        
        9.2: know (in Grades K-2) that air contains water, that clouds are made of water and ice, and that precipitation comes from clouds;
        
        9.3: identify (in Grades K-2) simple weather instruments, such as thermometers and wind vanes;
        
        9.4: know (in Grades K-2) what seasons exist in New England;
        
        9.5: recognize (in Grades K-2) that the sun affects the weather on the Earth;
        
        9.6: know that the Earth is covered by an atmosphere that is divided into layers;
        
        9.7: recognize that air is a mixture of gases and can be compressed;
        
        9.8: recognize that there are different forms of precipitation and identify these forms;
        
        9.9: compare forms of hazardous weather (including hurricanes, high winds, tornadoes, floods, blizzards, freezing rain and droughts) and its effects on humans and the land;
      - 10: The Universe
        
        10.1: recognize (in Grades K-2) that there are more stars in the sky than anyone can easily count, they are randomly distributed, and they vary in brightness or color;
        
        10.2: understand (in Grades K-2) that the sun can be seen only in the daytime, but the moon can be seen sometimes at night and sometimes during the day;
        
        10.3: know (in Grades K-2) that the sun, moon and stars all appear to move slowly across the sky;
        
        10.4: describe (in Grades K-2) how the moon looks a little different every day, but looks the same about every four weeks;
        
        10.5: describe (in Grades K-2) how the astronauts use spacecraft for travel and how some astronauts have even traveled to the moon and back;
        
        10.6: know that the patterns of stars in the sky appear to stay the same, although they appear to move across the sky nightly, and different star patterns (constellations) can be seen in different seasons;
        
        10.7: understand that telescopes magnify the appearance of the moon, the planets and stars;
        
        10.8: know that the Earth is one of several planets that orbit the sun, and that the moon orbits the Earth;
        
        10.9: know that stars are like the sun, some being smaller and some larger, but they are at such great distances that they look like points of light;
        
        10.10: recognize that the rotation of the Earth on its axis every 24 hours produces the night-and-day cycle;
        
        10.11: recognize that information and photographs from orbiting spacecraft have added to our knowledge of the Earth and the universe.
      - 11: Structure Of Matter
        
        11.1: describe (in Grades K-2) materials by their physical properties (e.g., color, size, shape, texture, flexibility);
        
        11.2: organize (in Grades K-2) objects in terms of the materials of which they are made (e.g., paper, cloth, clay);
        
        11.3: change the properties (in Grades K-2) of some materials (e.g., dissolve salt, evaporate water) and recognize that not all materials respond in the same ways;
        
        11.4: separate and classify objects (in Grades K-2) using one or more of the properties of the object;
        
        11.5: identify physical changes as changes in state or form;
        
        11.6: recognize that a chemical change occurs when substances interact to form new materials with properties that differ from those of the original substances;
        
        11.7: recognize that materials may be composed of parts too small to be seen;
        
        11.8: create and separate mixtures;
        
        11.9: gather data to show that the mass of a whole object is equal to the sum of the masses of its parts;
        
        11.10: cognize that many substances can exist in different states (solid, liquid and gaseous) and some common substances, such as water, can be changed from one state to another by adding or removing heat from the material;
        
        11.11: demonstrate that when substances change from one state to another, such as from a liquid to a solid, the total mass remains unchanged.
      - 12: Energy
        
        12.1: recognize (in Grades K-2) forms of energy (e.g., heat, light, sound) used every day;
        
        12.2: recognize (in Grades K-2) that visible light contains the colors of the rainbow;
        
        12.3: demonstrate (in Grades K-2) that sound can be produced by vibrating objects;
        
        12.4: recognize (in Grades K-2) that energy can be used to bring about changes in matter (e.g., melt an ice cube);
        
        12.5: demonstrate (in Grades K-2) that sound has different properties (e.g., high-low, loud-soft);
        
        12.6: understand (in Grades K-2) that the sun’s rays warm objects on the Earth;
        
        12.7: describe various forms of energy, such as light, heat, electrical and chemical, and cite examples of the change of one form into another;
        
        12.8: recognize that sounds can be varied by making changes to the objects emitting the sound (e.g., tautness of a string, length of a tube, medium through which the sound travels);
        
        12.9: recognize that some materials conduct heat better than others, and that poor conductors (insulators) can reduce heat loss;
        
        12.10: give examples of ways energy consumption can be reduced;
        
        12.11: recognize that primary colors of light can be mixed to create other colors;
        
        12.12: demonstrate that light has a number of properties, such as color, brightness and direction of travel;
        
        12.13: demonstrate that light can be absorbed, reflected, transmitted and bent using mirrors and lenses.
      - 13: Interaction Of Matter And Energy
        
        13.1: demonstrate (in Grades K-2) that the position or motion of objects can be changed by pushing or pulling;
        
        13.2: recognize (in Grades K-2) that the motion of objects can be compared by describing the general direction or type of motion (straight line, zigzag, vibrating or circular) and the relative speed;
        
        13.3: demonstrate (in Grades K-2) that magnets can move some objects without touching them;
        
        13.4: recognize (in Grades K-2) that magnets attract or repel each other and attract a few kinds of metals;
        
        13.5: demonstrate (in Grades K-2) that objects fall to the ground unless supported;
        
        13.6: give examples of some forces (e.g., magnetism, gravity) that can change the motion of objects without touching them;
        
        13.7: recognize that the motion of an object can be described as a change in the position of the object with respect to another object or background;
        
        13.8: demonstrate that magnetic and electrostatic forces may both attract and repel.
      - 14: Science And Technology
        
        14.1: understand (in Grades K-2) that people create tools (e.g., shovel, hand lens, pencil), to help them to do things better and to do some things that other wise could not be done at all;
        
        14.2: identify (in Grades K-2) the contributions of science and technology to individuals and society;
        
        14.3: recognize (in Grades K-2) that simple machines can be used to help people do work;
        
        14.4: describe the role and use of technological devices in everyday life ( e.g., microwave ovens, telephones, VCRs);
        
        14.5: recognize possible negative consequences to people, other organisms or the environment, of technological solutions to specific problems;
        
        14.6: understand that technology enables scientists and others to observe the world, e.g., things that are too small or too far away to be seen without technology, the motion of objects that are moving very rapidly or are hardly moving at all;
        
        14.7: identify alternative strategies to solve existing and potential environmental or technological problems;
        
        14.8: describe activities in which students can participate that can benefit their communities (e.g., recycling, water conservation);
        
        14.9: recognize that technology extends the ability of people to change the world (e.g., to cut, shape or put together materials; to move things from one place to another; to extend the reach of hands, voices, senses and minds);
        
        14.10: identify careers that use science and technology;
        
        14.11: understand that there are different types of simple machines.
  - Science (2003)
    - Grade 1
      - How are organisms structured to ensure efficiency and survival?
        
        1.2: Living things have different structures and behaviors that allow them to meet their basic needs.
        
        Animals need air, water and food to survive.
        
        1.2.A 12: Describe the different ways that animals, including humans, obtain air, water and food.
        
        Plants need air, water and sunlight to survive.
        
        1.2.A 13: Describe the different structures plants have for obtaining water and sunlight.
        
        1.2.A 14: Describe the structures that animals, including humans, use to move around.
      - How do science and technology affect the quality of our lives?
        
        1.4: The properties of materials and organisms can be described more accurately through the use of standard measuring units.
        
        Various tools can be used to measure, describe and compare different objects and organisms.
        
        1.4.A 17: Estimate, measure and compare the size and weight of different objects and organisms using standard and nonstandard measuring tools.
      - What are the processes responsible for life’s unity and diversity?
        
        1.3: Organisms change their form and behavior as part of their life cycles.
        
        Some organisms undergo metamorphosis during their life cycles; other organisms grow and change, but their basic form stays essentially the same.
        
        1.3.A 15: Describe the changes in organisms such as frogs and butterflies as they undergo metamorphosis.
        
        1.3.A 16: Describe the life cycles of organisms that grow but do not metamorphose.
      - What makes objects move the way they do?
        
        1.1: The sun appears to move across the sky in the same way every day, but its path changes gradually over the seasons.
        
        An object’s motion can be described by tracing and measuring its position over time
        
        1.1.A 11: Describe the apparent movement of the sun across the sky during the day.
        
        An object’s position can be described by locating it relative to another object or the background.
        
        1.1.A 10: Describe the changes in the length and direction of shadows during the day.
    - Grade 10
      - IV: Cell Chemistry & Biotechnology
        
        How are organisms structured to ensure efficiency and survival?
        
        IV.10.1: The fundamental life processes depend on the physical structure and the chemical activities of the cell.
        
        Most of the chemical activities of the cell are catalyzed by enzymes that function only in a narrow range of temperature and acidity conditions.
        
        IV.10.1.D 27: Describe significant similarities and differences in the basic structure of plant and animal cells.
        
        IV.10.1.D 28: Describe the general role of DNA in protein synthesis and cell reproduction.
        
        The cellular processes of photosynthesis and respiration involve transformation of matter and energy.
        
        IV.10.1.D 29: Describe the flow of matter and energy in the processes of photosynthesis and cell respiration.
        
        IV.10.1.D 30: Explain the role of the cell membrane in maintaining a constant internal environment.
        
        IV.10.2: Microorganisms have an essential role in life processes and cycles on Earth.
        
        Understanding the growth and spread patterns of viruses and bacteria enables us to develop means to prevent and treat infectious diseases.
        
        IV.10.2.D 31: Describe the differences in the structure of yeasts, bacteria and viruses.
        
        IV.10.2.D 32: Describe how bacterial and viral infectious diseases are transmitted and explain the role of sanitation, vaccination and antibiotic medications in the prevention and treatment of infectious diseases.
        
        IV.10.2.D 33: Explain how bacteria and yeasts are used to produce foods for human consumption.
        
        IV.10.3: The similarities in the chemical and structural properties of DNA in all living organisms allow the transfer of genes from one organism to another.
        
        The principles of genetics and cellular chemistry can be used to produce new foods and medicines in biotechnological processes.
        
        IV.10.3.D 34: Describe, in general terms, how the genetic information of organisms can be altered to make them produce new materials.
        
        IV.10.3.D 35: Explain the risks and benefits of altering the genetic composition and cell products of existing organisms.
      - V: Genetics, Evolution and Biodiversity
        
        How do matter and energy flow through ecosystems?
        
        V.10.6: Living organisms have the capacity to produce populations of unlimited size, but the environment can support only a limited number of individuals from each species.
        
        Human populations grow due to advances in agriculture, medicine, construction and use of energy.
        
        V.10.6.D 43: Describe the factors that affect the carrying capacity of the environment.
        
        Humans modify ecosystems as a result of rapid population growth, use of technology and consumption of resources.
        
        V.10.6.D 44: Explain how change in population density is affected by emigration, immigration, birth rate and death rate, and relate these factors to the exponential growth of human populations.
        
        V.10.6.D 45: Explain how technological advances have affected the size and growth rate of human populations throughout history.
        
        What are the processes responsible for life’s unity and diversity?
        
        V.10.5: Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments.
        
        Changes in the environment may result in the selection of organisms that are better able to survive and reproduce.
        
        V.10.5.D 42: Describe how structural and behavioral adaptations increase organisms’ chances for survival in their environment.
        
        Mutations and recombination of genes create genetic variability in populations.
        
        V.10.5.D 40: Explain how the processes of genetic mutation and natural selection are related to the evolution of species.
        
        V.10.5.D 41: Explain how the current theory of evolution provides a scientific explanation for fossil records of ancient life forms.
        
        V.10.4.: In sexually reproducing organisms, each offspring contains a mix of characteristics inherited from both parents.
        
        Genetic information is stored in genes that are located on chromosomes inside the cell nucleus.
        
        V.10.4.D 36: Explain the usefulness of meiosis in maintaining organisms’ genetic variability.
        
        Most organisms have two genes for each trait, one on each of the homologous chromosomes in the cell nucleus.
        
        V.10.4.D 37: Use the Punnet Square technique to predict the distribution of traits in mono- and di-hybrid crossings.
        
        V.10.4.D 38: Deduce the probable mode of inheritance of traits (e.g., recessive/dominant, sex-linked) from pedigree diagrams showing phenotypes.
        
        V.10.4.D 39: Describe the difference between genetic disorders and infectious diseases.
    - Grade 2
      - How are organisms structured to ensure efficiency and survival?
        
        2.2: Plants change their form as part of their life cycles
        
        The life cycles of flowering plants include seed germination, growth, flowering, pollination and seed dispersal
        
        2.2.A 19: Describe the life cycles of flowering plants as they grow from seeds, proceed through maturation and produce new seeds.
        
        2.2.A 20: Explore and describe the effects of light and water on seed germination and plant growth.
      - How do materials cycle through the Earth’s systems?
        
        2.3: Earth materials have varied physical properties which make them useful in different ways.
        
        Soils can be described by their color, texture and capacity to retain water.
        
        2.3.A 21: Sort different soils by properties such as particle size, color and composition.
        
        Soils support the growth of many kinds of plants, including those in our food supply.
        
        2.3.A 22: Relate the properties of different soil types to their ability to retain water and support the growth of certain plants.
      - How do science and technology affect the quality of our lives?
        
        2.4: Human beings, like all other living things, have special nutritional needs for survival.
        
        Different people eat different foods in order to satisfy nutritional needs for carbohydrates, proteins and fats.
        
        2.4.A 24: Describe how people in different cultures use different food sources to meet their nutritional needs.
        
        The essential components of balanced nutrition can be obtained from plant and animal sources.
        
        2.4.A 23: Identify the sources of common foods and classify them by their basic food groups.
      - How does the structure of matter affect the properties and uses of materials?
        
        2.1: Materials can be classified as solid, liquid or gas based on their observable properties.
        
        Solids tend to maintain their own shape, while liquids tend to assume the shape of the container and gases fill the entire container.
        
        2.1.A 18: Describe differences in the physical properties of solids and liquids.
    - Grade 3
      - How do materials cycle through the Earth’s systems?
        
        3.3: Earth materials have different physical and chemical properties.
        
        Rocks and minerals have properties that may be identified through observation and testing; these properties help determine how the earth materials are used.
        
        3.3.B 5: Describe the physical properties of rocks and relate them to their potential uses.
        
        3.3.B 6: Relate the properties of rocks to the possible environmental conditions during their formation.
      - How do matter and energy flow through ecosystems?
        
        3.2: Organisms can survive and reproduce only in environments that meet their basic needs.
        
        Plants and animals have features that help them live in different environments.
        
        3.2.B 3: Describe how different plants and animals are adapted to obtain air, water, food and protection in land habitats.
        
        3.2.B 4: Describe how different plants and animals are adapted to obtain air, water, food and protection in water habitats.
      - How do science and technology affect the quality of our lives?
        
        3.4: Earth materials provide resources for all living things, but these resources are limited and should be conserved.
        
        Decisions made by individuals can impact the global supply of many resources.
        
        3.4.B 7: Describe how earth materials can be conserved by reducing the quantities used, and by reusing and recycling materials rather than discarding them.
      - How does the structure of matter affect the properties and uses of materials?
        
        3.1: Materials have properties that can be identified and described through the use of simple tests.
        
        Heating and cooling cause changes in some of the properties of materials.
        
        3.1.B 1: Sort and classify materials based on properties such as dissolving in water, sinking and floating, conducting heat and attraction to magnets.
        
        3.1.B 2: Describe the effect of heating on the melting, evaporation, condensation and freezing of water.
    - Grade 4
      - How do external and internal sources of energy affect the Earth’s systems
        
        4.3: Water has a major role in shaping the Earth’s surface.
        
        Water circulates through the Earth’s crust, oceans and atmosphere.
        
        4.3.B 12: Describe how the sun’s energy drives the water cycle.
        
        4.3.B 13: Describe the role of water in erosion and river formation.
      - How do matter and energy flow through ecosystems?
        
        4.2: All organisms depend on the living and non-living features of the environment for survival.
        
        When the environment changes, some organisms survive and reproduce, and others die or move to new locations.
        
        4.2.B 10: Describe how animals, directly or indirectly, depend on plants to provide the food and energy they need in order to grow and survive.
        
        4.2.B 11: Describe how natural phenomena and some human activities may cause changes to habitats and their inhabitants.
      - What is the role of energy in our world?
        
        4.4: Electrical and magnetic energy can be transferred and transformed.
        
        Electricity in circuits can be transformed into light, heat, sound and magnetic effects.
        
        4.4.B 14: Describe how batteries, wires and bulbs can transfer energy to light a light bulb.
        
        4.4.B 15: Explain how simple electrical circuits can be used to determine what materials conduct electricity.
        
        Magnets can make objects move without direct contact between the object and the magnet.
        
        4.4.B 16: Describe the properties of magnets, and how they can be used to identify and separate mixtures of solid materials.
      - What makes objects move the way they do?
        
        4.1: The position and motion of objects can be changed by pushing or pulling.
        
        The more massive an object is, the less effect a given force will have on its motion.
        
        4.1.B 9: Describe the effect of the mass of an object on its motion.
        
        The size of the change in objects’ motion is related to the strength of the push or pull.
        
        4.1.B 8: Describe the effects of pushes and pulls on the motion of objects.
    - Grade 5
      - How are organisms structured to ensure efficiency and survival?
        
        5.2: Perceiving and responding to information about the environment is critical to the survival of organisms.
        
        The sense organs perceive stimuli from the environment and send signals to the brain through the nervous system.
        
        5.2.B 20: Describe how light absorption and reflection allow us to see the shapes and colors of objects.
        
        5.2.B 21: Describe the structure and function of the human senses and the signals they perceive.
      - How do science and technology affect the quality of our lives?
        
        5.4: Humans have the capacity to build and use tools to advance the quality of their lives.
        
        Advances in technology allow us to acquire new information about our world.
        
        5.4.B 25: Compare and contrast the structures of the human eye and the camera.
        
        5.4.B 26: Describe the use of different instruments, such as eye glasses, magnifiers, periscopes and telescopes, to enhance our vision.
      - How does the position of Earth in the solar system affect the conditions on our planet?
        
        5.3: Most objects in the solar system are in a regular and predictable motion.
        
        The movement of the Earth and the moon relative to the sun explains the cycles of day and night, the monthly moon phases and the yearly seasons.
        
        5.3.B 22: Explain the cause of day and night based on the rotation of Earth on its axis.
        
        5.3.B 23: Describe the monthly changes in the appearance of the moon based on the moon’s orbit around the Earth.
        
        5.3.B 24: Describe the relationship of the seasons to the Earth’s revolution around the sun.
      - What is the role of energy in our world?
        
        5.1: Sound and light are forms of energy.
        
        Light is a form of energy that travels in a straight line and can be reflected by a mirror, refracted by a lens, or absorbed by objects.
        
        5.1.B 19: Describe how light is absorbed and/or reflected by different surfaces.
        
        Sound is a form of energy that is produced by the vibration of objects and is transmitted by the vibration of air and objects.
        
        5.1.B 17: Describe the factors that affect the pitch and loudness of sound produced by vibrating objects.
        
        5.1.B 18: Describe how sound is transmitted, reflected and/or absorbed by different materials.
    - Grade 6
      - How do external and internal sources of energy affect the Earth’s systems?
        
        6.3: Variation in the amount of the sun’s energy hitting the Earth’s surface affects daily and seasonal weather patterns.
        
        Local and regional weather are affected by the amount of solar energy the area receives and proximity to a large body of water.
        
        6.3.C 7: Describe the effect of heating on the movement of molecules in solids, liquids and gases.
        
        6.3.C 8: Explain how local weather conditions are related to the temperature, pressure and water content of the atmosphere and the proximity to a large body of water.
        
        6.3.C 9: Explain how the uneven heating of the Earth’s surface causes winds and affects the seasons.
      - How do matter and energy flow through ecosystems?
        
        6.2: An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact.
        
        Populations in ecosystems are affected by biotic factors such as other populations and abiotic factors such as soil and water supply.
        
        6.2.C 4: Describe how abiotic factors such as temperature, water and sunlight affect plants’ ability to create their own food through photosynthesis.
        
        6.2.C 5: Explain how populations are affected by predator-prey relationships.
        
        Populations in ecosystems can be categorized as producers, consumers and decomposers of organic matter.
        
        6.2.C 6: Describe common food webs in different Connecticut ecosystems.
      - How do science and technology affect the quality of our lives?
        
        6.4: Water moving across and through earth materials carries with it the products of human activities.
        
        Most precipitation that falls on Connecticut eventually reaches Long Island Sound.
        
        6.4.C 10: Explain the role of septic and sewage systems on the quality of surface and ground water sources.
        
        6.4.C 11: Explain how human activity may impact water resources in Connecticut such as local ponds, rivers and the Long Island Sound ecosystem.
      - How does the structure of matter affect the properties and uses of materials?
        
        6.1: Materials can be classified as pure substances or mixtures, depending on their chemical and physical properties.
        
        Mixtures are made of combinations of elements and/or compounds, and they can be separated using a variety of physical means.
        
        6.1.C 3: Explain how mixtures can be separated by using the properties of the substances from which they are made, such as particle size, density, solubility and boiling point.
        
        Pure substances can be either elements or compounds, and they cannot be broken down by physical means.
        
        6.1.C 1: Describe the properties of common elements such as oxygen, hydrogen, carbon, iron and aluminum.
        
        6.1.C 2: Describe how the properties of simple compounds, such as water and table salt, are different from the properties of the elements of which they are made.
    - Grade 7
      - How are organisms structured to ensure efficiency and survival?
        
        7.2: Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance.
        
        All organisms are made up of one or more cells; each functions more or less independently.
        
        7.2.C 15: Describe the basic structures of an animal cell, including nucleus, cytoplasm, mitochondria and cell membrane, and how they function to support life.
        
        Multicellular organisms need specialized structures and systems to perform basic life functions.
        
        7.2.C 16: Describe the structures of the human digestive, respiratory, and circulatory systems, and explain how they function to bring oxygen and nutrients to the cells and expel waste materials.
        
        7.2.C 17: Explain how the human muscular/skeletal system supports the body and allows movement.
      - How do external and internal sources of energy affect the Earth’s systems?
        
        7.3: Landforms are the result of the interaction of constructive and destructive forces over time.
        
        Glaciation, weathering and erosion change the Earth’s surface by moving earth materials from place to place.
        
        7.3.C 19: Explain how glaciation, weathering and erosion create and shape valleys and floodplains.
        
        7.3.C 20: Explain how the boundaries of tectonic plates can be inferred from the location of earthquakes and volcanoes.
        
        Volcanic activity and the folding and faulting of rock layers during the shifting of Earth’s crust affect the formation of mountains, ridges and valleys
        
        7.3.C 18: Describe how folded and faulted rock layers provide evidence of the gradual up and down motion of the Earth’s crust.
      - How do science and technology affect the quality of our lives?
        
        7.4: Technology allows us to improve food production and preservation, thus improving our ability to meet the nutritional needs of growing populations.
        
        Methods have been developed to prevent food spoilage caused by bacteria.
        
        7.4.C 21: Describe how freezing, dehydration, pickling and irradiation prevent food spoilage caused by bacteria.
      - What is the role of energy in our world?
        
        7.1: Energy provides the ability to do work and it can exist in many forms.
        
        Energy can be stored in many forms and can be transformed into the energy of motion.
        
        7.1.C 14: Describe how different types of stored (potential) energy can be used to make objects move.
        
        Work is the process of making objects move through the application of force.
        
        7.1.C 12: Explain the relationship between force, distance and work, and use the relationship (W=F x D) to calculate work done in lifting heavy objects.
        
        7.1.C 13: Explain how simple machines such as inclined planes, pulleys and levers are used to create mechanical advantage.
    - Grade 8
      - How do science and technology affect the quality of our lives?
        
        8.4: In the design of structures there is a need to consider factors such as function, materials, safety, cost and appearance.
        
        Bridges can be designed in different ways to withstand certain loads and potentially destructive forces.
        
        8.4.C 30: Explain how beam, truss and suspension bridges are designed to withstand the forces that act on them.
      - How does the position of Earth in the solar system affect the conditions on our planet?
        
        8.3: The solar system is composed of planets and other objects that orbit the sun.
        
        Gravity is the force that governs the motions of objects in the solar system.
        
        8.3.C 28: Explain the effect of gravity on the orbital movement of planets in the solar system.
        
        The motion of the Earth and Moon relative to the sun causes daily, monthly and yearly cycles on Earth.
        
        8.3.C 29: Explain how the regular motion of the Sun, Earth and Moon explains the seasons, phases of the moon and eclipses.
      - What are the processes responsible for life’s unity and diversity?
        
        8.2: Reproduction is a characteristic of living systems and it is essential for the continuation of every species.
        
        Heredity is the passage of instructions specifying traits from one generation to another.
        
        8.2.C 25: Explain the similarities and differences in cell division in somatic and germ cells.
        
        8.2.C 26: Describe the structure and function of the male and female human reproduction system, including the process of egg and sperm production.
        
        Some of the characteristics of an organism are inherited and some result from interactions with the environment.
        
        8.2.C 27: Describe the structure of the genes on chromosomes, and explain sex determination in humans.
      - What makes objects move the way they do?
        
        8.1: An object’s inertia causes it to continue moving the way it is moving unless it is acted upon by a force to change its motion.
        
        An unbalanced force acting on an object changes its speed or direction of motion, or both.
        
        8.1.C 23: Describe the qualitative relationships among force, mass and changes in motion.
        
        Objects moving in circles must experience force acting toward the center.
        
        8.1.C 24: Describe the forces acting on an object moving in a circular path.
        
        The motion of an object can be described by its position, direction of motion and its speed.
        
        8.1.C 22: Calculate average speed of a moving object and illustrate the motion of objects in graphs of distance over time.
    - Grade 9
      - I: Energy Transformations
        
        How do science and technology affect the quality of our lives?
        
        I.9.3: Various sources of energy are used by humans and each has advantages and disadvantages.
        
        Alternative energy sources are being explored and used to address the disadvantages of using fossil and nuclear fuels.
        
        I.9.3.D 9: Describe the availability, current uses and environmental issues related to the use of hydrogen fuel cells, wind and solar energy to produce electricity.
        
        During the burning of fossil fuels stored chemical energy is converted to electrical energy through heat transfer processes.
        
        I.9.3.D 7: Explain how heat is used to generate electricity.
        
        In nuclear fission, matter is transformed directly into energy in a process that is several million times as energetic as chemical burning.
        
        I.9.3.D 8: Describe the availability, current uses and environmental issues related to the use of fossil and nuclear fuels to produce electricity.
        
        What is the role of energy in our world?
        
        I.9.1: Energy cannot be created nor destroyed; however, energy can be converted from one form to another.
        
        Energy enters the Earth system primarily as solar radiation, is captured by materials and photosynthetic processes and eventually is transformed into heat.
        
        I.9.1.D 1: Describe the effects of adding energy to matter, in terms of the motion of atoms and molecules, and the resulting phase changes.
        
        I.9.1.D 2: Explain how energy transfers from hotter to cooler objects by conduction, convection and radiation.
        
        I.9.1.D 3: Describe energy transformations among heat, light, electricity and motion.
        
        I.9.2: The electrical force is a universal force that exists between any two charged objects.
        
        Electrical current can be transformed into light through the excitation of electrons.
        
        I.9.2.D 6: Describe the relationship between current and magnetism.
        
        Moving electrical charges produce magnetic forces, and moving magnets can produce electrical force.
        
        I.9.2.D 4: Calculate the voltage, current and resistance in a simple series circuit using Ohm’s Law.
        
        I.9.2.D 5: Explain how electricity is used to produce heat and light in incandescent bulbs and heating elements.
      - II: Chemical Structures and Properties
        
        How do science and technology affect the quality of our lives
        
        II.9.6: Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals.
        
        Materials produced from the cracking of petroleum are the starting points for the production of many synthetic compounds.
        
        II.9.6.D 16: Explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked polymers.
        
        The products of chemical technologies include synthetic fibers, pharmaceuticals, plastics and fuels.
        
        II.9.6.D 17: Explain how the chemical structure of polymers affects their physical properties (strength, flexibility).
        
        How does the structure of matter affect the properties and uses of materials?
        
        II.9.4: Atoms react with each other to form new molecules.
        
        Atoms have a positively charged nucleus surrounded by negatively charged electrons.
        
        II.9.4.D 10: Describe the general structure of the atom, and explain how the properties of the first 10 elements in the Periodic Table are related to their atomic structure.
        
        The configuration of atoms and molecules determines the properties of the materials.
        
        II.9.4.D 11: Describe how atoms combine to form new substances by transferring electrons (ionic bonding) or sharing electrons (covalent bonding).
        
        II.9.4.D 12: Explain the chemical composition of acids and bases, and explain the change of pH in neutralization reactions.
        
        II.9.5: Carbon’s chemical properties allow numerous compounds that reflect the chemical structure of its molecules.
        
        Carbon atoms can bond to one another in chains, rings and branching networks, to form a variety of structures, including fossil fuels, synthetic polymers and the large molecules of life.
        
        II.9.5.D 13: Explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic molecules.
        
        II.9.5.D 14: Describe combustion reactions of hydrocarbons and their resulting by-products.
        
        II.9.5.D 15: Explain the general formation and structure of carbon-based polymers, including synthetic polymers such as polyethylene and biopolymers such as carbohydrate.
      - III: Global Interdependence
        
        How do materials cycle through the Earth’s systems?
        
        III.9.7: Elements on Earth move among reservoirs in the solid earth, oceans, atmosphere and organisms as part of biogeochemical cycles.
        
        Elements on Earth exist in essentially fixed amounts and are located in various chemical reservoirs.
        
        III.9.7.D 18: Explain how chemical and physical processes drive carbon to cycle through the major Earth reservoirs.
        
        III.9.7.D 19: Explain how solar energy drives water to cycle through the major Earth reservoirs.
        
        Matter undergoes chemical and physical changes, driven by internal and external sources of energy, as it cycles through the Earth.
        
        III.9.7.D 20: Explain how internal energy of the Earth drives matter to cycle through the magma and the solid Earth.
        
        III.9.8: The use of resources by human populations affects the quality of the environment.
        
        Accumulation of metal and non-metal ions used to increase agricultural productivity is a major source of water pollution.
        
        III.9.8.D 23: Explain how the accumulation of mercury, phosphates and nitrates affects the quality of water and the organisms that live in rivers, lakes and oceans.
        
        Emission of combustion byproducts, such as SO2, CO2 and NOx by industries and cars is a major source of air pollution.
        
        III.9.8.D 21: Explain how the release of sulfur dioxide (SO2) into the atmosphere can form acid rain, and how acid rain affects water sources, organisms and human-made structures.
        
        III.9.8.D 22: Explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s “greenhouse” effect and may cause climate changes.
        
        How do science and technology affect the quality of our lives?
        
        III.9.9: Some materials can be recycled, but others accumulate in the environment and may affect the balance of the Earth systems.
        
        Changes in technology and lifestyle can cause significant changes, either positive or negative, in the environment.
        
        III.9.9.D 24: Explain the short-and long-term impacts of landfills and incineration of waste materials on the quality of the environment.
        
        III.9.9.D 25: Explain how housing development, transportation options and consumption of resources may affect the environment.
        
        III.9.9.D 26: Describe human efforts to reduce the consumption of raw materials and improve air and water quality.
    - High School
      - B: Biology
        
        Cell Biology
        
        B.1: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells.
        
        B.1.1: Cells are enclosed within semi-permeable membranes that regulate their interaction with their surroundings.
        
        B.1.2: Enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings.
        
        B.1.3: Prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.
        
        B.1.4: The central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm.
        
        B.1.5: The endoplasmic reticulum and Golgi apparatus have a role in the secretion of proteins.
        
        B.1.6: Usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.
        
        B.1.7: The role of the mitochondria is making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide.
        
        B.1.8: Most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.
        
        Ecology
        
        B.6: Stability in an ecosystem is a balance between competing effects.
        
        B.6.1: Biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats.
        
        B.6.2: Changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.
        
        B.6.3: Fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death.
        
        B.6.4: Water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and oxygen cycles through photosynthesis and respiration.
        
        B.6.5: A vital part of an ecosystem is the stability of its producers and decomposers.
        
        B.6.6: At each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat.
        
        B.6.7: The accommodation of an individual organism to its environment is different from the gradual adaptation of a lineage of organisms through genetic change.
        
        Evolution
        
        B.7: The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time.
        
        B.7.1: Natural selection acts on the phenotype rather than the genotype of an organism.
        
        B.7.2: Alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.
        
        B.7.3: New mutations are constantly being generated in a gene pool.
        
        B.7.4: Variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.
        
        B.8: Evolution is the result of genetic changes that occur in constantly changing environments.
        
        B.8.1: Natural selection determines the differential survival of groups of organisms.
        
        B.8.2: A great diversity of species increases the chance that at least some organisms survive major changes in the environment.
        
        B.8.3: Genetic drift affects the diversity of organisms in a population.
        
        B.8.4: Reproductive or geographic isolation affects speciation.
        
        B.8.5: Fossil evidence contributes to our understanding of biological diversity, episodic speciation, and mass extinction.
        
        B.8.6: Several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another.
        
        Genetics
        
        B.2: Mutation and sexual reproduction lead to genetic variation in a population.
        
        B.2.1: Meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.
        
        B.2.2: Only certain cells in a multi-cellular organism undergo meiosis.
        
        B.2.3: Random chromosome segregation explains the probability that a particular allele will be in a gamete.
        
        B.2.4: New combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization).
        
        B.2.5: Approximately half of an individual’s DNA sequence comes from each parent.
        
        B.2.6: Genes on specific chromosomes determine an individual’s sex.
        
        B.2.7: Possible combinations of alleles in a zygote can be predicted from the genetic makeup of the parents.
        
        B.3: A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization.
        
        B.3.1: The probable outcome of phenotypes in a genetic cross can be predicted from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).
        
        B.3.2: Mendel’s laws of segregation and independent assortment are the basis of genetics.
        
        B.3.3: The probable mode of inheritance can be predicted from a pedigree diagram showing phenotypes.
        
        B.3.4: Data on frequency of recombination at meiosis can be used to estimate genetic distances between loci and to interpret genetic maps of chromosomes.
        
        B.4: Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism.
        
        B.4.1: Ribosomes synthesize proteins, using tRNAs to translate genetic information in the mRNA.
        
        B.4.2: The sequence of amino acids in a protein can be predicted from the sequence of codons in the RNA, by applying universal genetic coding rules.
        
        B.4.3: Mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein.
        
        B.4.4: Specialization of cells in multi-cellular organisms is usually due to different patterns of gene expression rather than to differences of the genes themselves.
        
        B.4.5: Proteins can differ from one another in the number and sequence of amino acids.
        
        B.4.6: Proteins having different amino acid sequences typically have different shapes and chemical properties.
        
        B.5: The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells
        
        B.5.1: The precise copying of DNA during semi-conservative replication and transcription of information from DNA into mRNA is based on base-pairing rules.
        
        B.5.2: Genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products.
        
        B.5.3: DNA technology (restriction digestion by endonucleases, gel electrophoresis, ligation, and transformation) is used to construct recombinant DNA molecules.
        
        B.5.4: Exogenous DNA can be inserted into bacterial cells to alter their genetic makeup and support expression of new protein products.
        
        Physiology
        
        B.9: As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment.
        
        B.9.1: The complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.
        
        B.9.2: The nervous system mediates communication between different parts of the body and the body’s interactions with the environment.
        
        B.9.3: Feedback loops in the nervous and endocrine systems regulate conditions in the body.
        
        B.9.4: The neurons transmit electrochemical impulses.
        
        B.9.5: Sensory neurons, inter-neurons, and motor neurons all have a role in sensation, thought, and response.
        
        B.9.6: Digestion includes the secretion of stomach acid, digestive enzymes (amylases, proteases, nucleases, lipases) and bile salts into the digestion system.
        
        B.9.7: The kidneys have homeostatic role in the removal of nitrogenous wastes from the blood.
        
        B.9.8: The liver has homeostatic role in detoxification and keeping the blood glucose balance.
        
        B.9.9: Actin, myosin, Ca2, and ATP have a role in the cellular and molecular basis of muscle contraction.
        
        B.9.10: Hormones (including digestive, reproductive, osmo-regulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms.
        
        B.10: Organisms have a variety of mechanisms to combat disease
        
        B.10.1: The skin provides nonspecific defenses against infection.
        
        B.10.2: Antibodies in the body’s response to infection.
        
        B.10.3: Vaccination protects an individual from infectious diseases.
        
        B.10.4: There are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of these infections.
        
        B.10.5: An individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign.
        
        B.10.6: Phagocytes, B-lymphocytes, and T-lymphocytes have a role in the immune system.
      - C: Chemistry
        
        Atomic and Molecular Structure
        
        C.1: The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure
        
        C.1.1: The nucleus of the atom is much smaller than the atom yet contains most of its mass.
        
        C.1.2: The quantum model of the atom is based on experiments and analyses by many scientists, including Dalton, Thomson, Bohr, Rutherford, Millikan, and Einstein.
        
        C.1.3: The position of an element in the periodic table is related to its atomic number.
        
        C.1.4: The periodic table can be used to identify metals, semimetals, non-metals, and halogens.
        
        C.1.5: The periodic table can be used to identify trends in ionization energy, electronegativity, the relative sizes of ions and atoms and the number of electrons available for bonding.
        
        C.1.6: The electronic configuration of elements and their reactivity can be identified based on their position in the periodic table.
        
        Chemical Bonds
        
        C.2: Biological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and molecules
        
        C.2.1: Atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds.
        
        C.2.2: Chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules are covalent.
        
        C.2.3: Salt crystals, such as NaCl, are repeating patterns of positive and negative ions held together by electrostatic attraction.
        
        C.2.4: The atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.
        
        C.2.5: Lewis dot structures can provide models of atoms and molecules.
        
        C.2.6: The shape of simple molecules and their polarity can be predicted from Lewis dot structures.
        
        C.2.7: Electronegativity and ionization energy are related to bond formation.
        
        C.2.8: Solids and liquids held together by van der Waals forces or hydrogen bonds that affect their volatility and boiling/melting point temperatures.
        
        Conservation of Matter and Stoichiometry
        
        C.3: The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.
        
        C.3.1: Chemical reactions can be described by writing balanced equations.
        
        C.3.2: The quantity one mole is set by defining one mole of carbon-12 atoms to have a mass of exactly 12 grams.
        
        C.3.3: One mole equals 6.02.x 1023 particles (atoms or molecules).
        
        C.3.4: The molar mass of a molecule can be determined from its chemical formula and a table of atomic masses
        
        C.3.5: The mass of a molecular substance can be converted to moles, number of particles, or volume of gas at standard temperature and pressure.
        
        C.3.6: Hess’s Law is used to calculate enthalpy change in a reaction.
        
        Organic Chemistry and Biochemistry
        
        C.5: The bonding characteristics of carbon allow the formation of many different organic molecules of varied sizes, shapes, and chemical properties and provide the biochemical basis of life.
        
        C.5.1: Large molecules (polymers), such as proteins, nucleic acids, and starch, are formed by repetitive combinations of organic monomers.
        
        C.5.2: The bonding characteristics of carbon result in the formation of a large variety of structures, ranging from simple hydrocarbons to complex biological molecules and synthetic polymers.
        
        C.5.3: Amino acids are the building blocks of proteins.
        
        Reaction Rates
        
        C.4: Chemical reaction rates depend on factors that influence the frequency of collision of reactant molecules.
        
        C.4.1: The rate of reaction is the decrease in concentration of reactants or the increase in concentration of products with time.
        
        C.4.2: Reaction rates depend on such factors as concentration, temperature and pressure.
        
        C.4.3: Equilibrium is established when forward and reverse reaction rates are equal.
        
        C.4.4: Catalyst plays a role in increasing the reaction rate by changing the activation energy in a chemical reaction.
      - E: Earth Science
        
        Biogeochemical Cycles
        
        E.6: Each element on Earth moves among reservoirs, which exist in the solid earth, in oceans, in the atmosphere, and within and among organisms as part of biogeochemical cycles.
        
        E.6.1: The movement of matter among reservoirs is driven by Earth's internal and external sources of energy.
        
        E.6.2: Carbon cycles through the reservoirs of the atmosphere, lithosphere, hydrosphere and biosphere.
        
        Dynamic Earth Processes
        
        E.2: Plate tectonics operating over geologic time has changed the patterns of land, sea, and mountains on Earth's surface
        
        E.2.1: Features of the ocean floor, as well as the shape and rock composition of the major plates provide evidence of plate tectonics.
        
        E.2.2: Volcanic eruptions and earthquakes are the result of movement of matter and energy within the Earth.
        
        E.2.3: The properties of rocks and minerals can be explained based on the physical and chemical conditions in which they were formed, including plate tectonic processes.
        
        Earth's Place in the Universe
        
        E.1: Earth-based and space-based astronomy reveal the structure, scale, and changes in stars, galaxies, and the universe over time
        
        E.1.1: The differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system.
        
        E.1.2: Evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago.
        
        E.1.3: Evidence from geological studies of Earth and other planets suggest that the early Earth was very different from Earth today.
        
        E.1.4: The Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium.
        
        E.1.5: Asteroids and meteorites had a significant role in shaping the surface of planets and their moons and in mass extinctions of life on Earth.
        
        E.1.6: The solar system is located in an outer edge of the disc-shaped Milky Way galaxy, which spans 100,000 light years.
        
        E.1.7: Galaxies are made of billions of stars and comprise most of the visible mass of the universe.
        
        E.1.8: Evidence indicating that all elements with an atomic number greater than that of lithium have been formed by nuclear fusion in stars.
        
        E.1.9: Visual, radio, and X-ray telescopes may be used to collect data that reveal those differences in stars’ life cycles.
        
        E.1.10: The "big bang" model suggests that the universe has been expanding for 10 to 20 billion years.
        
        Energy in the Earth System
        
        E.3: Energy enters the Earth system primarily as solar radiation and eventually escapes as heat.
        
        E.3.1: The sun is a major source of energy for Earth and other planets.
        
        E.3.2: Some of the solar radiation is reflected back into the atmosphere, some is absorbed by matter and photosynthetic processes.
        
        E.3.3: The different atmospheric gases absorb the Earth's thermal radiation.
        
        E.3.4: The greenhouse effect may cause climatic changes.
        
        E.4: Heating of Earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents
        
        E.4.1: Differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat.
        
        E.4.2: The rotation of Earth influences the circular motions of ocean currents and air.
        
        E.4.3: Properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms.
        
        E.4.4: The interaction of wind patterns, ocean currents, and the distribution of land masses result in a global pattern of latitudinal bands of rain forests and deserts.
        
        E.5: Climate is the long-term average of a region's weather and depends on many factors.
        
        E.5.1: Weather and climate involve the transfer of energy into and out of the atmosphere.
        
        E.5.2: Latitude, elevation, topography, and proximity to large bodies of water and cold or warm ocean currents affect the climate.
        
        E.5.3: Earth's climate has changed over time, corresponding to changes in Earth's geography, atmospheric composition, and other factors, such as solar radiation and plate movement.
        
        Structure and Composition of the Atmosphere
        
        E.7: Life has changed Earth's atmosphere, and changes in the atmosphere affect conditions for life.
        
        E.7.1: The atmosphere has specific thermal structure and chemical composition.
        
        E.7.2: The composition of Earth's atmosphere has evolved over geologic time.
        
        E.7.3: The origin of atmospheric oxygen is photosynthetic processes.
        
        E.7.4: The ozone layer in the upper atmosphere absorbs ultraviolet radiation. This layer varies both naturally and in response to human activities.
      - P: Physics
        
        Conservation of Energy and Momentum
        
        P.2: The laws of conservation of energy and momentum provide a way to predict and describe the movement of objects
        
        P.2.1: Kinetic energy can be calculated by using the formula E = (1/2)mv2.
        
        P.2.2: Changes in gravitational potential energy near Earth can be calculated by using the formula (change in potential energy) = mgh.
        
        P.2.3: Momentum is calculated as the product mv.
        
        P.2.4: Momentum is a separately conserved quantity different from energy.
        
        P.2.5: An unbalanced force on an object produces a change in its momentum.
        
        P.2.6: The principles of conservation of momentum and energy can be used to solve problems involving elastic and inelastic collisions.
        
        Electric and Magnetic Phenomena
        
        P.5: Electric and magnetic phenomena are related and have many practical applications.
        
        P.5.1: The voltage or current in simple direct current (DC) electric circuits constructed from batteries, wires, resistors, and capacitors can be predicted using Ohm's law.
        
        P.5.2: Any resistive element in a DC circuit dissipates energy, which heats the resistor.
        
        P.5.3: The power in any resistive circuit element can be calculated by using the formula Power = 12R.
        
        P.5.4: Charged particles are sources of electric fields and are subject to the forces of the electric fields from other charges.
        
        P.5.5: Magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources.
        
        P.5.6: Changing magnetic fields produce electric fields, thereby inducing currents in nearby conductors.
        
        P.5.7: Plasmas, the fourth state of matter, contain ions or free electrons or both and conduct electricity.
        
        Heat and Thermodynamics
        
        P.3: Energy cannot be created or destroyed, although in many processes energy is transferred to the environment as heat
        
        P.3.1: Heat flow and work are two forms of energy transfer between systems.
        
        P.3.2: The work done by a heat engine that is working in a cycle is the difference between the heat flow into the engine at high temperature and the heat flow out at a lower temperature.
        
        P.3.3: The internal energy of an object includes the energy of random motion of the object's atoms and molecules. The greater the temperature of the object, the greater the energy of motion of the atoms and molecules that make up the object.
        
        P.3.4: Most processes tend to decrease the order of a system over time, so that energy levels are eventually distributed more uniformly.
        
        Motion and Forces
        
        P.1: Newton's laws predict the motion of most objects
        
        P.1.1: When forces are balanced, no acceleration occurs; thus an object continues to move at a constant speed or stays at rest.
        
        P.1.2: The law F = ma is used to solve motion problems that involve constant forces.
        
        P.1.3: When one object exerts a force on a second object, the second object always exerts a force of equal magnitude and in the opposite direction.
        
        P.1.4: Applying a force to an object perpendicular to the direction of its motion causes the object to change direction.
        
        P.1.5: Circular motion requires the application of a constant force directed toward the center of the circle.
        
        P.1.6: Newton's laws are not exact but provide very good approximations unless an object is small enough that quantum effects become important.
        
        Waves
        
        P.4: Waves have characteristic properties that do not depend on the type of wave
        
        P.4.1: Waves carry energy from one place to another.
        
        P.4.2: Transverse and longitudinal waves exist in mechanical media, such as springs and ropes, and in the earth as seismic waves.
        
        P.4.3: Wavelength, frequency, and wave speed are related.
        
        P.4.4: Sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates.
        
        P.4.5: Radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves whose speed in a vacuum is approximately 3 x 108m/s, and less when passing through other media.
        
        P.4.6: Waves have characteristic behaviors such as interference, diffraction, refraction and polarization.
        
        P.4.7: Beats and the Doppler Effect result from the characteristic behavior of waves.
    - PreK-K
      - How are organisms structured to ensure efficiency and survival?
        
        K.2: Many different kinds of living things inhabit the earth.
        
        Living things have certain characteristics that distinguish them from nonliving things, including growth, movement, reproduction and response to stimuli.
        
        K.2.A 4: Describe the similarities and differences in the appearance and behaviors of plants, birds, fish, insects and mammals (including humans).
        
        K.2.A 5: Describe the similarities and differences in the appearance and behaviors of adults and their offspring.
        
        K.2.A 6: Describe characteristics that distinguish living from non-living things.
      - How do external and internal sources of energy affect the Earth’s systems?
        
        K.3: Weather conditions vary daily and seasonally.
        
        Daily and seasonal weather conditions affect what we do, what we wear and how we feel.
        
        K.3.A 7: Describe and record daily weather conditions.
        
        K.3.A 8: Relate seasonal weather patterns to appropriate choices for clothing and activities.
      - How do science and technology affect the quality of our lives?
        
        K.4: Some objects are natural, while others have been designed and made by people to improve the quality of life.
        
        Humans select both natural and man-made materials to build shelters based on local climate conditions, properties of the materials and their availability in the environment.
        
        K.4.A 9: Describe the types of materials used by people to build houses, and the properties that make the materials useful.
      - How does the structure of matter affect the properties and uses of materials?
        
        K.1: Objects have properties that can be observed and used to describe similarities and differences.
        
        Some properties can be observed with the senses, and others can be discovered using simple tools or tests.
        
        K.1.A 1: Use the senses and simple measuring tools, such as rulers and equal-arm balances, to observe common objects and sort them into groups based on size, weight, shape or color.
        
        K.1.A 2: Sort objects made of materials such as wood, paper and metal into groups based on properties such as flexibility, attraction to magnets and whether they float or sink in water.
        
        K.1.A 3: Count objects in a group and use mathematical terms to describe quantitative relationships such as: same as, more than, less than, equal, etc.
  - Science (2004)
    - Enrichment Content Standards for High School
      - B: Biology
        
        B.1: Cell Biology
        
        B.1.1: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells.
        
        B.1.1.1: Cells are enclosed within semi-permeable membranes that regulate their interaction with their surroundings.
        
        B.1.1.2: Enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions and the pH of the surroundings.
        
        B.1.1.3: Prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.
        
        B.1.1.4: The central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm.
        
        B.1.1.5: The endoplasmic reticulum and Golgi apparatus have a role in the secretion of proteins.
        
        B.1.1.6: Usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.
        
        B.1.1.7: The role of the mitochondria is to make stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide.
        
        B.1.1.8: Most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.
        
        B.2: Genetics
        
        B.2.1: Mutation and sexual reproduction lead to genetic variation in a population.
        
        B.2.1.1: Meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.
        
        B.2.1.2: Only certain cells in a multicellular organism undergo meiosis.
        
        B.2.1.3: Random chromosome segregation explains the probability that a particular allele will be in a gamete.
        
        B.2.1.4: New combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization).
        
        B.2.1.5: Approximately half of an individual’s DNA sequence comes from each parent.
        
        B.2.1.6: Genes on specific chromosomes determine an individual’s sex.
        
        B.2.1.7: Possible combinations of alleles in a zygote can be predicted from the genetic makeup of the parents.
        
        B.2.2: A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization.
        
        B.2.2.1: The probable outcome of phenotypes in a genetic cross can be predicted from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).
        
        B.2.2.2: Mendel’s laws of segregation and independent assortment are the basis of genetics.
        
        B.2.2.3: The probable mode of inheritance can be predicted from a pedigree diagram showing phenotypes.
        
        B.2.2.4: Data on frequency of recombination at meiosis can be used to estimate genetic distances between loci and to interpret genetic maps of chromosomes.
        
        B.2.3: Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism.
        
        B.2.3.1: Ribosomes synthesize proteins, using tRNAs to translate genetic information in the mRNA.
        
        B.2.3.2: The sequence of amino acids in a protein can be predicted from the sequence of codons in the RNA, by applying universal genetic coding rules.
        
        B.2.3.3: Mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein.
        
        B.2.3.4: Specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences of the genes themselves.
        
        B.2.3.5: Proteins can differ from one another in the number and sequence of amino acids.
        
        B.2.3.6: Proteins having different amino acid sequences typically have different shapes and chemical properties.
        
        B.2.4: The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells.
        
        B.2.4.1: Base-pairing rules are used to explain the precise copying of DNA during semi-conservative replication and transcription of information from DNA into mRNA.
        
        B.2.4.2: Genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products.
        
        B.2.4.3: DNA technology (restriction digestion by endonucleases, gel electrophoresis, ligation and transformation) is used to construct recombinant DNA molecules.
        
        B.2.4.4: Exogenous DNA can be inserted into bacterial cells to alter their genetic makeup and support expression of new protein products.
        
        B.3: Ecology
        
        B.3.1: Stability in an ecosystem is a balance between competing effects.
        
        B.3.1.1: Biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats.
        
        B.3.1.2: Changes in an ecosystem can result from changes in climate, human activity, introduction of nonnative species, or changes in population size.
        
        B.3.1.3: Fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration and death.
        
        B.3.1.4: Water, carbon and nitrogen cycle between abiotic resources and organic matter in the ecosystem and oxygen cycles through photosynthesis and respiration.
        
        B.3.1.5: A vital part of an ecosystem is the stability of its producers and decomposers.
        
        B.3.1.6: At each link in a food web some energy is stored in newly made structures, but much energy is dissipated into the environment as heat.
        
        B.3.1.7: The accommodation of an individual organism to its environment is different from the gradual adaptation of a lineage of organisms through genetic change.
        
        B.4: Evolution
        
        B.4.1: The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time.
        
        B.4.1.1: Natural selection acts on the phenotype rather than the genotype of an organism.
        
        B.4.1.2: Alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.
        
        B.4.1.3: New mutations are constantly being generated in a gene pool.
        
        B.4.1.4: Variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.
        
        B.4.2: Evolution is the result of genetic changes that occur in constantly changing environments.
        
        B.4.2.1: Natural selection determines the differential survival of groups of organisms.
        
        B.4.2.2: A great diversity of species increases the chance that at least some organisms survive major changes in the environment.
        
        B.4.2.3: Genetic drift affects the diversity of organisms in a population.
        
        B.4.2.4: Reproductive or geographic isolation affects speciation.
        
        B.4.2.5: Fossil evidence contributes to our understanding of biological diversity, episodic speciation and mass extinction.
        
        B.4.2.6: Several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another.
        
        B.5: Physiology
        
        B.5.1: As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment.
        
        B.5.1.1: The complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.
        
        B.5.1.2: The nervous system mediates communication between different parts of the body and the body’s interactions with the environment.
        
        B.5.1.3: Feedback loops in the nervous and endocrine systems regulate conditions in the body.
        
        B.5.1.4: The neurons transmit electrochemical impulses.
        
        B.5.1.5: Sensory neurons, interneurons and motor neurons all have a role in sensation, thought and response.
        
        B.5.1.6: Digestion includes the secretion of stomach acid, digestive enzymes (amylases, proteases, nucleases, lipases) and bile salts into the digestion system.
        
        B.5.1.7: The kidneys have a homeostatic role in the removal of nitrogenous wastes from the blood.
        
        B.5.1.8: The liver has a homeostatic role in detoxification and keeping the blood glucose balance.
        
        B.5.1.9: Actin, myosin, Ca2 and ATP have a role in the cellular and molecular basis of muscle contraction.
        
        B.5.1.10: Hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms.
        
        B.5.2: Organisms have a variety of mechanisms to combat disease.
        
        B.5.2.1: The skin provides nonspecific defenses against infection.
        
        B.5.2.2: Antibodies have a role in the body’s response to infection.
        
        B.5.2.3: Vaccination protects an individual from infectious diseases.
        
        B.5.2.4: There are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of these infections.
        
        B.5.2.5: An individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign.
        
        B.5.2.6: Phagocytes, B-lymphocytes and T-lymphocytes have a role in the immune system.
      - C: Chemistry
        
        C.1: Atomic and Molecular Structure
        
        C.1.1: The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure.
        
        C.1.1.1: The nucleus of the atom is much smaller than the atom, yet contains most of its mass.
        
        C.1.1.2: The quantum model of the atom is based on experiments and analyses by many scientists, including Dalton, Thomson, Bohr, Rutherford, Millikan and Einstein.
        
        C.1.1.3: The position of an element in the periodic table is related to its atomic number.
        
        C.1.1.4: The periodic table can be used to identify metals, semimetals, non-metals and halogens.
        
        C.1.1.5: The periodic table can be used to identify trends in ionization energy, electronegativity, the relative sizes of ions and atoms, and the number of electrons available for bonding.
        
        C.1.1.6: The electronic configuration of elements and their reactivity can be identified based on their position in the periodic table.
        
        C.2: Chemical Bonds
        
        C.2.1: Biological, chemical and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and molecules.
        
        C.2.1.1: Atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds.
        
        C.2.1.2: Chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules are covalent.
        
        C.2.1.3: Salt crystals, such as NaCl, are repeating patterns of positive and negative ions held together by electrostatic attraction.
        
        C.2.1.4: The atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form.
        
        C.2.1.5: Lewis dot structures can provide models of atoms and molecules.
        
        C.2.1.6: The shape of simple molecules and their polarity can be predicted from Lewis dot structures.
        
        C.2.1.7: Electronegativity and ionization energy are related to bond formation.
        
        C.2.1.8: Solids and liquids held together by Van der Waals forces or hydrogen bonds are affected by volatility and boiling/melting point temperatures.
        
        C.3: Conservation of Matter and Stoichiometry
        
        C.3.1: The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.
        
        C.3.1.1: Chemical reactions can be described by writing balanced equations.
        
        C.3.1.2: The quantity one mole is set by defining one mole of carbon; 12 atoms to have a mass of exactly 12 grams.
        
        C.3.1.3: One mole equals 6.02.x 1023 particles (atoms or molecules).
        
        C.3.1.4: The molar mass of a molecule can be determined from its chemical formula and a table of atomic masses.
        
        C.3.1.5: The mass of a molecular substance can be converted to moles, number of particles, or volume of gas at standard temperature and pressure.
        
        C.3.1.6: Hess’s law is used to calculate enthalpy change in a reaction.
        
        C.4: Reaction Rates
        
        C.4.1: Chemical reaction rates depend on factors that influence the frequency of collision of reactant molecules.
        
        C.4.1.1: The rate of reaction is the decrease in concentration of reactants or the increase in concentration of products with time.
        
        C.4.1.2: Reaction rates depend on factors such as concentration, temperature and pressure.
        
        C.4.1.3: Equilibrium is established when forward and reverse reaction rates are equal.
        
        C.4.1.4: Catalysts play a role in increasing the reaction rate by changing the activation energy in a chemical reaction.
        
        C.5: Organic Chemistry and Biochemistry
        
        C.5.1: The bonding characteristics of carbon allow the formation of many different organic molecules of varied sizes, shapes and chemical properties, and provide the biochemical basis of life.
        
        C.5.1.1: Large molecules (polymers), such as proteins, nucleic acids and starch, are formed by repetitive combinations of organic monomers.
        
        C.5.1.2: The bonding characteristics of carbon result in the formation of a large variety of structures, ranging from simple hydrocarbons to complex biological molecules and synthetic polymers.
        
        C.5.1.3: Amino acids are the building blocks of proteins.
      - E: Earth Science
        
        E.1: Earth's Place in the Universe
        
        E.1.1: Earth-based and space-based astronomy reveal the structure, scale and changes in stars, galaxies and the universe over time.
        
        E.1.1.1: The differences and similarities among the sun, the terrestrial planets and the gas planets may have been established during the formation of the solar system.
        
        E.1.1.2: Evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago.
        
        E.1.1.3: Evidence from geological studies of Earth and other planets suggests that the early Earth was very different from Earth today.
        
        E.1.1.4: The sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium.
        
        E.1.1.5: Asteroids and meteorites had a significant role in shaping the surface of planets and their moons and in mass extinctions of life on Earth.
        
        E.1.1.6: The solar system is located in an outer edge of the disc-shaped Milky Way galaxy, which spans 100,000 light years.
        
        E.1.1.7: Galaxies are made of billions of stars and comprise most of the visible mass of the universe.
        
        E.1.1.8: Evidence indicates that all elements with an atomic number greater than that of lithium have been formed by nuclear fusion in stars.
        
        E.1.1.9: Visual, radio and X-ray telescopes may be used to collect data that reveal those differences in the life cycles of stars.
        
        E.1.1.10: The "big bang" model suggests that the universe has been expanding for 10 to 20 billion years.
        
        E.2: Dynamic Earth Processes
        
        E.2.1: Plate tectonics operating over geologic time has changed the patterns of land, sea and mountains on Earth's surface.
        
        E.2.1.1: Features of the ocean floor, as well as the shape and rock composition of the major plates, provide evidence of plate tectonics.
        
        E.2.1.2: Volcanic eruptions and earthquakes are the result of the movement of matter and energy within the Earth.
        
        E.2.1.3: The properties of rocks and minerals can be explained based on the physical and chemical conditions in which they were formed, including plate tectonic processes.
        
        E.3: Energy in the Earth System
        
        E.3.1: Energy enters the Earth system primarily as solar radiation and eventually escapes as heat.
        
        E.3.1.1: The sun is a major source of energy for Earth and other planets.
        
        E.3.1.2: Some of the solar radiation is reflected back into the atmosphere and some is absorbed by matter and photosynthetic processes.
        
        E.3.1.3: Different atmospheric gases absorb the Earth's thermal radiation.
        
        E.3.1.4: The greenhouse effect may cause climatic changes.
        
        E.3.2: Heating of Earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents
        
        E.3.2.1: Differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat.
        
        E.3.2.2: The rotation of Earth influences the circular motions of ocean currents and air.
        
        E.3.2.3: Properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms.
        
        E.3.2.4: The interaction of wind patterns, ocean currents, and the distribution of land masses result in a global pattern of latitudinal bands of rain forests and deserts.
        
        E.3.3: Climate is the long-term average of a region's weather and depends on many factors.
        
        E.3.3.1: Weather and climate involve the transfer of energy into and out of the atmosphere.
        
        E.3.3.2: Latitude, elevation, topography, proximity to large bodies of water, and cold or warm ocean currents affect the climate.
        
        E.3.3.3: Earth's climate has changed over time, corresponding to changes in Earth's geography, atmospheric composition and other factors, such as solar radiation and plate movement.
        
        E.4: Biogeochemical Cycles
        
        E.4.1: Each element on Earth moves among reservoirs which exist in the solid earth, in oceans, in the atmosphere, and within and among organisms as part of biogeochemical cycles.
        
        E.4.1.1: The movement of matter among reservoirs is driven by Earth's internal and external sources of energy.
        
        E.4.1.2: Carbon cycles through the reservoirs of the atmosphere, lithosphere, hydrosphere and biosphere.
        
        E.5: Structure and Composition of the Atmosphere
        
        E.5.1: Life has changed Earth's atmosphere, and changes in the atmosphere affect conditions for life.
        
        E.5.1.1: The atmosphere has specific thermal structure and chemical composition.
        
        E.5.1.2: The composition of Earth's atmosphere has evolved over geologic time.
        
        E.5.1.3: The origin of atmospheric oxygen is photosynthetic processes.
        
        E.5.1.4: The ozone layer in the upper atmosphere absorbs ultraviolet radiation. This layer varies both naturally and in response to human activities.
      - P: Physics
        
        P.1: Motion and Forces
        
        P.1.1: Newton's laws predict the motion of most objects.
        
        P.1.1.1: When forces are balanced, no acceleration occurs; thus an object continues to move at a constant speed or stays at rest.
        
        P.1.1.2: The law F = ma is used to solve motion problems that involve constant forces.
        
        P.1.1.3: When one object exerts a force on a second object, the second object always exerts a force of equal magnitude and in the opposite direction.
        
        P.1.1.4: Applying a force to an object perpendicular to the direction of its motion causes the object to change direction.
        
        P.1.1.5: Circular motion requires the application of a constant force directed toward the center of the circle.
        
        P.1.1.6: Newton's laws are not exact, but provide very good approximations unless an object is small enough that quantum effects become important.
        
        P.2: Conservation of Energy and Momentum
        
        P.2.1: The laws of conservation of energy and momentum provide a way to predict and describe the movement of objects.
        
        P.2.1.1: Kinetic energy can be calculated by using the formula E = (1/2)mv².
        
        P.2.1.2: Changes in gravitational potential energy near Earth can be calculated by using the formula (change in potential energy) = mgh.
        
        P.2.1.3: Momentum is calculated as the product mv.
        
        P.2.1.4: Momentum is a separately conserved quantity different from energy.
        
        P.2.1.5: An unbalanced force on an object produces a change in its momentum.
        
        P.2.1.6: The principles of conservation of momentum and energy can be used to solve problems involving elastic and inelastic collisions.
        
        P.3: Heat and Thermodynamics
        
        P.3.1: Energy cannot be created or destroyed although, in many processes, energy is transferred to the environment as heat.
        
        P.3.1.1: Heat flow and work are two forms of energy transfer between systems.
        
        P.3.1.2: The work done by a heat engine that is working in a cycle is the difference between the heat flow into the engine at high temperature and the heat flow out at a lower temperature.
        
        P.3.1.3: The internal energy of an object includes the energy of random motion of the object's atoms and molecules. The greater the temperature of the object, the greater the energy of motion of the atoms and molecules that make up the object.
        
        P.3.1.4: Most processes tend to decrease the order of a system over time, so that energy levels eventually are distributed more uniformly.
        
        P.4: Waves
        
        P.4.1: Waves have characteristic properties that do not depend on the type of wave
        
        P.4.1.1: Waves carry energy from one place to another.
        
        P.4.1.2: Transverse and longitudinal waves exist in mechanical media, such as springs and ropes, and in the Earth as seismic waves.
        
        P.4.1.3: Wavelength, frequency and wave speed are related.
        
        P.4.1.4: Sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates.
        
        P.4.1.5: Radio waves, light and X-rays are different wavelength bands in the spectrum of electromagnetic waves, the speed of which in a vacuum is approximately 3 x 10 to the 8th power m/s, and less when passing through other media.
        
        P.4.1.6: Waves have characteristic behaviors, such as interference, diffraction, refraction and polarization.
        
        P.4.1.7: Beats and the Doppler Effect result from the characteristic behavior of waves.
        
        P.5: Electric and Magnetic Phenomena
        
        P.5.1: Electric and magnetic phenomena are related and have many practical applications.
        
        P.5.1.1: The voltage or current in simple direct current (DC) electric circuits constructed from batteries, wires, resistors and capacitors can be predicted using Ohm's law.
        
        P.5.1.2: Any resistive element in a DC circuit dissipates energy, which heats the resistor.
        
        P.5.1.3: The power in any resistive circuit element can be calculated by using the formula Power = I²R.
        
        P.5.1.4: Charged particles are sources of electric fields and are subject to the forces of the electric fields from other charges.
        
        P.5.1.5: Magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources.
        
        P.5.1.6: Changing magnetic fields produce electric fields, thereby inducing currents in nearby conductors.
        
        P.5.1.7: Plasmas, the fourth state of matter, contain ions, or free electrons or both and conduct electricity.
    - Grade 1
      - A: What makes objects move the way they do?
        
        A.1.1: The sun appears to move across the sky in the same way every day, but its path changes gradually over the seasons.
        
        An object’s motion can be described by tracing and measuring its position over time.
        
        An object’s position can be described by locating it relative to another object or the background.
        
        A.1.1.A 10: Describe how the motion of objects can be changed by pushing and pulling.
        
        A.1.1.A 11: Describe the apparent movement of the sun across the sky and the changes in the length and direction of shadows during the day.
      - B: How are organisms structured to ensure efficiency and survival?
        
        B.1.2: Living things have different structures and behaviors that allow them to meet their basic needs.
        
        Animals need air, water and food to survive.
        
        Plants need air, water and sunlight to survive.
        
        B.1.2.A 12: Describe the different ways that animals, including humans, obtain water and food.
        
        B.1.2.A 13: Describe the different structures plants have for obtaining water and sunlight.
        
        B.1.2.A 14: Describe the structures that animals, including humans, use to move around.
      - C: How are organisms structured to ensure efficiency and survival?
        
        C.1.3: Organisms change in form and behavior as part of their life cycles.
        
        Some organisms undergo metamorphosis during their life cycles; other organisms grow and change, but their basic form stays essentially the same.
        
        C.1.3.A 15: Describe the changes in organisms, such as frogs and butterflies, as they undergo metamorphosis.
        
        C.1.3.A 16: Describe the life cycles of organisms that grow but do not metamorphose.
      - D: How do science and technology affect the quality of our lives?
        
        D.1.4: The properties of materials and organisms can be described more accurately through the use of standard measuring units.
        
        Various tools can be used to measure, describe and compare different objects and organisms.
        
        D.1.4.A 17: Estimate, measure and compare the sizes and weights of different objects and organisms using standard and nonstandard measuring tools.
    - Grade 10
      - IV: Cell Chemistry and Biotechnology
        
        IV.A: How are organisms structured to ensure efficiency and survival?
        
        IV.A.10.1: Fundamental life processes depend on the physical structure and the chemical activities of the cell.
        
        Most of the chemical activities of the cell are catalyzed by enzymes that function only in a narrow range of temperature and acidity conditions.
        
        The cellular processes of photosynthesis and respiration involve transformation of matter and energy.
        
        IV.A.10.1.D 27: Describe significant similarities and differences in the basic structure of plant and animal cells.
        
        IV.A.10.1.D 28: Describe the general role of DNA and RNA in protein synthesis.
        
        IV.A.10.1.D 29: Describe the general role of enzymes in metabolic cell processes.
        
        IV.A.10.1.D 30: Explain the role of the cell membrane in supporting cell functions.
        
        IV.B: How do science and technology affect the quality of our lives?
        
        IV.B.10.2: Microorganisms have an essential role in life processes and cycles on Earth.
        
        Understanding the growth and spread patterns of viruses and bacteria enables the development of methods to prevent and treat infectious diseases.
        
        IV.B.10.2.D 31: Describe the similarities and differences between bacteria and viruses.
        
        IV.B.10.2.D 32: Describe how bacterial and viral infectious diseases are transmitted, and explain the roles of sanitation, vaccination and antibiotic medications in the prevention and treatment of infectious diseases.
        
        IV.B.10.2.D 33: Explain how bacteria and yeasts are used to produce foods for human consumption.
        
        IV.C: How do science and technology affect the quality of our lives?
        
        IV.C.10.3: Similarities in the chemical and structural properties of DNA in all living organisms allow the transfer of genes from one organism to another.
        
        The principles of genetics and cellular chemistry can be used to produce new foods and medicines in biotechnological processes.
        
        IV.C.10.3.D 34: Describe, in general terms, how the genetic information of organisms can be altered to make them produce new materials.
        
        IV.C.10.3.D 35: Explain the risks and benefits of altering the genetic composition and cell products of existing organisms.
      - V: Genetics, Evolution and Biodiversity
        
        V.A: What processes are responsible for life’s unity and diversity?
        
        V.A.10.4: In sexually reproducing organisms, each offspring contains a mix of characteristics inherited from both parents.
        
        Genetic information is stored in genes that are located on chromosomes inside the cell nucleus.
        
        Most organisms have two genes for each trait, one on each of the homologous chromosomes in the cell nucleus.
        
        V.A.10.4.D 36: Explain how meiosis contributes to the genetic variability of organisms.
        
        V.A.10.4.D 37: Use the Punnet Square technique to predict the distribution of traits in mono- and di-hybrid crossings.
        
        V.A.10.4.D 38: Deduce the probable mode of inheritance of traits (e.g., recessive/dominant, sex-linked) from pedigree diagrams showing phenotypes.
        
        V.A.10.4.D 39: Describe the difference between genetic disorders and infectious diseases.
        
        V.B: What processes are responsible for life’s unity and diversity?
        
        V.B.10.5: Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments.
        
        Changes in the environment may result in the selection of organisms that are better able to survive and reproduce.
        
        Mutations and recombination of genes create genetic variability in populations.
        
        V.B.10.5.D 40: Explain how the processes of genetic mutation and natural selection are related to the evolution of species.
        
        V.B.10.5.D 41: Explain how the current theory of evolution provides a scientific explanation for fossil records of ancient life forms.
        
        V.B.10.5.D 42: Describe how structural and behavioral adaptations increase the chances for organisms to survive in their environments.
        
        V.C: How do science and technology affect the quality of our lives?
        
        V.C.10.6: Living organisms have the capability of producing populations of unlimited size, but the environment can support only a limited number of individuals from each species.
        
        Human populations grow due to advances in agriculture, medicine, construction and the use of energy.
        
        Humans modify ecosystems as a result of rapid population growth, use of technology and consumption of resources.
        
        V.C.10.6.D 43: Describe the factors that affect the carrying capacity of the environment.
        
        V.C.10.6.D 44: Explain how change in population density is affected by emigration, immigration, birth rate and death rate, and relate these factors to the exponential growth of human populations.
        
        V.C.10.6.D 45: Explain how technological advances have affected the size and growth rate of human populations throughout history.
    - Grade 2
      - A: How does the structure of matter affect the properties and uses of materials?
        
        2.1: Materials can be classified as solid, liquid or gas based on their observable properties.
        
        Solids tend to maintain their own shapes, while liquids tend to assume the shapes of their containers, and gases fill their containers fully.
        
        2.1.A 18: Describe differences in the physical properties of solids and liquids.
      - B: How are organisms structured to ensure efficiency and survival?
        
        2.2: Plants change their forms as part of their life cycles.
        
        The life cycles of flowering plants include seed germination, growth, flowering, pollination and seed dispersal.
        
        2.2.A 19: Describe the life cycles of flowering plants as they grow from seeds, proceed through maturation and produce new seeds.
        
        2.2.A 20: Explore and describe the effects of light and water on seed germination and plant growth.
      - C: How do materials cycle through the Earth’s systems
        
        2.3: Earth materials have varied physical properties which make them useful in different ways.
        
        Soils can be described by their color, texture and capacity to retain water.
        
        Soils support the growth of many kinds of plants, including those in our food supply.
        
        2.3.A 21: Sort different soils by properties, such as particle size, color and composition.
        
        2.3.A 22: Relate the properties of different soils to their capacity to retain water and support the growth of certain plants.
      - D: How do science and technology affect the quality of our lives?
        
        2.4: Human beings, like all other living things, have special nutritional needs for survival.
        
        People eat different foods in order to satisfy nutritional needs for carbohydrates, proteins and fats
        
        The essential components of balanced nutrition can be obtained from plant and animal sources.
        
        2.4.A 23: Identify the sources of common foods and classify them by their basic food groups.
        
        2.4.A 24: Describe how people in different cultures use different food sources to meet their nutritional needs.
    - Grade 3
      - A: How does the structure of matter affect the properties and uses of materials?
        
        A.3.1: Materials have properties that can be identified and described through the use of simple tests.
        
        Heating and cooling cause changes in some of the properties of materials.
        
        A.3.1.B 1: Sort and classify materials based on properties such as dissolving in water, sinking and floating, conducting heat, and attracting to magnets.
        
        A.3.1.B 2: Describe the effect of heating on the melting, evaporation, condensation and freezing of water.
      - B: What processes are responsible for life’s unity and diversity?
        
        B.3.2: Organisms can survive and reproduce only in environments that meet their basic needs.
        
        Plants and animals have structures and behaviors that help them survive in different environments.
        
        B.3.2.B 3: Describe how different plants and animals are adapted to obtain air, water, food and protection in specific land habitats.
        
        B.3.2.B 4: Describe how different plants and animals are adapted to obtain air, water, food and protection in water habitats.
      - C: How do materials cycle through the Earth’s systems?
        
        C.3.3: Earth materials have different physical and chemical properties.
        
        Rocks and minerals have properties that may be identified through observation and testing; these properties determine how earth materials are used.
        
        C.3.3.B 5: Describe the physical properties of rocks and relate them to their potential uses.
        
        C.3.3.B 6: Relate the properties of rocks to the possible environmental conditions during their formation.
      - D: How do science and technology affect the quality of our lives?
        
        D.3.4: Earth materials provide resources for all living things, but these resources are limited and should be conserved.
        
        Decisions made by individuals can impact the global supply of many resources.
        
        D.3.4.B 7: Describe how earth materials can be conserved by reducing the quantities used, and by reusing and recycling materials rather than discarding them.
    - Grade 4
      - A: What makes objects move the way they do?
        
        A.4.1: The position and motion of objects can be changed by pushing or pulling.
        
        The more massive an object is, the less effect a given force will have on its motion.
        
        The size of the change in an object’s motion is related to the strength of the push or pull.
        
        A.4.1.B 8: Describe the effects of the strengths of pushes and pulls on the motion of objects.
        
        A.4.1.B 9: Describe the effect of the mass of an object on its motion.
      - B: How do matter and energy flow through ecosystems?
        
        B.4.2: All organisms depend on the living and non-living features of the environment for survival.
        
        When the environment changes, some organisms survive and reproduce, and others die or move to new locations.
        
        B.4.2.B 10: Describe how animals, directly or indirectly, depend on plants to provide the food and energy they need in order to grow and survive.
        
        B.4.2.B 11: Describe how natural phenomena and some human activities may cause changes to habitats and their inhabitants.
      - C: How do external and internal sources of energy affect the Earth’s systems?
        
        C.4.3: Water has a major role in shaping the Earth’s surface.
        
        Water circulates through the Earth’s crust, oceans and atmosphere.
        
        C.4.3.B 12: Describe how the sun’s energy impacts the water cycle.
        
        C.4.3.B 13: Describe the role of water in erosion and river formation.
      - D: What is the role of energy in our world?
        
        D.4.4: Electrical and magnetic energy can be transferred and transformed.
        
        Electricity in circuits can be transformed into light, heat, sound and magnetic effects.
        
        Magnets can make objects move without direct contact between the object and the magnet.
        
        D.4.4.B 14: Describe how batteries and wires can transfer energy to light a light bulb.
        
        D.4.4.B 15: Explain how simple electrical circuits can be used to determine which materials conduct electricity.
        
        D.4.4.B 16: Describe the properties of magnets, and how they can be used to identify and separate mixtures of solid materials.
    - Grade 5
      - A: What is the role of energy in our world?
        
        A.5.1: Sound and light are forms of energy.
        
        Light is a form of energy that travels in a straight line and can be reflected by a mirror, refracted by a lens, or absorbed by objects.
        
        Sound is a form of energy that is produced by the vibration of objects and is transmitted by the vibration of air and objects
        
        A.5.1.B 17: Describe the factors that affect the pitch and loudness of sound produced by vibrating objects.
        
        A.5.1.B 18: Describe how sound is transmitted, reflected and/or absorbed by different materials.
        
        A.5.1.B 19: Describe how light is absorbed and/or reflected by different surfaces.
      - B: How are organisms structured to ensure efficiency and survival?
        
        B.5.2: Perceiving and responding to information about the environment is critical to the survival of organisms.
        
        The sense organs perceive stimuli from the environment and send signals to the brain through the nervous system.
        
        B.5.2.B 20: Describe how light absorption and reflection allow one to see the shapes and colors of objects.
        
        B.5.2.B 21: Describe the structure and function of the human senses and the signals they perceive.
      - C: How does the position of Earth in the solar system affect conditions on our planet?
        
        C.5.3: Most objects in the solar system are in a regular and predictable motion.
        
        The positions of the Earth and moon relative to the sun explain the cycles of day and night, and the monthly moon phases.
        
        C.5.3.B 22: Explain the cause of day and night based on the rotation of Earth on its axis.
        
        C.5.3.B 23: Describe the monthly changes in the appearance of the moon, based on the moon’s orbit around the Earth
      - D: How do science and technology affect the quality of our lives?
        
        D.5.4: Humans have the capacity to build and use tools to advance the quality of their lives.
        
        Advances in technology allow individuals to acquire new information about the world.
        
        D.5.4.B 24: Compare and contrast the structures of the human eye with those of the camera.
        
        D.5.4.B 25: Describe the uses of different instruments, such as eye glasses, magnifiers, periscopes and telescopes, to enhance our vision.
    - Grade 6
      - A: How does the structure of matter affect the properties and uses of materials?
        
        A.6.1: Materials can be classified as pure substances or mixtures, depending on their chemical and physical properties.
        
        Mixtures are made of combinations of elements and/or compounds, and they can be separated by using a variety of physical means.
        
        Pure substances can be either elements or compounds, and they cannot be broken down by physical means.
        
        A.6.1.C 1: Describe the properties of common elements, such as oxygen, hydrogen, carbon, iron and aluminum.
        
        A.6.1.C 2: Describe how the properties of simple compounds, such as water and table salt, are different from the properties of the elements of which they are made.
        
        A.6.1.C 3: Explain how mixtures can be separated by using the properties of the substances from which they are made, such as particle size, density, solubility and boiling point.
      - B: How do matter and energy flow through ecosystems?
        
        B.6.2: An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact.
        
        Populations in ecosystems are affected by biotic factors, such as other populations, and abiotic factors, such as soil and water supply.
        
        Populations in ecosystems can be categorized as producers, consumers and decomposers of organic matter.
        
        B.6.2.C 4: Describe how abiotic factors, such as temperature, water and sunlight, affect the ability of plants to create their own food through photosynthesis.
        
        B.6.2.C 5: Explain how populations are affected by predator-prey relationships.
        
        B.6.2.C 6: Describe common food webs in different Connecticut ecosystems.
      - C: How do external and internal sources of energy affect the Earth’s systems?
        
        C.6.3: Variations in the amount of the sun’s energy hitting the Earth’s surface affect daily and seasonal weather patterns.
        
        Local and regional weather are affected by the amount of solar energy these areas receive and by their proximity to a large body of water.
        
        C.6.3.C 7: Describe the effect of heating on the movement of molecules in solids, liquids and gases.
        
        C.6.3.C 8: Explain how local weather conditions are related to the temperature, pressure and water content of the atmosphere and the proximity to a large body of water.
        
        C.6.3.C 9: Explain how the uneven heating of the Earth’s surface causes winds.
      - D: How do science and technology affect the quality of our lives?
        
        D.6.4: Water moving across and through earth materials carries with it the products of human activities.
        
        Most precipitation that falls on Connecticut eventually reaches Long Island Sound.
        
        D.6.4.C 10: Explain the role of septic and sewage systems on the quality of surface and ground water.
        
        D.6.4.C 11: Explain how human activity may impact water resources in Connecticut, such as ponds, rivers and the Long Island Sound ecosystem.
    - Grade 7
      - A: What is the role of energy in our world?
        
        A.7.1: Energy provides the ability to do work and can exist in many forms.
        
        Energy can be stored in many forms and can be transformed into the energy of motion.
        
        Work is the process of making objects move through the application of force.
        
        A.7.1.C 12: Explain the relationship among force, distance and work, and use the relationship (W=F x D) to calculate work done in lifting heavy objects.
        
        A.7.1.C 13: Explain how simple machines, such as inclined planes, pulleys and levers, are used to create mechanical advantage.
        
        A.7.1.C 14: Describe how different types of stored (potential) energy can be used to make objects move.
      - B: How are organisms structured to ensure efficiency and survival?
        
        B.7.2: Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance.
        
        All organisms are composed of one or more cells; each cell carries on life-sustaining functions.
        
        Multicellular organisms need specialized structures and systems to perform basic life functions.
        
        B.7.2.C 15: Describe the basic structures of an animal cell, including nucleus, cytoplasm, mitochondria and cell membrane, and how they function to support life.
        
        B.7.2.C 16: Describe the structures of the human digestive, respiratory and circulatory systems, and explain how they function to bring oxygen and nutrients to the cells and expel waste materials.
        
        B.7.2.C 17: Explain how the human musculo-skeletal system supports the body and allows movement.
      - C: How do external and internal sources of energy affect the Earth’s systems?
        
        C.7.3: Landforms are the result of the interaction of constructive and destructive forces over time.
        
        Glaciation, weathering and erosion change the Earth’s surface by moving earth materials from place to place.
        
        Volcanic activity and the folding and faulting of rock layers during the shifting of the Earth’s crust affect the formation of mountains, ridges and valleys.
        
        C.7.3.C 18: Describe how folded and faulted rock layers provide evidence of the gradual up and down motion of the Earth’s crust.
        
        C.7.3.C 19: Explain how glaciation, weathering and erosion create and shape valleys and floodplains.
        
        C.7.3.C 20: Explain how the boundaries of tectonic plates can be inferred from the location of earthquakes and volcanoes.
      - D: How do science and technology affect the quality of our lives?
        
        D.7.4: Technology allows us to improve food production and preservation, thus improving our ability to meet the nutritional needs of growing populations.
        
        Various microbes compete with humans for the same sources of food.
        
        D.7.4.C 21: Describe how freezing, dehydration, pickling and irradiation prevent food spoilage caused by microbes.
    - Grade 8
      - A: What makes objects move the way they do?
        
        A.8.1: An object’s inertia causes it to continue moving the way it is moving unless it is acted upon by a force to change its motion.
        
        An unbalanced force acting on an object changes its speed and/or direction of motion.
        
        Objects moving in circles must experience force acting toward the center.
        
        The motion of an object can be described by its position, direction of motion and speed.
        
        A.8.1.C 22: Calculate the average speed of a moving object and illustrate the motion of objects in graphs of distance over time.
        
        A.8.1.C 23: Describe the qualitative relationships among force, mass and changes in motion.
        
        A.8.1.C 24: Describe the forces acting on an object moving in a circular path.
      - B: What processes are responsible for life’s unity and diversity?
        
        B.8.2: Reproduction is a characteristic of living systems and it is essential for the continuation of every species.
        
        Heredity is the passage of genetic information from one generation to another.
        
        Some of the characteristics of an organism are inherited and some result from interactions with the environment.
        
        B.8.2.C 25: Explain the similarities and differences in cell division in somatic and germ cells.
        
        B.8.2.C 26: Describe the structure and function of the male and female human reproductive systems, including the process of egg and sperm production.
        
        B.8.2.C 27: Describe how genetic information is organized in genes on chromosomes, and explain sex determination in humans.
      - C: How does the position of Earth in the solar system affect conditions on our planet?
        
        C.8.3: The solar system is composed of planets and other objects that orbit the sun.
        
        Gravity is the force that governs the motions of objects in the solar system.
        
        The motion of the Earth and moon relative to the sun causes daily, monthly and yearly cycles on Earth.
        
        C.8.3.C 28: Explain the effect of gravity on the orbital movement of planets in the solar system.
        
        C.8.3.C 29: Explain how the regular motion and relative position of the sun, Earth and moon affect the seasons, phases of the moon and eclipses.
      - D: How do science and technology affect the quality of our lives?
        
        D.8.4: In the design of structures there is a need to consider factors such as function, materials, safety, cost and appearance.
        
        Bridges can be designed in different ways to withstand certain loads and potentially destructive forces.
        
        D.8.4.C 30: Explain how beam, truss and suspension bridges are designed to withstand the forces that act on them.
    - Grade 9
      - I: Energy Transformations
        
        I.A: What is the role of energy in our world?
        
        I.A.9.1: Energy cannot be created or destroyed; however, energy can be converted from one form to another.
        
        Energy enters the Earth system primarily as solar radiation, is captured by materials and photosynthetic processes, and eventually is transformed into heat.
        
        I.A.9.1.D 1: Describe the effects of adding energy to matter in terms of the motion of atoms and molecules, and the resulting phase changes.
        
        I.A.9.1.D 2: Explain how energy is transferred by conduction, convection and radiation.
        
        I.A.9.1.D 3: Describe energy transformations among heat, light, electricity and motion.
        
        I.B: What is the role of energy in our world?
        
        I.B.9.2: The electrical force is a universal force that exists between any two charged objects.
        
        Electrical current can be transformed into light through the excitation of electrons.
        
        Moving electrical charges produce magnetic forces, and moving magnets can produce electrical force.
        
        I.B.9.2.D 4: Explain the relationship among voltage, current and resistance in a simple series circuit.
        
        I.B.9.2.D 5: Explain how electricity is used to produce heat and light in incandescent bulbs and heating elements.
        
        I.B.9.2.D 6: Describe the relationship between current and magnetism.
        
        I.C: How do science and technology affect the quality of our lives?
        
        I.C.9.3: Various sources of energy are used by humans and all have advantages and disadvantages.
        
        Alternative energy sources are being explored and used to address the disadvantages of using fossil and nuclear fuels.
        
        During the burning of fossil fuels, stored chemical energy is converted to electrical energy through heat transfer processes.
        
        In nuclear fission, matter is transformed directly into energy in a process that is several million times as energetic as chemical burning.
        
        I.C.9.3.D 7: Explain how heat is used to generate electricity.
        
        I.C.9.3.D 8: Describe the availability, current uses and environmental issues related to the use of fossil and nuclear fuels to produce electricity.
        
        I.C.9.3.D 9: Describe the availability, current uses and environmental issues related to the use of hydrogen fuel cells, wind and solar energy to produce electricity.
      - II: Chemical Structures and Properties
        
        II.A: How does the structure of matter affect the properties and uses of materials?
        
        II.A.9.4: Atoms react with one another to form new molecules.
        
        Atoms have a positively charged nucleus surrounded by negatively charged electrons.
        
        The configuration of atoms and molecules determines the properties of the materials.
        
        II.A.9.4.D 10: Describe the general structure of the atom, and explain how the properties of the first 20 elements in the Periodic Table are related to their atomic structures.
        
        II.A.9.4.D 11: Describe how atoms combine to form new substances by transferring electrons (ionic bonding) or sharing electrons (covalent bonding).
        
        II.A.9.4.D 12: Explain the chemical composition of acids and bases, and explain the change of pH in neutralization reactions.
        
        II.B: How does the structure of matter affect the properties and uses of materials?
        
        II.B.9.5: Due to its unique chemical structure, carbon forms many organic and inorganic compounds.
        
        Carbon atoms can bond to one another in chains, rings and branching networks to form a variety of structures, including fossil fuels, synthetic polymers and the large molecules of life.
        
        II.B.9.5.D 13: Explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic molecules.
        
        II.B.9.5.D 14: Describe combustion reactions of hydrocarbons and their resulting by-products.
        
        II.B.9.5.D 15: Explain the general formation and structure of carbon-based polymers, including synthetic polymers, such as polyethylene, and biopolymers, such as carbohydrate.
        
        II.C: How do science and technology affect the quality of our lives?
        
        II.C.9.6: Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals.
        
        Materials produced from the cracking of petroleum are the starting points for the production of many synthetic compounds.
        
        The products of chemical technologies include synthetic fibers, pharmaceuticals, plastics and fuels.
        
        II.C.9.6.D 16: Explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked polymers.
        
        II.C.9.6.D 17: Explain how the chemical structure of polymers affects their physical properties.
        
        II.C.9.6.D 18: Explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.
      - III: Global Interdependence
        
        III.A: How do materials cycle through the Earth’s systems?
        
        III.A.9.7: Elements on Earth move among reservoirs in the solid earth, oceans, atmosphere and organisms as part of biogeochemical cycles.
        
        Elements on Earth exist in essentially fixed amounts and are located in various chemical reservoirs.
        
        The cyclical movement of matter between reservoirs is driven by the Earth’s internal and external sources of energy.
        
        III.A.9.7.D 19: Explain how chemical and physical processes cause carbon to cycle through the major earth reservoirs.
        
        III.A.9.7.D 20: Explain how solar energy causes water to cycle through the major earth reservoirs.
        
        III.A.9.7.D 21: Explain how internal energy of the Earth causes matter to cycle through the magma and the solid earth.
        
        III.B: How do science and technology affect the quality of our lives?
        
        III.B.9.8: The use of resources by human populations may affect the quality of the environment.
        
        Accumulation of metal and non-metal ions used to increase agricultural productivity is a major source of water pollution.
        
        Emission of combustion by-products, such as SO2, CO2 and NOx by industries and vehicles is a major source of air pollution.
        
        III.B.9.8.D 22: Explain how the release of sulfur dioxide (SO2) into the atmosphere can form acid rain, and how acid rain affects water sources, organisms and human-made structures.
        
        III.B.9.8.D 23: Explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s “greenhouse” effect and may cause climate changes.
        
        III.B.9.8.D 24: Explain how the accumulation of mercury, phosphates and nitrates affects the quality of water and the organisms that live in rivers, lakes and oceans.
        
        III.C: How do science and technology affect the quality of our lives?
        
        III.C.9.9: Some materials can be recycled, but others accumulate in the environment and may affect the balance of the Earth systems.
        
        New technologies and changes in lifestyle can have positive and/or negative effects on the environment.
        
        III.C.9.9.D 25: Explain how land development, transportation options and consumption of resources may affect the environment.
        
        III.C.9.9.D 26: Describe human efforts to reduce the consumption of raw materials and improve air and water quality.
    - Grades: 11-12
      - How is scientific knowledge created and communicated?
        
        Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena
        
        Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation.
        
        Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.
        
        Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.
        
        Scientific literacy includes the ability to read, write, discuss and present coherent ideas about science.
        
        Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.
        
        D INQ.1: Identify questions that can be answered through scientific investigation.
        
        D INQ.2: Read, interpret and examine the credibility and validity of scientific claims in different sources of information.
        
        D INQ.3: Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.
        
        D INQ.4: Design and conduct appropriate types of scientific investigations to answer different questions.
        
        D INQ.5: Identify independent and dependent variables, including those that are kept constant and those used as controls.
        
        D INQ.6: Use appropriate tools and techniques to make observations and gather data.
        
        D INQ.7: Assess the reliability of the data that was generated in the investigation.
        
        D INQ.8: Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.
        
        D INQ.9: Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.
        
        D INQ.10: Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.
    - Grades: 3-5
      - How is scientific knowledge created and communicated?
        
        Mathematics provides useful tools for the description, analysis and presentation of scientific data and ideas.
        
        B INQ.9: Use measurement tools and standard units (e.g., centimeters, meters, grams, kilograms) to describe objects and materials.
        
        B INQ.10: Use mathematics to analyze, interpret and present data.
        
        Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.
        
        B INQ.1: Make observations and ask questions about objects, organisms and the environment.
        
        B INQ.2: Seek relevant information in books, magazines and electronic sources of information.
        
        B INQ.3: Design and conduct simple investigations
        
        B INQ.4: Employ simple equipment and measuring tools to gather data and extend the senses
        
        Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science.
        
        B INQ.5: Use data to construct reasonable explanations.
        
        B INQ.6: Analyze, critique and communicate investigations using words, graphs and drawings
        
        B INQ.7: Read and write a variety of fiction and non-fiction science-related texts.
        
        B INQ.8: Search the web and locate relevant science information
    - Grades: 6-8
      - How is scientific knowledge created and communicated?
        
        SI: Scientific Inquiry
        
        SI.1: Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.
        
        SI.1.C INQ1: Identify questions that can be answered through scientific investigation.
        
        SI.1.C INQ3: Design and conduct appropriate types of scientific investigations to answer different questions.
        
        SI.2: Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation
        
        SI.2.C INQ2: Read, interpret and examine the credibility of scientific claims in different sources of information.
        
        SI.2.C INQ4: Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment.
        
        SI.3: Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.
        
        SI.3.C INQ5: Use appropriate tools and techniques to make observations and gather data.
        
        SL: Scientific Literacy
        
        SL.1: Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science.
        
        SL.1.C INQ7: Identify and present relationships between variables in appropriate graphs.
        
        SL.1.C INQ9: Provide explanations to investigated problems or questions.
        
        SL.2: Scientific literacy includes also the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media
        
        SL.2.C INQ8: Draw conclusions and identify sources of error
        
        SL.2.C INQ10: Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.
        
        SN: Scientific Numeracy
        
        SN.1: Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.
        
        SN.1.C INQ6: Use mathematical operations to analyze and interpret the data.
    - Grades: 9-10
      - How is scientific knowledge created and communicated?
        
        SI: Scientific Inquiry
        
        SI.1: Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.
        
        SI.1.D INQ1: Identify questions that can be answered through scientific investigation.
        
        SI.1.D INQ4: Design and conduct appropriate types of scientific investigations to answer different questions
        
        SI.2: Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation.
        
        SI.2.D INQ2: Read, interpret and examine the credibility and validity of scientific claims in different sources of information
        
        SI.2.D INQ5: Identify independent and dependent variables, including those that are kept constant and those used as controls.
        
        SI.3: Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.
        
        SI.3.D INQ3: Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.
        
        SI.3.D INQ6: Use appropriate tools and techniques to make observations and gather data.
        
        SL: Scientific Literacy
        
        SL.1: Scientific literacy includes the ability to read, write, discuss and present coherent ideas about science
        
        SL.1.D INQ10: Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic
        
        SL.2: Scientific literacy includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media
        
        SL.2.D INQ7: Assess the reliability of the data that was generated in the investigation.
        
        SL.2.D INQ9: Articulate conclusions and explanations based on the results of the research, and assess their validity based on the design of the investigation.
        
        SN: Scientific Numeracy
        
        SN.1: Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas
        
        SN.1.D INQ8: Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.
    - PreK-2
      - How is scientific knowledge created and communicated?
        
        Mathematics provides useful tools for the description, analysis and presentation of scientific data and ideas
        
        A INQ.7: Use standard tools to measure and describe physical properties such as weight, length and temperature
        
        A INQ.8: Use non-standard measures to estimate and compare the size of objects
        
        A INQ.9: Count, order and sort objects by their properties.
        
        A INQ.10: Represent information in bar graphs.
        
        Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena
        
        A INQ.1: Make observations and ask questions about objects, organisms and the environment
        
        A INQ.2: Use senses and simple measuring tools to collect data.
        
        A INQ.3: Make predictions based on observed patterns.
        
        Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science.
        
        A INQ.4: Read, write, listen and speak about observations of the natural world.
        
        A INQ.5: Seek information in books, magazines and pictures
        
        A INQ.6: Present information in words and drawings.
    - PreK-K
      - A: How does the structure of matter affect the properties and uses of materials?
        
        A.K.1: Objects have properties that can be observed and used to describe similarities and differences.
        
        Some properties can be observed with the senses, and others can be discovered by using simple tools or tests
        
        A.K.1.A 1: Use the senses and simple measuring tools, such as rulers and equal-arm balances, to observe common objects and sort them into groups based on size, weight, shape or color.
        
        A.K.1.A 2: Sort objects made of materials such as wood, paper and metal into groups based on properties such as flexibility, attraction to magnets, and whether they float or sink in water.
        
        A.K.1.A 3: Count objects in a group and use mathematical terms to describe quantitative relationships such as: same as, more than, less than, equal, etc
      - B: What processes are responsible for life’s unity and diversity?
        
        B.K.2: Many different kinds of living things inhabit the Earth.
        
        Living things have certain characteristics that distinguish them from nonliving things, including growth, movement, reproduction and response to stimuli
        
        B.K.2.A 4: Describe the similarities and differences in the appearance and behaviors of plants, birds, fish, insects and mammals (including humans).
        
        B.K.2.A 5: Describe the similarities and differences in the appearance and behaviors of adults and their offspring.
        
        B.K.2.A 6: Describe characteristics that distinguish living from nonliving things.
      - C: How do external and internal sources of energy affect the Earth’s systems?
        
        C.K.3: Weather conditions vary daily and seasonally.
        
        Daily and seasonal weather conditions affect what we do, what we wear and how we feel.
        
        C.K.3.A 7: Describe and record daily weather conditions.
        
        C.K.3.A 8: Relate seasonal weather patterns to appropriate choices of clothing and activities.
      - D: How do science and technology affect the quality of our lives?
        
        D.K.4: Some objects are natural, while others have been designed and made by people to improve the quality of life.
        
        Humans select both natural and man-made materials to build shelters based on local climate conditions, properties of the materials and their availability in the environment.
        
        D.K.4.A 9: Describe the types of materials used by people to build houses, and the properties that make the materials useful.
  - Science (2005)
    - Grades: 3-5
      - How is scientific knowledge created and communicated?
        
        Mathematics provides useful tools for the description, analysis and presentation of scientific data and ideas.
        
        Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.
        
        Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science.
        
        B INQ.1: Make observations and ask questions about objects, organisms and the environment.
        
        B INQ.2: Seek relevant information in books, magazines and electronic media.
        
        B INQ.3: Design and conduct simple investigations.
        
        B INQ.4: Employ simple equipment and measuring tools to gather data and extend the senses.
        
        B INQ.5: Use data to construct reasonable explanations.
        
        B INQ.6: Analyze, critique and communicate investigations using words, graphs and drawings.
        
        B INQ.7: Read and write a variety of science-related fiction and nonfiction texts.
        
        B INQ.8: Search the Web and locate relevant science information.
        
        B INQ.9: Use measurement tools and standard units (e.g., centimeters, meters, grams, kilograms) to describe objects and materials.
        
        B INQ.10: Use mathematics to analyze, interpret and present data.
    - Grades: 6-8
      - How is scientific knowledge created and communicated?
        
        Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.
        
        Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation.
        
        Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.
        
        Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.
        
        Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science.
        
        Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.
        
        C INQ.1: Identify questions that can be answered through scientific investigation.
        
        C INQ.2: Read, interpret and examine the credibility of scientific claims in different sources of information.
        
        C INQ.3: Design and conduct appropriate types of scientific investigations to answer different questions.
        
        C INQ.4: Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment.
        
        C INQ.5: Use appropriate tools and techniques to make observations and gather data.
        
        C INQ.6: Use mathematical operations to analyze and interpret data.
        
        C INQ.7: Identify and present relationships between variables in appropriate graphs.
        
        C INQ.8: Draw conclusions and identify sources of error.
        
        C INQ.9: Provide explanations to investigated problems or questions.
        
        C INQ.10: Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.
    - Grades: 9-10
      - How is scientific knowledge created and communicated?
        
        Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena
        
        Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation.
        
        Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.
        
        Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.
        
        Scientific literacy includes the ability to read, write, discuss and present coherent ideas about science.
        
        Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.
        
        D INQ.1: Identify questions that can be answered through scientific investigation.
        
        D INQ.2: Read, interpret and examine the credibility and validity of scientific claims in different sources of information.
        
        D INQ.3: Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.
        
        D INQ.4: Design and conduct appropriate types of scientific investigations to answer different questions.
        
        D INQ.5: Identify independent and dependent variables, including those that are kept constant and those used as controls.
        
        D INQ.6: Use appropriate tools and techniques to make observations and gather data.
        
        D INQ.7: Assess the reliability of the data that was generated in the investigation.
        
        D INQ.8: Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.
        
        D INQ.9: Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.
        
        D INQ.10: Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.
    - PreK-2
      - How is scientific knowledge created and communicated?
        
        Mathematics provides useful tools for the description, analysis and presentation of scientific data and ideas.
        
        Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.
        
        Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science.
        
        A INQ.1: Make observations and ask questions about objects, organisms and the environment.
        
        A INQ.2: Use senses and simple measuring tools to collect data.
        
        A INQ.3: Make predictions based on observed patterns.
        
        A INQ.4: Read, write, listen and speak about observations of the natural world.
        
        A INQ.5: Seek information in books, magazines and pictures.
        
        A INQ.6: Present information in words and drawings.
        
        A INQ.7: Use standard tools to measure and describe physical properties such as weight, length and temperature.
        
        A INQ.8: Use nonstandard measures to estimate and compare the sizes of objects.
        
        A INQ.9: Count, order and sort objects by their properties.
        
        A INQ.10: Represent information in bar graphs.
  - Social Studies (1998)
    - Grades: 5-8
      - Civics and Government
        
        5: Students will apply knowledge of the U. S. Constitution, how the U. S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.
        
        5.1: demonstrate an understanding of the historical background of the Declaration of Independence;
        
        5.2: explain how the Constitution divides the power of government among the executive, legislative and judicial branches, and how each branch can check the power of another;
        
        5.3: explain how and why powers are distributed among the national, state and local governments;
        
        5.4: identify their representatives in national and state legislatures, and the heads of the executive branch at the national, state and local levels;
        
        5.5: understand the process of how a bill becomes a law;
        
        5.6: explain how an individual’s rights to life, liberty and property are protected by the Constitution and criminal and civil laws;
        
        5.7: describe means of conflict management, including negotiation, mediation, arbitration and litigation; and
        
        5.8: describe how the public agenda is shaped by political leaders and parties, interest groups, the media, public opinion, state and federal courts, and individual citizens.
        
        6: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
        
        6.1: describe how one becomes a citizen of the United States;
        
        6.2: explain the meaning of political rights (e.g., right to vote, right to assemble) as distinguished from personal rights (e.g., freedom of speech, freedom of movement);
        
        6.3: evaluate situations involving conflicts between rights and propose solutions to these conflicts;
        
        6.4: identify significant characteristics of an effective citizen and know how to influence public policy by participating in the government of their school;
        
        6.5: research an issue of interest and be able to take and defend a position on that issue; and
        
        6.6: identify and apply criteria useful in selecting political leaders at the local, state and national levels.
        
        7: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.
        
        7.1: describe and compare unlimited and limited government;
        
        7.2: explain the meaning of civic life, politics and government;
        
        7.3: compare and evaluate forms of government found outside the United States; and
        
        7.4: describe the role of the U. S. Constitution in the limitation of government powers.
        
        8: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.
        
        8.1: describe the organization of the world into nation-states and describe some ways that nation-states interact with one another;
        
        8.2: explain what foreign policy is and give examples of United States foreign policy;
        
        8.3: describe the influence of U. S. political, economic and cultural ideas on other nations and the influence of other nations’ ideas on the United States;
        
        8.4: evaluate the impact of significant international events on the United States and on other nations;
        
        8.5: describe the roles of the three branches of U. S. government in developing and conducting foreign policy;
        
        8.6: describe how foreign policy decisions may affect domestic groups and organizations; and
        
        8.7: describe how domestic groups and organizations seek to influence foreign policy decisions.
      - Economics
        
        13: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.
        
        13.1: compare the resources used by various cultures, countries and/or regions throughout the world;
        
        13.2: explain that households, businesses, governments and societies face scarcity just as individuals do;
        
        13.3: define opportunity and cost, giving examples;
        
        13.4: present historical and current controversies about the use of resources;
        
        13.5: illustrate how resources can be used in a variety of ways;
        
        13.6: explain economic growth as a sustained increase in the production of goods and services, and that Gross Domestic Product is the basic measure of economic output; and
        
        13.7: explain how technological change and innovation improves a society’s productivity and economic growth.
        
        14: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.
        
        14.1: explain how different economic systems (traditional, market and command) use different means to produce, distribute and exchange goods and services;
        
        14.2: explain that all countries’ economies reflect a mix of market, command and traditional elements;
        
        14.3: describe the relationships among demand, supply and price and their roles in a market system;
        
        14.4: identify how fundamental characteristics of a market system (e.g., private property, profits and competition, businesses, labor, banks and government) influence decision making;
        
        14.5: identify governmental activities that affect the local, state, national and international economy;
        
        14.6: describe how, in a market system, government enforces property rights and provides for standardized systems (e.g., weights and measures, and money); and
        
        14.7: analyze the impact of government taxing and spending decisions on specific individuals, businesses, organizations and groups.
        
        15: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.
        
        15.1: explain how specialization leads to more efficient use of economic resources and economic growth;
        
        15.2: explain why trade encourages specialization; and
        
        15.3: explain how specialization increases interdependence among producers, consumers and nations and consequently leads to a higher standard of living.
      - Geography
        
        9: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
        
        9.1: describe human and natural characteristics of places and how they shape or place identity;
        
        9.2: describe the process and impact of regional change;
        
        9.3: examine ways in which regions are interconnected;
        
        9.4: identify and evaluate various perspectives associated with places and regions;
        
        9.5: explain and assess how culture affects perception of places and regions;
        
        9.6: use latitude and longitude to locate places and calculate differences between places;
        
        9.7: locate natural and cultural features in their own and nearby communities, in the United States and in other regions of the world, as needed, to answer geographic questions; and
        
        9.8: demonstrate how personal knowledge and experiences influence an individual’s perception of places.
        
        10: Students will use spatial perspective to explain the physical processes that shape the Earth’s surface and its ecosystems.
        
        10.1: understand how concepts of physical geography can be applied to explain natural processes;
        
        10.2: understand and apply how natural processes influence the formation and location of resources;
        
        10.3: use basic climatic and other physical data to understand how natural processes shape environmental patterns; and
        
        10.4: explain local and world patterns of ecosystem distribution.
        
        11: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
        
        11.1: explain the patterns and characteristics of human migrations at various levels;
        
        11.2: explain how patterns of international trade change technology, transportation and communication, and affect economic activities and human migration;
        
        11.3: analyze the formation, characteristics and functions of urban, suburban and rural settlements; and
        
        11.4: identify processes that divide Earth’s surface into different political and economic units from local to international levels.
        
        12: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.
        
        12.1: explain the essential features and functions of maps, globes, photographs, geographic models and satellite images;
        
        12.2: make maps, globes, models, charts and geographic databases;
        
        12.3: compare and contrast differences among maps, globes, photographs, models and satellite images for solving geographic problems;
        
        12.4: use maps, globes, models, graphs, charts and databases to analyze distributions and patterns;
        
        12.5: describe human and natural characteristics of places and how they shape or place identity;
        
        12.6: draw a freehand map from memory of increasing and appropriate complexity to display geographic information and answer geographic questions;
        
        12.7: demonstrate and explain ways that humans depend on, adapt to and alter the physical environment; and
        
        12.8: identify the ways ecosystems are transformed through physical and human activities, and can predict the consequences of these activities.
      - History
        
        1: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
        
        1.1: formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts;
        
        1.2: gather information from multiple sources, including archives or electronic databases, to have experience with historical sources and to appreciate the need for multiple perspectives;
        
        1.3: distinguish between primary and secondary sources;
        
        1.4: interpret data in historical maps, photographs, art works and other artifacts;
        
        1.5: examine data to determine the adequacy and sufficiency of evidence, point of view, historical context, bias, distortion and propaganda, and to distinguish fact from opinion;
        
        1.6: analyze data in order to see persons and events in their historical context, understand causal factors and appreciate change over time;
        
        1.7: examine current concepts, issues, events and themes from historical perspectives and identify principle conflicting ideas between competing narratives or interpretations of historical events; and
        
        1.8: develop written narratives and short interpretative essays, as well as other appropriate presentations from investigations of source materials.
        
        2: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
        
        2.A: United States, Connecticut and Local History
        
        2.A.1: first peoples [10,000 BCE to 1500 CE];
        
        2.A.10: Postwar United States [1945 to early 1970s]; and
        
        2.A.11: contemporary United States [1968 to the present].
        
        2.A.2: encounters of peoples from the Americas, Western Europe and Western Africa [1440s to 1763];
        
        2.A.3: European colonization and settlement [1492-1763];
        
        2.A.4: revolution and the new nation [1754-1820s];
        
        2.A.5: expansion and reform [1801-1861];
        
        2.A.6: civil war and reconstruction [1850-1877];
        
        2.A.7: development of the industrial United States [1870-1900];
        
        2.A.8: emergence of modern America [1890-1930];
        
        2.A.9: the Great Depression and World War II [1929-1945];
        
        2.B: World History
        
        2.B.1: the beginnings of human society;
        
        2.B.2: early civilizations and the emergence of the pastoral peoples [4000 BCE - 1000 BCE];
        
        2.B.3: classical traditions, major religions and the giant empires [1000 BCE - 300 CE];
        
        2.B.4: expanding zones of exchange and encounter [300 - 1000];
        
        2.B.5: intensified hemispheric interactions [1000 - 1500];
        
        2.B.6: emergence of the first global age [1450- 1770];
        
        2.B.7: an age of European prominence and revolutions [1750-1914];
        
        2.B.8: a half century of crisis and achievement [1900-1945]; and
        
        2.B.9: the 20th century since 1945 – promises, paradoxes and challenges.
        
        2.1: demonstrate an in-depth understanding of major events and trends of United States history (e.g., the American Revolution, the Civil War, industrialization, the Great Depression, the cold war);
        
        2.2: demonstrate an in-depth understanding of selected events representing major trends of world history (e.g., emergence of new centers of agrarian society in the 3rd and 2nd millennia BCE, the Black Death, the Columbian voyages, the French Revolution, World War II);
        
        2.3: demonstrate an in-depth understanding of major events and trends in local history (e.g., the Pequot war, establishment of self-government, disestablishment of the Puritan church, industrialization, waves of in-and-out migration, suburbanization, racial tensions);
        
        2.4: locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location; and
        
        2.5: explain the relationships among the events and trends studied in local, state, national and world history.
        
        3: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
        
        3.1: explain the origins of American religious diversity, showing knowledge of some of the beliefs of native Americans and migrants to the new world and give examples of ways those beliefs have changed over time;
        
        3.10: describe, explain and analyze the impact of the exchange of ideas on societies, politics, religion, etc.
        
        3.2: explain how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/or social position;
        
        3.3: describe the emergence of select governmental systems, principles and institutions;
        
        3.4: describe some of the more common forms of government found in the past, giving examples of societies that have practiced them (e.g., monarchy, oligarchy, clan/tribal, autocracy, dynasty, theocracy, republic, democracy);
        
        3.5: describe examples of how societies throughout history have used various forms of visual arts, dance, theater, myths, literature and music to express their beliefs, sense of identity and philosophical ideas;
        
        3.6: explain reasons for conflict and the ways conflicts have been resolved;
        
        3.7: identify and analyze the various causes and effects of movements of groups of people;
        
        3.8: explain the significance of the achievements of selected individual scientists and inventors from around the world and from various periods;
        
        3.9: explain how economic factors influenced historical events in the United States and other regions of the world; and
        
        4: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
        
        4.1: initiate questions and hypotheses about historic events being studied;
        
        4.2: describe and analyze, using historical data and understandings, the options which are available to parties involved in contemporary conflicts or decision making;
        
        4.3: be active learners at cultural institutions such as museums and historical exhibitions;
        
        4.4: display empathy for people who have lived in the past; and
        
        4.5: describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.
    - Grades: 9-12
      - Civics and Government
        
        5: Students will apply knowledge of the U. S. Constitution, how the U. S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.
        
        5.1: apply an understanding of historical and contemporary conflicts over Constitutional principles;
        
        5.2: analyze historical and contemporary conflicts through the respective roles of local, state and national governments;
        
        5.3: explain how the design of the U.S. Constitution is intended to balance and check the powers of the branches of government;
        
        5.4: analyze, using historical and contemporary examples, the meaning and significance of the ideal of equal protection under the law for all persons;
        
        5.5: explain why state and federal court powers of judicial review reflect the United States idea of constitutional government; and
        
        5.6: evaluate the contemporary roles of political parties, associations, media groups and public opinion in local, state and national politics.
        
        6: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
        
        6.1: evaluate whether or when their obligations as citizens require that their personal desires, beliefs and interests be subordinated to the public good;
        
        6.2: identify and explain characteristics needed for effective participation in public life;
        
        6.3: establish, explain and apply criteria to evaluate rules and laws;
        
        6.4: monitor and influence the formation and implementation of policy through various forms of participation; and
        
        6.5: take a position on a current policy issue and attempt to influence its formation, development and implementation.
        
        7: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.
        
        7.1: evaluate the importance of developing self-government so as to restrict arbitrary power;
        
        7.2: analyze and evaluate the advantages and disadvantages of limited and unlimited government;
        
        7.3: compare two or more constitutions and how they promote the principles of their respective political systems and provide the basis for government;
        
        7.4: describe how constitutions may limit government in order to protect individual rights and promote the common good;
        
        7.5: explain how purposes served by government have implications for the individual and society; and
        
        7.6: provide examples of legitimate authority and exercise of power without authority.
        
        8: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.
        
        8.1: describe how the United States influences other governments and international organizations and how the United States, in turn, is influenced by them;
        
        8.2: analyze and evaluate the significance of major U. S. foreign policies and major international events and conditions over time;
        
        8.3: develop proposals regarding solutions to significant international, political, economic, demographic or environmental issues;
        
        8.4: analyze the respective roles of the executive and legislative branches in developing and implementing foreign policy;
        
        8.5: identify and analyze the various domestic, political, economic and social interests which play roles in the development of foreign policy; and
        
        8.6: describe and analyze the process by which foreign policy decisions are developed and executed.
      - Economics
        
        13: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.
        
        13.1: compare the resources used by various cultures, countries and/or regions throughout the world;
        
        13.2: analyze the impact of economic choices on the allocation of scarce resources;
        
        13.3: explain that a country’s potential Gross Domestic Product depends on the quantity and quality of natural resources, the size and skills of the population, and the amount and quality of its capital stock;
        
        13.4: define, defend and predict how the use of specific resources may impact the future;
        
        13.5: analyze how technological change can affect long-range productivity; and
        
        13.6: analyze how market forces and government regulation impact the use of resources.
        
        14: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.
        
        14.1: evaluate economic systems by their ability to achieve broad societal goals, such as efficiency, equity, security, employment, stability and economic growth;
        
        14.2: identify and explain the factors that determine and cause changes in demand, supply and the market-clearing (equilibrium) price;
        
        14.3: compare and contrast the characteristics and effects of different market structures, including pure competition, monopolistic competition, oligopoly and monopoly;
        
        14.4: interpret important statistics about the national economy: the inflation rate, unemployment rate, Gross Domestic Product and its growth rate;
        
        14.5: understand the causes and effects of periods of growth and recession evident in the history of market economies;
        
        14.6: analyze the impact of government taxing and spending actions and changes in the money supply and interest rates on the national economy;
        
        14.7: contrast and compare different types of taxes, including progressive, regressive and proportional taxes;
        
        14.8: explain reasons for government action in the economy, including providing public goods and services, maintaining competition, redistributing income, promoting employment, stabilizing prices and sustaining reasonable rates of economic growth; and
        
        14.9: analyze the impact of specific government actions in the economy on different groups, including consumers, employees and businesses.
        
        15: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.
        
        15.1: illustrate the international differences in resources, productivity and prices that are a basis for international trade;
        
        15.2: evaluate the effects of national policies (e.g., on trade, immigration and foreign investments, as well as fiscal and monetary policies) on the international exchange of goods, services and investments; and
        
        15.3: explain that a nation has a comparative advantage when it can produce a product at a lower opportunity cost than its trading partner.
      - Geography
        
        9: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
        
        9.1: explain and describe the natural and cultural characteristics of one place to distinguish it from another;
        
        9.2: apply the concept of region to organize the study of a complex problem;
        
        9.3: explain that regions are interconnected and may also overlap;
        
        9.4: explain why places and regions are important to human and cultural identity and stand as symbols for unifying society; and
        
        9.5: analyze ways different groups in society view places and regions differently.
        
        10: Students will use spatial perspective to explain the physical processes that shape the Earth’s surface and its ecosystems.
        
        10.1: describe regional variations of physical processes;
        
        10.2: explain the operation and interaction of different natural systems (such as climate and oceans) to understand global change;
        
        10.3: analyze the distribution of ecosystems by interpreting relationships between soil and climate, and plant and animal life;
        
        10.4: evaluate ecosystems in terms of biodiversity and productivity and show how they are dynamic and interactive;
        
        10.5: draw a freehand map of the world with continents (appropriate shape and size) located in relation to equator, tropics, circles and prime meridian; and
        
        10.6: use geographic tools to represent and interpret Earth’s physical and human systems.
        
        11: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
        
        11.1: describe the consequences of human population patterns and growth trends over time;
        
        11.2: explain the characteristics, distribution and relationships of economic systems at various levels;
        
        11.3: explain and analyze how various populations and economic elements interact and influence the spatial patterns of settlement;
        
        11.4: explain and analyze the causes of change in the political, social and economic division of the Earth’s surface at different scales;
        
        11.5: use geographic tools to represent and interpret Earth’s physical and human systems; and
        
        11.6: draw a freehand map demonstrating political, cultural or economic relationships.
        
        12: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.
        
        12.1: use maps, globes, charts and databases to analyze and suggest solutions to real-world problems;
        
        12.2: create appropriate maps and other tools to solve, illustrate or answer geographic problems;
        
        12.3: analyze how human systems interact, connect and cause changes in physical systems;
        
        12.4: locate at least 50 major countries and physical features on a map or globe; and
        
        12.5: apply concepts of ecosystems to understand and solve environmental problems.
      - History
        
        1: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
        
        1.1: formulate historical questions and hypotheses from multiple perspectives, using multiple sources;
        
        1.2: gather, analyze and reconcile historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses;
        
        1.3: interpret oral traditions and legends as “histories”;
        
        1.4: evaluate data within the historical, social, political and economic context in which it was created, testing its credibility and evaluating its bias;
        
        1.5: describe the multiple intersecting causes of events; and
        
        1.6: use primary source documents to analyze multiple perspectives.
        
        2: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
        
        2.A: United States, Connecticut and Local History
        
        2.A.1: first peoples [10,000 BCE to 1500 CE];
        
        2.A.10: Postwar United States [1945 to early 1970s]; and
        
        2.A.11: contemporary United States [1968 to the present].
        
        2.A.2: encounters of peoples from the Americas, Western Europe and Western Africa [1440s to 1763];
        
        2.A.3: European colonization and settlement [1492-1763];
        
        2.A.4: revolution and the new nation [1754-1820s];
        
        2.A.5: expansion and reform [1801-1861];
        
        2.A.6: civil war and reconstruction [1850-1877];
        
        2.A.7: development of the industrial United States [1870-1900];
        
        2.A.8: emergence of modern America [1890-1930];
        
        2.A.9: the Great Depression and World War II [1929-1945];
        
        2.B: World History
        
        2.B.1: the beginnings of human society;
        
        2.B.2: early civilizations and the emergence of the pastoral peoples [4000 BCE - 1000 BCE];
        
        2.B.3: classical traditions, major religions and the giant empires [1000 BCE - 300 CE];
        
        2.B.4: expanding zones of exchange and encounter [300 - 1000];
        
        2.B.5: intensified hemispheric interactions [1000 - 1500];
        
        2.B.6: emergence of the first global age [1450- 1770];
        
        2.B.7: an age of European prominence and revolutions [1750-1914];
        
        2.B.8: a half century of crisis and achievement [1900-1945]; and
        
        2.B.9: the 20th century since 1945 – promises, paradoxes and challenges.
        
        2.1: demonstrate an understanding of major events and trends in world history, United States and local history from all historical periods and from all the regions of the world;
        
        2.2: locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location; and
        
        2.3: explain relationships among the events and trends studied in local, national and world history.
        
        3: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
        
        3.1: describe basic tenets of the world religions that have acted as major forces throughout history, including, but not limited to, Buddhism, Christianity, Hinduism, Islam and Judaism, and indigenous popular religions;
        
        3.10: explain the multiple forces and developments (cultural, political, economic and scientific) that have helped to connect the peoples of the world.
        
        3.2: give examples of the visual arts, dance, music, theater and architecture of the major periods of history and explain what they indicate about the values and beliefs of various societies;
        
        3.3: demonstrate an understanding of the ways that cultural encounters and the interaction of people of different cultures in pre-modern as well as modern times have shaped new identities and ways of life;
        
        3.4: identify various parties and analyze their interest in conflicts from selected historical periods;
        
        3.5: describe, explain and analyze political, economic and social consequences that came about as the resolution of a conflict;
        
        3.6: demonstrate an understanding of the ways race, gender, ethnicity and class issues have affected individuals and societies in the past;
        
        3.7: analyze the causes and consequences of major technological turning points in history, e.g., their effects on people, societies and economies;
        
        3.8: explain how the use and expansion of trade have connected and affected the history of a global economy;
        
        3.9: evaluate the economic and technological impact of the exchange of goods on societies throughout history; and
        
        4: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
        
        4.1: initiate questions and hypotheses about historic events they are studying;
        
        4.2: describe and analyze, using historical data and understandings, the options which are available to parties involved in contemporary conflicts or decision making;
        
        4.3: be active learners at cultural institutions such as museums and historical exhibitions;
        
        4.4: display empathy for people who have lived in the past; and
        
        4.5: describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.
    - Grades: K-4
      - Civics and Government
        
        5: Students will apply knowledge of the U. S. Constitution, how the U. S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.
        
        5.1: explain the purposes of laws and the ideas and principles that make just laws;
        
        5.2: explain that individuals have rights and responsibilities to follow the law;
        
        5.3: recognize the Constitution, including the Bill of Rights, as an important document that guides our country and limits the power of the government;
        
        5.4: identify services provided by national, state and local governments and how we pay for them through taxation;
        
        5.5: apply the process of how leaders are selected and how people monitor and influence decisions of their government;
        
        5.6: identify the location of seats of government at the local, state and national levels; and
        
        5.7: apply the concepts of liberty, tolerance and majority rule and how they relate to individual rights.
        
        6: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
        
        6.1: explain the meaning and important characteristics of citizenship in the United States;
        
        6.2: identify the rights of citizens in a democratic society and explain why certain responsibilities are important to themselves, their families, community, state and nation;
        
        6.3: establish, explain and apply criteria useful in evaluating rules and laws for solving problems and resolving conflicts between people;
        
        6.4: explain the importance of taking an active role in political leadership and public service in their school and community; and
        
        6.5: exercise political participation by discussing public issues, building consensus and becoming involved in politics.
        
        7: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.
        
        7.1: define power and authority and how they evolve into government;
        
        7.2: describe the need for a limited government so that people can be treated fairly;
        
        7.3: define and describe government in terms of people and groups who apply and enforce rules and laws;
        
        7.4: identify protection of individual rights and promotion of the common good;
        
        7.5: identify what governments can and cannot do; and
        
        7.6: explain that it is important to limit government so that individual rights can be protected.
        
        8: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.
        
        8.1: explain how communities and nations interact with one another; and
        
        8.2: describe ways in which communities and nations influence each other.
      - Economics
        
        13: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.
        
        13.1: define scarcity and abundance;
        
        13.2: identify goods and services and give an example of each;
        
        13.3: identify and give examples of resources: human, natural and capital, and explain how they are used;
        
        13.4: explain why some countries are richer than others; and
        
        13.5: identify alternative uses of resources found in their home, school or neighborhood.
        
        14: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.
        
        14.1: identify the three basic questions all economic systems must answer: What will be produced? How will it be produced? For whom will it be produced?;
        
        14.2: explain that there are different economic systems in the world and that these systems use different means to produce, distribute and exchange goods and services;
        
        14.3: explain that a market exists whenever buyers and sellers exchange goods and services;
        
        14.4: define a consumer and a producer and their roles in a market system;
        
        14.5: describe how the price of a good or service in a market is related to how much of it there is and how many people want it;
        
        14.6: explain that some goods and services are provided by the government; and
        
        14.7: explain that government raises money by taxing and borrowing to pay for the goods and services it provides.
        
        15: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.
        
        15.1: describe how voluntary exchange benefits all parties involved in the exchange of goods and services;
        
        15.2: describe how the exchange of goods and services around the world creates interdependence among people in different places; and
        
        15.3: recognize that money is a generally accepted medium of exchange and that different countries use different currencies.
      - Geography
        
        9: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
        
        9.1: define and identify natural and human characteristics of places;
        
        9.2: explain how human and natural processes shape places;
        
        9.3: provide reasons why and describe how places and regions change and are connected;
        
        9.4: observe and describe how places and regions are identified, defined and bounded;
        
        9.5: locate places within their own and nearby communities in Connecticut; and
        
        9.6: locate major physical and human features in the New England region and the United States.
        
        10: Students will use spatial perspective to explain the physical processes that shape the Earth’s surface and its ecosystems.
        
        10.1: identify the types of physical systems and their characteristics that affect the Earth’s surface;
        
        10.2: demonstrate how Earth-sun relationships shape climate and vegetation patterns;
        
        10.3: explain the factors that affect the location, distribution and associations of features of the physical environment;
        
        10.4: define local environmental features;
        
        10.5: draw a simple map of continents and oceans; and
        
        10.6: locate Earth’s major physical and human features (including cities, countries, bodies of water, etc.).
        
        11: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
        
        11.1: explain the patterns, distributions and relocations of people;
        
        11.2: identify the political, social and economic units of an area;
        
        11.3: understand the elements of culture and how they change;
        
        11.4: locate Earth’s major physical and human features (including cities, countries, bodies of water, etc.);
        
        11.5: explain locations and characteristics of human settlements and how they have changed over time;
        
        11.6: describe the characteristics of a physical and a human system;
        
        11.7: locate places within their own and nearby communities in Connecticut; and
        
        11.8: locate major physical and human features in the New England region and the United States.
        
        12: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.
        
        12.1: explain the characteristics and purposes of maps, globes and other geographical tools and technologies;
        
        12.2: create information from maps, globes and geographic models in graphs, diagrams and charts;
        
        12.3: use maps, globes, graphs, models, computer programs and texts, as appropriate;
        
        12.4: explain how human and natural processes shape places;
        
        12.5: explain ways in which humans use and interact with environments;
        
        12.6: identify locations of various economic activities and understand how physical and human factors influence them; and
        
        12.7: describe how and why physical and human systems function and interact and the consequences of these interactions.
      - History
        
        1: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
        
        1.1: gather historical data from multiple sources;
        
        1.2: engage in reading challenging primary and secondary historical source materials, some of which is contradictory and requires questioning of validity;
        
        1.3: describe sources of historical information;
        
        1.4: identify the main idea in a source of historical information;
        
        1.5: identify ways different cultures record their histories, compare past and present situations and events, and present findings in appropriate oral, written and visual ways;
        
        1.6: create timelines which sequence events and peoples, using days, weeks, months, years, decades and centuries; and
        
        1.7: write short narratives and statements of historical ideas and create other appropriate presentations from investigations of source materials.
        
        2: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
        
        2.A: United States, Connecticut and Local History
        
        2.A.1: first peoples [10,000 BCE to 1500 CE];
        
        2.A.10: Postwar United States [1945 to early 1970s]; and
        
        2.A.11: contemporary United States [1968 to the present].
        
        2.A.2: encounters of peoples from the Americas, Western Europe and Western Africa [1440s to 1763];
        
        2.A.3: European colonization and settlement [1492-1763];
        
        2.A.4: revolution and the new nation [1754-1820s];
        
        2.A.5: expansion and reform [1801-1861];
        
        2.A.6: civil war and reconstruction [1850-1877];
        
        2.A.7: development of the industrial United States [1870-1900];
        
        2.A.8: emergence of modern America [1890-1930];
        
        2.A.9: the Great Depression and World War II [1929-1945];
        
        2.B: World History
        
        2.B.1: the beginnings of human society;
        
        2.B.2: early civilizations and the emergence of the pastoral peoples [4000 BCE - 1000 BCE];
        
        2.B.3: classical traditions, major religions and the giant empires [1000 BCE - 300 CE];
        
        2.B.4: expanding zones of exchange and encounter [300 - 1000];
        
        2.B.5: intensified hemispheric interactions [1000 - 1500];
        
        2.B.6: emergence of the first global age [1450- 1770];
        
        2.B.7: an age of European prominence and revolutions [1750-1914];
        
        2.B.8: a half century of crisis and achievement [1900-1945]; and
        
        2.B.9: the 20th century since 1945 – promises, paradoxes and challenges.
        
        2.1: demonstrate a familiarity with peoples, events and places from a broad spectrum of human experience through selected study from historical periods and from the various regions (e.g., East Asia, Europe, the Americas, Africa, South Asia, West Asia);
        
        2.2: locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location;
        
        2.3: demonstrate knowledge of major trends in state and local history, including history of original peoples, early settlements and selected changes over the past two centuries; and
        
        2.4: place the history of their own families in the context of local, state, national and world history.
        
        3: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
        
        3.1: recognize that people develop traditions that transmit their beliefs and ideals;
        
        3.2: examine family life and cultures of different peoples at different times in history;
        
        3.3: explain different types of conflict, different ways in which conflicts have been resolved, and different ways that conflicts and their resolutions have affected people;
        
        3.4: describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people;
        
        3.5: describe some goods, products and ideas which were exchanged as the result of movement;
        
        3.6: describe the impact of various technological developments on the local community and on the nation; and
        
        3.7: identify individual achievements of scientists and inventors from many cultures and different historical periods and describe their achievements.
        
        4: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
        
        4.1: exhibit curiosity and pose questions about the past when presented with artifacts, records or other evidence of the past;
        
        4.2: seek historical background when confronted with problems and issues of the past, as well as of today’s world and their own lives;
        
        4.3: be active learners at cultural institutions, such as museums and historical exhibitions;
        
        4.4: display empathy for people who have lived in the past; and
        
        4.5: recognize relationships between events and people of the past and present circumstances, concerns and developments.
  - Technology Education (1998)
    - Grades: 5-8
      - 1: Students will understand the link between technology and the economy, and recognize that link as the force behind societal emergence and evolution.
        
        1.1: describe how societies are organized to produce and distribute goods and services in a structured manner
        
        1.2: describe how society uses resources and distributes its goods and services
        
        1.3: describe how a business produces profit
        
        1.4: describe the major economic and political systems in relation to technological activity
        
        1.5: identify three types of businesses
        
        1.6: describe free enterprise
        
        1.7: discuss the global market/ economy and understand its effects on the United States
        
        1.8: analyze a product for its ability to satisfy consumer demands
        
        1.9: develop skills in making wise consumer decisions
      - 2: Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives.
        
        2.1: explain how technology and technological activity has expected and unexpected effects
        
        2.2: develop criteria for evaluating technology
        
        2.3: identify and describe how individual technological innovations may be combined to create new technologies
        
        2.4: explore and identify the personal, societal, economic and environmental effects of technological systems
        
        2.5: trace the historical development of at least one technology, identifying its effects and hypothesizing about its future
        
        2.6: identify the social and economic impacts of automation and computer controlled processing
        
        2.7: describe the universal input, process, output , feedback (IPOF) systems model
      - 3: Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements.
        
        3.1: describe how technological development affects careers and occupations
        
        3.10: define and discuss “career path”
        
        3.11: prepare a preliminary career plan, with connections to high school course selections
        
        3.12: develop strategies for predicting labor market needs
        
        3.2: demonstrate awareness of changes in job requirements over time
        
        3.3: describe strategies for assuming responsibility
        
        3.4: develop personal responsibility and accountability in the workplace
        
        3.5: define and discuss personal and professional ethics
        
        3.6: discuss coping strategies for change
        
        3.7: identify expectations in the workplace
        
        3.8: define and discuss the concept of “work ethic”
        
        3.9: explore career options
      - 4: Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation.
        
        4.1: differentiate between human problems and needs
        
        4.10: conduct an applied research project
        
        4.11: develop, test and modify a design idea through experimentation
        
        4.12: differentiate between invention and innovation
        
        4.13: develop a solution for a real-life problem
        
        4.2: define decision-making, research and invention
        
        4.3: discuss how technological systems have been used to solve human problems
        
        4.4: select and apply a general problem-solving model in a laboratory setting
        
        4.5: identify research methods, materials and techniques
        
        4.6: apply cooperative techniques while engaged in group problem-solving activities
        
        4.7: engage in an activity that requires creativity
        
        4.8: apply appropriate and effective questioning techniques
        
        4.9: describe and apply the processes used to make decisions
      - 5: Students will identify and develop leadership attributes and apply them in team situations.
        
        5.1: create a simple flowchart of their daily activities
        
        5.2: engage in presentation activities
        
        5.3: identify the elements of interpersonal communication
        
        5.4: identify and demonstrate organizational skills
        
        5.5: explore different roles while working cooperatively and effectively in team situations
        
        5.6: demonstrate strategies for effectively managing time
        
        5.7: develop organizational skills through practical experiences
        
        5.8: explore different roles within a team environment
      - 6: Students will know the origins, properties and processing techniques associated with the material building blocks of technology.
        
        6.1: identify and describe a group of new and recycled materials used in technological systems
        
        6.10: produce simple products from a variety of materials, using manual and computer-controlled devices
        
        6.2: differentiate between primary and secondary raw materials
        
        6.3: explore methods used to convert raw and recycled materials into usable products
        
        6.4: demonstrate the appropriate selection and safe operation of basic hand and power tools
        
        6.5: use manual and electronic measuring devices accurately
        
        6.6: explore the principles of manual material-processing techniques
        
        6.7: describe how products are manufactured
        
        6.8: demonstrate a working knowledge of the layout, shaping, smoothing, assembly and finishing techniques used to produce a product
        
        6.9: explore the principles of computer-controlled processing techniques
      - 7: Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information.
        
        7.1: identify and give examples of integrated technologies
        
        7.2: identify the elements of interpersonal communication
        
        7.3: identify the elements of mass communications
        
        7.4: acquire technology-based information and apply it in classroom and laboratory situations
        
        7.5: explore and explain the integration of communication technologies into transportation and production systems
        
        7.6: apply techniques of interpersonal and mass communication through activities such as sketching, computer-aided drafting (CAD), photography and video
        
        7.7: evaluate and select appropriate methods of communication for a given problem or situation
      - 8: Students will understand and be able to demonstrate the methods involved in turning raw materials into usable products.
        
        8.1: define manufacturing terminology, including interchange ability, automation, standardization, etc.
        
        8.2: describe how products are manufactured using the methods of single craftsman, line and mass, and automated-robotics manufacturing
        
        8.3: identify and describe the tools, materials and methods used in manufacturing products
        
        8.4: identify the characteristics of sub- and superstructures
        
        8.5: identify and describe the tools, materials and methods used in constructing sub- and superstructures
        
        8.6: design, construct and test models of shelters and other structures
        
        8.7: produce a product using a simple production sequence: layout, shaping, smoothing, assembly and finishing techniques
      - 9: Students will understand transportation systems and the environments used to move goods and people, and the subsystems common to each.
        
        9.1: differentiate between vehicular and stationary transportation systems
        
        9.2: differentiate between fixed and random-route land transportation systems
        
        9.3: describe and be able to identify the transportation subsystems of body/frame, propulsion, suspension, control, guidance and support in a variety of transportation devices
        
        9.4: explore the characteristics of lighter than air and heavier than air atmospheric transportation systems
        
        9.5: apply the concept of transportation subsystems while solving transportation problems
        
        9.6: identify and experiment with devices used to protect product and personnel in transportation systems
        
        9.7: explore, build and experiment with model marine, space, land and air transportation systems
      - 10: Students will demonstrate the techniques of enterprise and how they relate to product and service production, economics, human and material resources, and technology.
        
        10.1: describe the evolution of technological enterprise
        
        10.2: discuss the influence of enterprise on culture, society and the environment
        
        10.3: define the terms single ownership, company, corporation and partnership
        
        10.4: explore the career possibilities and responsibilities in enterprise
        
        10.5: identify and explore a variety of organizational structures, describing the advantages and disadvantages of each
        
        10.6: explore market research and its relationship to satisfying consumer needs
        
        10.7: develop, distribute and evaluate a customer survey
      - 11: Students will be able to apply the engineering design process to achieve desired outcomes across all technology content areas.
        
        11.1: identify the elements of design
        
        11.2: discuss the differences between problem solving and engineering design strategies
        
        11.3: explain the role of creativity in the engineering design process
        
        11.4: describe conceptual design, embodiment design and detail design and identify their roles in the engineering process
        
        11.5: explore a variety of creativity-enhancing techniques
        
        11.6: develop conceptual designs for transportation, communications, production and bio-related problems
        
        11.7: use a variety of creativity-enhancing techniques in conceptual design situations
        
        11.8: explore techniques used to refine conceptual design sketches
        
        11.9: develop preliminary product layouts
    - Grades: 9-12
      - 1: Students will understand the link between technology and the economy, and recognize that link as the force behind societal emergence and evolution.
        
        1.1: identify how the development and production of products and services are dependent on the transformation of available resources
        
        1.2: identify current global, social and economic trends, and identify their relationship to computer-controlled production
        
        1.3: describe the evolution of technological enterprise and its influence on the economy, culture, society and environment
        
        1.4: describe the characteristics of single ownership, corporations, companies and partnerships
        
        1.5: compare and contrast ways of financing an enterprise
      - 2: Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives.
        
        2.1: forecast trends in communications, production, transportation and the biorelated technologies, and project their potential impacts
        
        2.2: employ the input, process, output, feedback system model to their evaluation of technological impacts
        
        2.3: evaluate technologies based on their positive and negative outcomes
        
        2.4: discuss societal and industrial responsibilities for using proper hazardous waste disposal techniques
      - 3: Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements.
        
        3.1: identify career opportunities in the areas of transportation, communications, production and biotechnology
        
        3.2: demonstrate an ability to take responsibility for their own actions
        
        3.3: explain the need to be a lifelong learner
        
        3.4: exhibit appropriate behaviors in both school and work situations
        
        3.5: define and demonstrate a personal work ethic
        
        3.6: identify future labor market trends
      - 4: Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation.
        
        4.1: use research techniques to support design development
        
        4.10: apply biological materials and processes to solve a problem
        
        4.2: apply the descriptive statistics of average, percentage, correlation and graphing to design outcomes
        
        4.3: develop several alternative design solutions to the same problem
        
        4.4: use a communication technology to visualize a design idea
        
        4.5: know the laws related to copyrights, trademarks and patents
        
        4.6: present a design idea using multimedia technology
        
        4.7: prepare and document a design brief
        
        4.8: select appropriate technical processes and fabricate a prototype
        
        4.9: design and conduct a technical experiment
      - 5: Students will identify and develop leadership attributes and apply them in team situations.
        
        5.1: apply organizational skills to classroom and laboratory activities
        
        5.2: develop a personal time management plan
        
        5.3: assume roles within a team environment commensurate with their skills and expertise
        
        5.4: present information in a clear, concise and appropriate manner
      - 6: Students will know the origins, properties and processing techniques associated with the material building blocks of technology.
        
        6.1: list the techniques used to extract raw materials from the environment
        
        6.2: describe the physical structures and properties of materials used in technological systems
        
        6.3: classify raw materials according to their physical and mechanical properties
        
        6.4: distinguish between organic and inorganic materials
        
        6.5: experiment with the alteration of material characteristics
        
        6.6: differentiate between natural and artificial materials
        
        6.7: research, plan and participate in recycling activities
        
        6.8: identify secondary materials and processes through product analysis
        
        6.9: produce products with raw and recycled materials by separating, forming, combining, conditioning and finishing
      - 7: Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information.
        
        7.1: describe electronic publishing and give examples of this technology
        
        7.10: transfer information using laser transmission technology
        
        7.11: communicate using fiber optic cables
        
        7.12: operate a computer-aided drafting (CAD) system
        
        7.13: generate a computer image of an object in 3D format
        
        7.14: render an object to include texture, density, lighting and rotational movement
        
        7.15: export and import images in a variety of file forms
        
        7.2: demonstrate the proper use of the terminology associated with electronic publishing, graphic arts and computers
        
        7.3: identify and describe component functions of a microcomputer electronic publishing system
        
        7.4: apply accepted design principles of text and graphics to the layout of printed and electronically published materials
        
        7.5: operate a scanner and digitize a video image using appropriate software
        
        7.6: demonstrate skills in marketing printed products
        
        7.7: send and access information through a network
        
        7.8: design and produce a video and multimedia production
        
        7.9: capture a signal from an orbiting satellite
      - 8: Students will understand and be able to demonstrate the methods involved in turning raw materials into usable products.
        
        discuss the advantages of environmentally conscious manufacturing;
        
        8.1: describe the relationship between the universal systems model and production technology
        
        8.10: identify and describe the nonstructural characteristics of plumbing, electrical and environmental systems used in construction
        
        8.11: complete a cost estimation, create a critical path network, and construct a small full-scale shelter or structure
        
        8.12: discuss advanced construction systems and the role they play in future societies
        
        8.13: discuss the problems and possibilities of construction practices in the alternative environmental colonization settings of submarine, space and extra planetary
        
        8.14: trace the historical evolution of manufacturing
        
        8.15: demonstrate an ability to safely and accurately use the layout, form, separate, combine, treat and finish tools and processes in manufacturing a product
        
        8.16: distinguish between custom, just-in-time and flexible manufacturing techniques
        
        8.17: generate and operate a computer numerical control (CNC) program
        
        8.18: describe computer-integrated manufacturing (CIM)
        
        8.19: describe space industrialization and list several products that are manufactured from secondary materials produced in a microgravity environment
        
        8.2: differentiate between manufacturing and construction systems
        
        8.3: trace the historical development of the construction industry
        
        8.4: differentiate between residential and commercial construction systems
        
        8.5: describe the significance of architectural drawings, specifications and contracts in the construction industry
        
        8.6: describe and apply the process of site selection and preparation
        
        8.7: demonstrate an ability to read and interpret architectural renderings
        
        8.8: demonstrate the safe and accurate use of layout, forming, separating, combining, treating, and finishing tools and procedures in building a shelter or structure
        
        8.9: identify, describe and apply the structural elements used in commercial floor, wall and roofing systems
      - 9: Students will understand transportation systems and the environments used to move goods and people, and the subsystems common to each.
        
        9.1: identify and describe the historical innovations in the evolution of transportation systems and their impact on our society, economy and environment
        
        9.2: understand the principles of aerodynamics
        
        9.3: design, fabricate, test and evaluate a land, atmospheric, marine and space transportation system
        
        9.4: identify and explore solutions to future global transportation problems
        
        9.5: explore and experiment with traditional and alternative fuels
        
        9.6: describe how pneumatic, hydraulic, mechanical and electrical energy are used in transportation systems
      - 10: Students will demonstrate the techniques of enterprise and how they relate to product and service production, economics, human and material resources, and technology.
        
        10.1: design a simulated enterprise and participate in a variety of roles within the organizational structure
        
        10.2: explore company responsibilities toward employees, community and the environment
        
        10.3: discuss the current and historical significance of unions
        
        10.4: design a product based on customer need, available materials, tools, equipment and fiscal resources
        
        10.5: develop a floor diagram and flowchart
        
        10.6: define and use the quality control measures of preinventory inspection, statistical process control and total quality management
        
        10.7: discuss the required modifications if a product were to be manufactured in a nontraditional environment
        
        10.8: calculate the cost of producing a manufactured product and determine a retail price
        
        10.9: develop a marketing plan and successfully distribute a product
      - 11: Students will be able to apply the engineering design process to achieve desired outcomes across all technology content areas.
        
        11.1: differentiate between the problem solving and engineering design processes
        
        11.2: describe the detail design phase of the engineering design process
        
        11.3: demonstrate an ability to complete a detail design for any given embodiment design
        
        11.4: apply a variety of creativity-enhancing techniques in completing a conceptual, embodiment and detail design solution
        
        11.5: apply the full engineering design process to produce a product on time that meets all initial criteria, using appropriate tools and material resources
    - Grades: K-4
      - 1: Students will understand the link between technology and the economy, and recognize that link as the force behind societal emergence and evolution.
        
        1.1: define business and industry
        
        1.2: describe business and industry as producers of products or services
      - 2: Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives.
        
        2.1: define technology
        
        2.2: describe how technology is used in familiar surroundings
        
        2.3: describe how their actions can affect the environment
        
        2.4: identify positive and negative impacts of technology
        
        2.5: describe the role of technology in their lives
        
        2.6: trace the historical development of a product or process of technology
        
        2.7: define the role of technology in education, the family and the community
        
        2.8: identify an existing technology and describe how it could be used differently
      - 3: Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements.
        
        3.1: define work, and identify how people earn a living
        
        3.2: identify occupations that require working with people, places or things
        
        3.3: describe how mathematics, science, language arts, social studies and the arts are related to technology
        
        3.4: research and report on a technological career
        
        3.5: define the role of mathematics, science, language arts, social studies, the arts and technology education in preparing for various careers
        
        3.6: describe how advances in technology have created new and emerging career options
      - 4: Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation.
        
        4.1: identify and define a problem
        
        4.2: describe different methods of problem solving
        
        4.3: describe one problem solving model
        
        4.4: gather, record and organize data, based on observations
        
        4.5: develop an action plan
        
        4.6: evaluate a solution to a problem
        
        4.7: communicate their solutions to problems with others
        
        4.8: identify a problem and use a problem-solving method to develop a solution
      - 5: Students will identify and develop leadership attributes and apply them in team situations.
        
        5.1: define team
        
        5.2: identify the role of various team members
        
        5.3: describe a team within the school setting
        
        5.4: evaluate the effectiveness of a team
        
        5.5: organize a team to solve a teacher-given problem
        
        5.6: define the responsibility of each member of a work team
      - 6: Students will know the origins, properties and processing techniques associated with the material building blocks of technology.
        
        6.1: identify the characteristics of different resources and describe how these resources can serve different purposes
        
        6.2: describe that, by processing resources, the resources can be used differently
        
        6.3: select the appropriate tool for a given need
        
        6.4: use tools and resources correctly and safely
        
        6.5: identify technological resources as materials, people, time, money, information, tools, etc.
        
        6.6: describe how the processing of resources can produce a more useful product
      - 7: Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information.
        
        7.1: define technological system
        
        7.2: identify the parts of a technological system
        
        7.3: use a technological system
        
        7.4: describe the function of various systems
        
        7.5: describe the universal input, process, output, feedback (IPOF) system model
        
        7.6: demonstrate an IPOF system
      - 8: Students will understand and be able to demonstrate the methods involved in turning raw materials into usable products.
        
        8.1: define technological system
        
        8.2: identify the parts of a system
        
        8.3: use a technological system
        
        8.4: describe the function of various systems
        
        8.5: describe the input, process, output, feedback (IPOF) system model
        
        8.6: demonstrate an IPOF system
      - 9: Students will understand transportation systems and the environments used to move goods and people, and the subsystems common to each.
        
        9.1: define technological system
        
        9.2: identify the parts of a system
        
        9.3: use a technological system
        
        9.4: describe the function of various systems
        
        9.5: describe the input, process, output, feedback (IPOF) system model
        
        9.6: demonstrate an IPOF system
      - 10: Students will demonstrate the techniques of enterprise and how they relate to product and service production, economics, human and material resources, and technology.
        
        10.1: identify various local businesses and industries as producers of goods or services
        
        10.2: create a mock business within the classroom or school
      - 11: Students will be able to apply the engineering design process to achieve desired outcomes across all technology content areas.
        
        11.1: define design
        
        11.2: construct, evaluate and modify a model or prototype
  - World Language (2005)
    - Advanced
      - 1: Communication (Interpersonal Mode)
        
        In at least one language other than English, students will engage in conversation and correspondence, provide and obtain information, express feelings and exchange opinions.
        
        1.1: Exchange information about current and past events, as well as aspirations in their personal lives and the lives of their friends, families and others within their community.
        
        1.2: Exchange information about international current events based on newspaper or magazine articles, television and radio programs, videos, films and Internet resources, and compare and contrast how information is reported in both the target and their native
        
        1.3: Participate in culturally appropriate exchanges that reflect social amenities such as expressing gratitude, extending and receiving invitations, apologizing and communicating preferences.
        
        1.4: Work in groups to develop solutions to problems that are of contemporary or historical interest in both the target and their native cultures.
        
        1.5: Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the target and their native cultures.
        
        1.6: Share their personal reactions and feelings about authentic literary texts such as poems, plays, short stories and novels.
        
        1.7: Discuss their personal feelings and ideas with members of the target culture in order to consider alternate viewpoints.
        
        1.8: Employ rephrasing and circumlocution, i.e., using other words and gestures to explain words or concepts, to successfully communicate their messages.
      - 2: Communication (Interpretive Mode)
        
        In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics
        
        2.1: Understand the main ideas and relevant details of extended discussions, lectures and formal presentations on topics related to daily life and/or historical or contemporary themes in the target culture.
        
        2.2: Understand the main idea or plot and relevant details or subplots of radio or television programs, films or other forms of media designed primarily by native speakers of the target language.
        
        2.3: Comprehend the main ideas and relevant details of live and recorded presentations of culturally significant songs, folk tales, plays, comedies and anecdotes.
        
        2.4: Recognize the characters and the significance of their roles when reading authentic literary texts and comprehend the main plot and relevant subplot(s).
        
        2.5: Comprehend the main ideas and significant details of full-length feature articles in newspapers, magazines and websites on topics of current or historical importance in the target culture.
      - 3: Communication (Presentational Mode)
        
        In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        3.1: Prepare oral presentations and/or written summaries on topics of current or historical interest in the target language.
        
        3.2: Perform scenes from plays and/or recite poems or excerpts from short stories in the target language.
        
        3.3: Prepare oral and/or written analyses in the target language of the plot, character, descriptions and development, and themes found in authentic literary works, including poems, plays, short stories and short works of fiction or nonfiction.
        
        3.4: Describe, explain, express opinions about and analyze stories, plays, poems or other literature, as well as radio programs, music, films, art and websites.
        
        3.5: Write letters in the target language to peers in the target culture, describing and analyzing current events of mutual interest.
        
        3.6: Use a dictionary or thesaurus written entirely in the target language, as appropriate, to select words for use in preparing written and oral reports.
      - 4: Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communi
        
        4.1: Identify and analyze products and practices of the target culture (e.g., social, economic, legal and political), and explore the relationships between these products and practices and the perspectives of the culture.
        
        4.2: Identify, experience or read about, and discuss expressive forms of the culture, including but not limited to literature, periodicals, films, television, websites and the fine arts, in order to explore their effects on the larger community.
        
        4.3: Interact in a variety of cultural contexts that reflect both peer group and adult activities within the target culture, using the appropriate verbal and nonverbal clues.
        
        4.4: Identify, discuss and analyze various patterns of behaviors or interactions that are typical of the target culture
        
        4.5: Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target culture
      - 5: Connections (Interdisciplinary Mode)
        
        In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa.
        
        5.1: Use information acquired from other school subjects to complete activities in the world language classroom.
        
        5.2: Acquire more complex and abstract information from a variety of authentic sources in the world language classroom and integrate it with other school subjects.
        
        5.3: Analyze the similarities and differences among sources, selecting the most appropriate information for specific purposes.
        
        5.4: Use new information and perspectives gained through world language study to expand their personal knowledge and interdisciplinary connections.
      - 6: Connections (Intradisciplinary Mode)
        
        In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language.
        
        6.1: Use multiple media resources to analyze aspects of the target culture(s) and apply their knowledge to new situations.
        
        6.2: Access and analyze materials, looking for sources of information for potential use in original work on the target language or culture(s).
      - 7: Comparisons Among Languages
        
        In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages
        
        7.1: Analyze various elements of the target language (such as time or tense), and compare and contrast them with comparable linguistic elements in English.
        
        7.2: Evaluate the style of a communicative interaction in the target language.
        
        7.3: Cite evidence to support conclusions, distinguish between fact and opinion, and connect new and previous learning both in written and oral communication.
        
        7.4: Read and comprehend longer, more complex texts in abridged and unabridged formats.
        
        7.5: Use a writing process in producing work that includes self-assessment and discussion with other students.
        
        7.6: Produce a range of written work that is coherent, accurate and representative of a variety of literary styles.
      - 8: Comparisons Among Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures
        
        8.1: Discuss and analyze different forms of communication across cultures such as signs, symbols, advertisements, displays, songs and rhymes.
        
        8.2: Compare and contrast the treatment of current issues across cultures by drawing on authentic texts.
        
        8.3: Analyze how other cultures view the role of the United States in the world arena.
        
        8.4: Use new information and perspectives to compare and contrast their experiences with those of their peers in the target culture(s).
        
        8.5: Use new and evolving information and perspectives to demonstrate understanding of the similarities and differences across cultures.
        
        8.6: Use new and evolving information and perspectives to identify universals of human experience across cultures and to demonstrate empathy and respect for the people(s) of other cultures.
        
        8.7: Evaluate the effectiveness of a communicative interaction based on cultural elements.
      - 9: Communities
        
        In at least one language other than English, students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        9.1: Communicate with members of the target culture and interpret information regarding topics of personal, community or world interest.
        
        9.2: Establish and/or maintain interpersonal relations with speakers of the target language via letters or e-mail and/or exchange programs.
        
        9.3: Use their target language skills and demonstrate cultural understanding while participating in career exploration, volunteer experiences, school-to-work projects or school/individual exchanges with homestay.
        
        9.4: Use various media from the target language and culture for personal enjoyment.
        
        9.5: Read literature, listen to music and view films and websites in the target language for entertainment.
    - Intermediate
      - 1: Communication (Interpersonal Mode)
        
        In at least one language other than English, students will engage in conversation and correspondence, provide and obtain information, express feelings and exchange opinions.
        
        1.1: Exchange information with peers and the teacher (both face-to-face and in writing) about events in their everyday lives and experiences from their past.
        
        1.2: Give and follow directions in order to travel from one location to another and ask questions for clarification.
        
        1.3: Acquire goods and/or services through basic negotiations and exchange of monies.
        
        1.4: Work in groups to plan events and activities to be carried out in the target language, evaluate their efforts and identify ways to improve their communication in the target language
        
        1.5: Exchange thoughts about people, activities and events in their personal lives or communities.
        
        1.6: Find alternate methods of communication when they cannot express their intended message adequately.
      - 2: Communication (Interpretive Mode)
        
        In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics
        
        2.1: Comprehend the main ideas when listening to peers and familiar adults discuss topics of personal interest.
        
        2.2: Understand the main ideas, themes and some details from authentic television, radio, Internet-based and digital (e.g., PowerPoint) or live presentations on topics that are of interest to themselves as well as their peers in the target culture.
        
        2.3: Work individually to collect data on familiar topics from various print, digital and electronic resources.
        
        2.4: Identify the principal characters and comprehend the main ideas, themes and significant details when reading authentic literary texts that have been adapted for student use.
        
        2.5: Comprehend the basic content of written materials selected by the teacher on the basis of topical familiarity, e.g., personal letters, e-mail, websites, pamphlets, advertisements and illustrated newspaper and magazine articles.
        
        2.6: Begin to make informed hypotheses about the meaning of unfamiliar, more complicated passages in the target language, based on contextual clues.
        
        2.7: Sustain listening comprehension when confronted with less familiar topics by relying on verbal and nonverbal cues and listening for rephrasing and circumlocution, i.e., using other words and gestures to explain words or concepts.
      - 3: Communication (Presentational Mode)
        
        In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        3.1: Make brief presentations to their class in the target language on topics of personal interest or topics that have been studied in other subject areas.
        
        3.2: Prepare audio or visual messages in the target language for their peers in the target culture on topics of personal interest in their daily lives.
        
        3.3: Present short plays and skits, recite selected poems and anecdotes, and perform songs in the target language.
        
        3.4: Summarize the plot and provide brief descriptions of characters in selected poems, short stories, folk tales and anecdotes in the target language.
        
        3.5: Write notes or short letters in the target language to peers in the target culture on topics of shared personal interest, including daily events and activities.
        
        3.6: Prepare a diary of their daily activities and those of their families and friends in the target language.
        
        3.7: Effectively use repetition, rephrasing and gestures to assist them in communicating their meaning in the target language.
      - 4: Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communi
        
        4.1: Identify authentic products, such as those found in the target culture’s homes and communities, and discuss their significance.
        
        4.2: Identify, experience or read about, and discuss expressive forms of the target culture, including but not limited to art, literature and music (e.g., folk art, authentic children’s books, songs and dance), and describe their significance.
        
        4.3: Participate in age-appropriate cultural activities, including, but not limited to adolescent games (e.g., card, board, computer and outdoor games), sports-related activities, music, television and the Internet.
        
        4.4: Use appropriate verbal and nonverbal behavior for daily activities among peers and for activities or contexts that include adult interaction.
        
        4.5: Observe, identify and discuss patterns of behavior or interaction that are typical of their peer group in the target culture.
        
        4.6: Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the practices and products being studied.
      - 5: Connections (Interdisciplinary Mode)
        
        In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa.
        
        5.1: Acquire information from a variety of other subjects and integrate it into the world language classroom, comparing and evaluating the similarities and differences in information.
        
        5.2: Acquire more detailed information from a variety of sources in the world language classroom and integrate it with other school subjects, comparing and evaluating the similarities and differences in information.
        
        5.3: Use new information and critical thinking gained through world language study to expand their personal knowledge.
      - 6: Connections (Intradisciplinary Mode)
        
        In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language.
        
        6.1: Use multiple media resources to expand their understanding of the target culture(s) and integrate it with their existing knowledge base.
        
        6.2: Develop the necessary skills to use the Internet in order to gain greater access to the target culture(s).
      - 7: Comparisons Among Languages
        
        In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages
        
        7.1: Understand how idiomatic expressions affect communication and reflect culture.
        
        7.2: Access a wide variety of printed material that includes multicultural themes and character, fiction and nonfiction readings.
        
        7.3: Use oral and written language to relate their own experiences and construct their own stories.
        
        7.4: Expand comprehension strategies to predict outcomes and make comparisons.
        
        7.5: Produce coherent and accurate written work for a variety of purposes (e.g., lists, messages, short notes, journal entries).
      - 8: Comparisons Among Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures
        
        8.1: Compare and contrast art forms, such as music and songs across cultures.
        
        8.2: Investigate and report on cultural traditions and celebrations, such as holidays, birthdays, “coming of age” celebrations, seasonal festivals, religious ceremonies and recreational gatherings, that exist across cultures.
        
        8.3: Solicit their peers’ opinions on aspects of culture through face- to-face contact or written exchanges and compare this information with how their peers in the target culture(s) view the same topic.
        
        8.4: Use new information and perspectives to compare and contrast their experiences with those of their peers in the target culture(s).
        
        8.5: Use new information and perspectives to discuss the differences across cultures and begin to explain the reasons for such differences.
        
        8.6: Use new information and perspectives to identify universals of human experience across cultures and to demonstrate empathy and respect for the people(s) of other cultures.
      - 9: Communities
        
        In at least one language other than English, students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        9.1: Discuss their families, school experiences, free-time activities and current events in the target language in written or oral form.
        
        9.2: Interact with members of the local community who are employed in a variety of professions to learn how they use the target language in their work.
        
        9.3: Demonstrate their target language skills while involved in community activities, including community service activities.
        
        9.4: Review materials and/or media from the target language and culture for enjoyment.
        
        9.5: Use various media from the target language and culture for entertainment.
        
        9.6: Consult various sources in the target language to obtain information on topics of personal interest.
        
        9.7: Demonstrate self-knowledge as well as understanding of others in areas of common interest through the target language.
    - Novice/Beginning
      - 1: Communication (Interpersonal Mode)
        
        In at least one language other than English, students will engage in conversation and correspondence, provide and obtain information, express feelings and exchange opinions.
        
        1.1: Greet others and exchange essential information, including names, addresses, birthplaces, telephone numbers and e-mail addresses.
        
        1.2: Describe various objects and people found at home and school.
        
        1.3: Give and follow simple instructions by participating in various games or other activities with partners or groups.
        
        1.4: Exchange basic information about events, such as classes, meetings and meals.
        
        1.5: Describe their favorite activities at home and school.
        
        1.6: Express their likes and dislikes regarding various people, objects, categories and events present in their everyday environments.
        
        1.7: Indicate that they do not understand a message or that they cannot express their intended message adequately.
        
        1.8: Recognize that there are often multiple ways to express an idea in the target language.
        
        1.9: Use appropriate gestures, when necessary, to make their messages comprehensible.
      - 2: Communication (Interpretive Mode)
        
        In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics
        
        2.1: Identify people and objects in their environments, based on oral and written descriptions.
        
        2.2: Comprehend short conversations among peers and familiar adults on well-known topics, including their favorite activities at home or school.
        
        2.3: Comprehend the main ideas contained in videos, DVDs, films, television programs, or websites on familiar topics.
        
        2.4: Comprehend the main idea of orally related personal anecdotes, familiar fairy tales and other narratives based on well-known themes.
        
        2.5: Comprehend the main ideas and identify the principal characters when reading poems, short folk tales or illustrated stories.
        
        2.6: Comprehend brief notes on familiar topics, including daily activities at home or school.
        
        2.7: Comprehend the principal message in highly illustrated texts in which cognates are used, including stories, newspaper articles and advertisements.
        
        2.8: Recognize and respond appropriately to questions, statements or commands.
      - 3: Communication (Presentational Mode)
        
        In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        3.1: Give simple oral reports or presentations about family members and friends, objects, or common school and home activities in their everyday environments.
        
        3.2: Recite poetry, songs, proverbs or short anecdotes that are familiar to their peers in the target culture.
        
        3.3: Write short, informal notes in which they describe or provide information about themselves, their friends and families, and their school activities.
        
        3.4: Create lists of items necessary to plan activities that might take place in their daily lives or in the target culture.
      - 4: Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communi
        
        4.1: Observe and identify tangible products of the target language, such as toys, dress, types of dwellings, musical instruments and typical foods.
        
        4.2: Identify and experience or read about expressive products of the target culture, such as children’s songs, selections from children’s literature and types of artwork and websites that are enjoyed or produced by their peer group in the target culture.
        
        4.3: Identify, discuss and create different types of artwork that are enjoyed or made by their peer group in the target culture.
        
        4.4: Participate in age-appropriate cultural activities, such as games, songs, birthday celebrations, storytelling, dramatizations or role-playing of the target culture.
        
        4.5: Use appropriate gestures and oral expressions for greetings, farewells and common or familiar classroom interactions of the target culture.
        
        4.6: Recognize simple themes, ideas or perspectives of the target culture.
      - 5: Connections (Interdisciplinary Mode)
        
        In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa.
        
        5.1: Use simple information learned in other subjects in their study of a world language.
        
        5.2: Use simple information from their world language class in their study of other subjects.
        
        5.3: Use new information and interdisciplinary awareness gained through world language study to expand their personal knowledge.
      - 6: Connections (Intradisciplinary Mode)
        
        In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language.
        
        6.1: Use multiple media resources to access information regarding the target culture(s).
        
        6.2: Recognize the various sources of information available only in the target language and culture(s), e.g., newspapers, websites, television, etc.
        
        6.3: Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.
      - 7: Comparisons Among Languages
        
        In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages
        
        7.1: Give examples of words borrowed from one language and used in another, and develop an understanding of the process of borrowing.
        
        7.2: Demonstrate an awareness of the target language’s phonetic and writing systems and how they differ from the phonetic and writing systems in the English language.
        
        7.3: Develop listening and speaking skills on a range of topics to facilitate reading skills.
        
        7.4: Retell, summarize and give opinions on grade-appropriate texts read aloud by the teacher.
        
        7.5: Copy and organize in a logical sequence a written text provided by the teacher.
      - 8: Comparisons Among Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures
        
        8.1: Identify, compare and contrast different forms of communication across cultures, including signs, symbols, advertisements, packages, displays, murals, songs and rhymes.
        
        8.2: Demonstrate knowledge of the patterns of behavior across cultures that are related to recreation and celebrations.
        
        8.3: Identify and describe some cultural beliefs and perspectives relating to family, school, work and play across cultures.
        
        8.4: Use new information and cultural awareness to recognize the similarities and differences across cultures.
        
        8.5: Use new information and cultural awareness to compare and contrast their experiences with those of their peers in the target culture(s) and to identify with and respect peers in the target culture(s).
      - 9: Communities
        
        In at least one language other than English, students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        9.1: Exchange information about family, school events and celebrations with native speakers via letters and technologies, such as e-mail, audio or videotapes, CDs, DVDs and distance learning.
        
        9.2: Identify different types of employment in which target language skills are an asset.
        
        9.3: Review materials and/or media from the target language and culture for enjoyment and/or entertainment.
  - World Languages (1998)
    - Grades: 5-8
      - 1: Communication
        
        1.1: exchange information with peers (both face-to-face and in writing) about events in their everyday lives and memorable experiences from their past;
        
        1.2: exchange opinions about people, activities and events in their personal lives or communities;
        
        1.3: give and follow directions in order to travel from one location to another and ask questions for clarification;
        
        1.4: acquire goods and/or services through basic negotiations and exchange of monies;
        
        1.5: work in groups to plan events and activities to be carried out in the target language, evaluate their efforts and identify ways to improve their communication in the target language;
        
        1.6: find alternate methods of communication when they cannot express their intended message adequately.
      - 2: Communication
        
        2.1: comprehend the main ideas when listening to peers and familiar adults discuss topics of personal interest;
        
        2.2: understand the main ideas, themes and some details from authentic television, radio or live presentations on topics that are of interest to themselves as well as their peers in the target culture;
        
        2.3: comprehend the basic content of written materials selected by the teacher on the basis of topical familiarity, e.g., personal letters, electronic mail, pamphlets, advertisements and illustrated newspaper and magazine articles;
        
        2.4: identify the principal characters and comprehend the main ideas, themes and significant details when reading authentic literary texts that have been adapted for student use;
        
        2.5: sustain listening comprehension when confronted with less familiar topics by relying on verbal and nonverbal cues and listening for rephrasing and circumlocution;
        
        2.6: work individually to collect data on familiar topics from various print and electronic resources;
        
        2.7: begin to make informed hypotheses about the meaning of unfamiliar, more complicated passages in the target language, based on contextual clues.
      - 3: Communication
        
        3.1: make brief presentations to their class in the target language on topics of personal interest or topics that have been studied in other subject areas;
        
        3.2: prepare recorded audio or video messages in the target language for their peers in the target culture on topics of personal interest in their daily lives;
        
        3.3: present short plays and skits, recite selected poems and anecdotes, and perform songs in the target language;
        
        3.4: write notes or short letters in the target language to peers in the target culture on topics of shared personal interest, including daily events and activities;
        
        3.5: prepare a diary of their daily activities and those of their families and friends in the target language;
        
        3.6: summarize the plot and provide brief descriptions of characters in selected poems, short stories, folk tales and anecdotes in the target language;
        
        3.7: effectively use repetition, rephrasing and gestures to assist them in communicating their meaning in the target language.
      - 4: Cultures
        
        4.1: observe, identify and discuss patterns of behavior or interaction that are typical of their peer group in the target culture;
        
        4.2: use appropriate verbal and nonverbal behavior for daily activities among peers and for activities or contexts that include adult interaction;
        
        4.3: participate in age-appropriate cultural activities, including but not limited to adolescent games, e.g., card, board and outdoor games, sports-related activities, music and television;
        
        4.4: identify, analyze and evaluate themes, ideas and perspectives that are related to the products being studied;
        
        4.5: search for, identify and investigate the function of products from the target culture that are found in that culture’s homes and communities;
        
        4.6: identify and experience or read about and discuss expressive forms of the target culture in order to explore their effects on the larger community. [These forms include popular music or dance, appropriate authentic texts, e.g., children’s magazines, comic
      - 5: Connections
        
        5.1: acquire more complex information from a variety of sources in the world language classroom and integrate it with other school subjects, comparing and evaluating the similarities and differences in information;
        
        5.2: acquire information from a variety of other subjects and integrate it into the world language classroom, comparing and evaluating the similarities and differences in information;
        
        5.3: use new information and perspectives gained though world language study to expand their personal knowledge.
      - 6: Connections
        
        6.1: use multimedia sources to expand their understanding of the target culture(s) and integrate it with their existing knowledge base;
        
        6.2: develop the necessary skills to use the Internet/ World Wide Web in order to gain greater access to the target culture(s).
      - 7: Comparisons Among Languages
        
        7.1: understand how idiomatic expressions affect communication and reflect culture.
      - 8: Comparisons Among Cultures
        
        8.1: compare and contrast art forms, such as music and songs from the target culture, with those in their own culture(s);
        
        8.2: investigate and report on cultural traditions and celebrations, such as holidays, birthdays, “coming of age” celebrations, seasonal festivals, religious ceremonies and recreational gatherings, that exist in both the target culture and their own culture(s)
        
        8.3: solicit their peers’ opinions on an aspect of United States culture through face-to-face contact or written exchanges and compare this information with how their peers in the target culture view the same topic;
        
        8.4: use new information and perspectives to compare and contrast their experiences with those of their peers in the target culture;
        
        8.5: use new information and perspectives to analyze the differences among other cultures and their own culture(s) and begin to explain the reasons for such differences.
      - 9: Communities
        
        9.1: discuss their families, school experiences, freetime activities and current events in the target language in written or oral form with other students;
        
        9.2: demonstrate self-knowledge as well as understanding of others in areas of common interest through the target language;
        
        9.3: interact with members of the local community who are employed in a variety of professions to learn how they use the target language in their work;
        
        9.4: demonstrate their target language skills while involved in community activities;
        
        9.5: review materials and/or media from the target language and culture for enjoyment;
        
        9.6: consult various sources in the target language to obtain information on topics of personal interest;
        
        9.7: use various media from the target language and culture for entertainment.
    - Grades: 9-12
      - 1: Communication
        
        1.1: exchange information about current and past events, as well as their aspirations in their personal lives and the lives of their friends, families and others within their community;
        
        1.2: discuss their personal feelings and ideas with members of the target culture in order to persuade them to consider alternate viewpoints;
        
        1.3: participate in culturally appropriate exchanges that reflect social amenities, such as expressing gratitude, extending and receiving invitations, apologizing and communicating preferences;
        
        1.4: exchange information about international current events based on newspaper or magazine articles, television and radio programs and videos, and compare and contrast how information is reported in both the target and their native cultures;
        
        1.5: exchange opinions on a variety of topics, including issues that are of contemporary or historical interest in the target and their native cultures;
        
        1.6: work in groups to develop solutions to problems that are of contemporary or historical interest in both the target and their native cultures;
        
        1.7: share their personal reactions and feelings about authentic literary texts, such as poems, plays, short stories and novels;
        
        1.8: employ rephrasing and circumlocution to successfully communicate their messages.
      - 2: Communication
        
        2.1: understand the main ideas and relevant details of extended discussions, lectures and formal presentations on topics related to daily life and/or historical or contemporary themes in the target culture;
        
        2.2: understand the main idea or plot and relevant details or subplots of radio or television programs, films or other forms of media designed primarily by native speakers of the target language;
        
        2.3: comprehend the main ideas and relevant details of live and recorded presentations of culturally significant songs, folk tales, comedies and anecdotes;
        
        2.4: comprehend the main ideas and significant details of full-length feature articles in newspapers and magazines on topics of current or historical importance in the target culture;
        
        2.5: recognize the characters and the significance of their roles when reading authentic literary texts and comprehend the main plot and relevant subplot(s).
      - 3: Communication
        
        3.1: write letters in the target language to peers in the target culture, describing and analyzing current events of mutual interest;
        
        3.2: prepare oral presentations and/or written summaries on topics of current or historical interest in the target language;
        
        3.3: perform scenes from plays and/or recite poems or excerpts from short stories in the target language;
        
        3.4: prepare oral and/or written analyses in the target language of the plot, character descriptions and development, and themes found in authentic target language literary works, including poems, short stories and short works of fiction or nonfiction;
        
        3.5: describe, express opinions about and analyze stories, plays, poems or other literature, as well as radio programs, music, films and art;
        
        3.6: use a dictionary or thesaurus written entirely in the target language to select appropriate words for use in preparing written and oral reports.
      - 4: Cultures
        
        4.1: identify, discuss and analyze various patterns of behaviors or interactions that are typical of the target culture;
        
        4.2: identify, analyze and evaluate themes, ideas and perspectives that are related to the target culture;
        
        4.3: successfully interact in a variety of cultural contexts that reflect both peergroup and adult activities within the target culture, using the appropriate verbal and nonverbal clues;
        
        4.4: identify, analyze and evaluate themes, ideas and perspectives related to products of the target culture;
        
        4.5: identify and experience or read about and discuss expressive products of the culture, including but not limited to literature, periodicals, videos, commercials and the fine arts; also assess the significance of these products in the larger community;
        
        4.6: identify and analyze products of the target culture, such as social, economic, legal and political institutions, and explore the relationships between these institutions and the perspectives of the culture.
      - 5: Connections
        
        5.1: acquire even more complex and abstract information from a variety of authentic sources in the world language classroom and integrate it with other school subjects;
        
        5.2: analyze the similarities and differences among the sources, selecting the most appropriate information for specific purposes;
        
        5.3: use information acquired from other school subjects to complete activities in the world language classroom;
        
        5.4: use new information and perspectives gained through world language study to expand their personal knowledge.
      - 6: Connections
        
        6.1: use multimedia sources to analyze aspects of the target culture(s) and apply their knowledge to new situations;
        
        6.2: analyze materials, looking for sources of information for potential use in original work on the target language or culture(s).
      - 7: Comparisons Among Languages
        
        7.1: analyze various elements of the target language (such as time or tense), and compare and contrast them with comparable linguistic elements in English;
        
        7.2: evaluate the style of a communicative interaction in the target language.
      - 8: Comparisons Among Cultures
        
        8.1: discuss different forms of communication in the target culture, such as signs, symbols, advertisements, displays, songs and rhymes, as they are reflected in United States culture;
        
        8.2: compare and contrast the treatment of current issues in both the target culture and their own culture(s) by drawing on authentic texts;
        
        8.3: analyze how other cultures view the role of the United States in the world arena;
        
        8.4: evaluate the effectiveness of a communicative interaction, based on cultural elements;
        
        8.5: use new information and perspectives to compare and contrast their experiences with those of their peers in the target culture;
        
        8.6: use new information and perspectives to demonstrate understanding of the similarities and differences among other cultures and their own culture(s).
      - 9: Communities
        
        9.1: communicate with members of the target culture and interpret information regarding topics of personal, community or world interest;
        
        9.2: use their target language skills and demonstrate cultural understanding while participating in career exploration, volunteer experiences, school-to-work projects or school/individual exchanges with homestay;
        
        9.3: use various media from the target language and culture for personal enjoyment;
        
        9.4: establish and/or maintain interpersonal relations with speakers of the target language via e-mail and/ or exchange programs;
        
        9.5: read literature, listen to music and view films in the target language for entertainment.
    - Grades: K-4
      - 1: Communication
        
        1.1: greet others and exchange essential information, including names, addresses, birthplaces and telephone numbers;
        
        1.2: give and follow simple instructions by participating in various games or other activities with partners or groups;
        
        1.3: describe their favorite activities at home and school;
        
        1.4: describe various people and objects found at home and school;
        
        1.5: exchange basic information about events, such as classes, meetings and meals;
        
        1.6: express their likes and dislikes regarding various people, objects, categories and events present in their everyday environments;
        
        1.7: recognize that there are often multiple ways to express an idea in the target language;
        
        1.8: use appropriate gestures, when necessary, to make their messages comprehensible;
        
        1.9: indicate that they do not understand a message or that they cannot express their intended message adequately.
      - 2: Communication
        
        2.1: identify people and objects in their environment, based on oral and written descriptions;
        
        2.2: comprehend short conversations among peers and familiar adults on well-known topics, including their favorite activities at home or school;
        
        2.3: comprehend the main ideas contained in videos or television programs on familiar topics;
        
        2.4: comprehend brief notes on familiar topics, including daily activities at home or school;
        
        2.5: comprehend the principal message in highly illustrated texts in which cognates are used, including stories, newspaper articles and advertisements;
        
        2.6: comprehend the main idea of orally related personal anecdotes, familiar fairy tales and other narratives based on wellknown themes;
        
        2.7: comprehend the main ideas and identify the principal characters when reading poems, short folk tales or illustrated stories;
        
        2.8: recognize and respond appropriately to voice inflection that indicates, for example, a question, statement or command.
      - 3: Communication
        
        3.1: give simple oral reports or presentations about family members, friends, objects, or common school and home activities in their everyday environments;
        
        3.2: recite poetry, songs, proverbs or short anecdotes that are familiar to their peers in the target culture;
        
        3.3: create lists of items necessary to plan activities that might take place in their daily lives or in the target culture, such as a birthday party or picnic;
        
        3.4: write short, informal notes in which they describe or provide information about themselves, their friends and families, and their school activities.
      - 4: Cultures
        
        4.1: recognize simple themes, ideas or perspectives of the target culture;
        
        4.2: use appropriate gestures and oral expressions for greetings, farewells and common or familiar classroom interactions;
        
        4.3: participate in age-appropriate cultural activities, such as games, songs, birthday celebrations, storytelling, dramatizations or role-playing;
        
        4.4: observe and identify tangible products of the target language, such as toys, dress, types of dwellings, musical instruments and typical foods;
        
        4.5: identify and experience or read about expressive products of the target culture such as children’s songs, selections from children’s literature and types of artwork that are enjoyed or produced by their peer group in the target culture;
        
        4.6: identify, discuss and create different types of artwork that are enjoyed or made by their peer group in the target culture.
      - 5: Connections
        
        5.1: use simple information from their world language class in their study of other subjects;
        
        5.2: use the simple information learned in other subjects in their study of a world language; and
        
        5.3: use new information and perspectives gained through world language study to expand their personal knowledge.
      - 6: Connections
        
        6.1: use multimedia sources to access information regarding the target culture(s);
        
        6.2: demonstrate the ability to access information about the target language and culture(s) from various sources, with assistance if necessary.
      - 7: Comparisons Among Languages
        
        7.1: give examples of words borrowed from one language and used in another and develop an understanding of the process of borrowing;
        
        7.2: demonstrate an awareness of the target language’s phonetic and writing systems and how they differ from the phonetic and writing systems in the English language.
      - 8: Comparisons Among Cultures
        
        8.1: demonstrate knowledge of the patterns of behavior of the target culture(s) that are related to recreation and celebrations, comparing and contrasting them with behaviors in their own culture(s);
        
        8.2: identify and describe some cultural beliefs and perspectives relating to family, school, work and play in both the target culture and their own culture(s);
        
        8.3: identify, compare and contrast different forms of communication in the target culture and in their own culture(s), including signs, symbols, advertisements, packages, displays, murals, songs and rhymes;
        
        8.4: use new information and perspectives to recognize the similarities and differences among other cultures and their own culture(s);
        
        8.5: use new information and perspectives to compare and contrast their experiences with those of their peers in the target culture.
      - 9: Communities
        
        9.1: exchange information about family, school events and celebrations with native speakers via letters, e-mail and audio or videotapes;
        
        9.2: identify different types of employment in which target language skills are an asset;
        
        9.3: review materials and/or media from the target language and culture for enjoyment.
- Curriculum Trace Maps
  - Arts: Dance (1999)
    - Grades: 11-12
      - 1.12: Identify and Perform Movement Elements and Dance Skills
        
        1.12.1: demonstrate specific movement skills and describe how these are used in a particular choreographer’s movement vocabulary e.g. Students demonstrate the use of gravity in fall and recovery, swings, and drop and rebound, and the use of these principles in the technique of Merce Cunningham.
        
        1.12.2: identify and perform basic dance steps, positions and patterns from two different styles or traditions e.g. Students demonstrate balletic barre exercises and explain their purpose in preparation for adage and allegro; similarly demonstrate and explain jazz dance exercises in preparation for jazz combinations.
        
        1.12.3: use spatial awareness to heighten artistic expression e.g. Students fully use the performance space when performing a dance.
        
        1.12.4: demonstrate rhythmic acuity and musicality e.g. Students improvise to musical accompaniment.
        
        1.12.5: memorize and perform a varied repertoire of dances in a broad dynamic range e.g. Students participate in a dance recital, sustaining a range of dances and dance styles
        
        1.12.6: perform dances confidently, communicating the artistic intention of the choreographer, and describe the characteristics of the choreographer’s movement vocabulary e.g. Students learn and perform a dance from the repertory of a particular choreographer, and describe the dance.
      - 2.12: Understand Choreographic Principles, Processes and Structures
        
        2.12.1: use effectively a range of choreographic processes; choreograph dances which effectively demonstrate a range of choreographic principles; develop an idea independently form initial inception through to presentation for an audience; describe how a choreographer manipulated and developed the basic movement content of the dance e.g. Students create a dance, using themes from their own lives, which is a personal ID. They also create a journal which documents this study using visual and written material. When the solo is performed, the student describes the whole process of creation referring to the journal.
        
        2.12.2: use effectively a range of choreographic processes and demonstrate understanding of structures or forms e.g. Students create a dance with some random/chance components — in certain sections dancers will make personal choices as to what they will do next. For example, dancers choose out of three “beginnings”, or three “endings”.
        
        2.12.3: use effectively a range of choreographic processes and principles and describe the processes and principles involved e.g. Students use abstract, visual, or dramatic themes to choreograph movement studies and dances. They then explain how that theme was used and transformed in the process of choreography.
        
        2.12.4: describe how a choreographer manipulated and developed the basic movement content in dance and, inspired by that, develop an idea independently from initial inception through to presentation for an audience e.g.
        
        2.12.4.1: Students view Bill T. Jones’s Last Supper at Uncle Tom’s Cabin/The Promised Land or Still Here and describe the choreographic content; they then create their own dances about a specific personal or contemporary issue.
        
        2.12.4.2: Students describe how Loie Fuller and Martha Graham used props and costumes to develop and enhance movement content; they then choreograph their own dances using a prop to extend and enhance the movement. When the dances are completed, the students and describe and explain the use of their “prop” and the ways in which it enhanced their choreography
      - 3.12: Understand How Dance Creates and Communicates Meaning
        
        3.12.1: formulate and answer questions about how movement choices communicate abstract meaning in dance e.g.
        
        3.12.1.1: Students study a choreographers’ interpretation of the love between Romeo and Juliet and how the development of this love is expressed in movement — from the innocent first love to the tragic climax. In discussion, students ask and answer questions about the interpretation.
        
        3.12.1.2: Students create movement studies with “meaning” that they don’t disclose and perform them for their peers. The “audience” then offers interpretations of the studies and the interpretations are compared in discussion. The original meaning is then explained and classmates ask the dancer questions about his/her movement choices
        
        3.12.2: examine the ways in which a dance creates and conveys meaning by considering the dance from different cultural perspectives e.g. examine a classical ballet which includes ethnic stereotypes and discuss the issues that arise from these particular works. Petrushka (Fokine/Stravinsky) presents the 1911 example of the “blackamoor”. Discuss the representation of this character from the perspective of a teenager today and from the perspective of a dance historian.
        
        3.12.3: compare and contrast how meaning is communicated in two of their own dances e.g.
        
        3.12.3.1: Students compare the expressive use of the performing space in two of their own dances —how the placement on the stage affects the meaning (such as downstage vs upstage or up right vs center stage)
        
        3.12.3.2: Students improvise freely with a partner, watched by the rest of the class. A discussion follows with the “audience” about the meaning/ feelings/imagery communicated by the improvisation. (Every pair has a turn)
        
        3.12.4: create a dance that effectively communicates a contemporary social theme or a topic of personal significance e.g. Students discuss current issues (for example — homelessness, race relations, gun control, discrimination) and how they might be communicated through dance. They choose one theme for their own choreography and create solos or group dances
      - 4.12: Apply Analytical and Evaluative Thinkings Skills in Dance
        
        4.12.1: create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions e.g. Students research the creative process of an unfamiliar choreographer and then experiment with that process in their own choreography. They record the process of making the dance in a dance journal, recording their attempts to create a dance using an unfamiliar process
        
        4.12.2: compare the work of two contrasting choreographers using a given set of artistic criteria. The students create the artistic criteria for this comparison rooted in their own research and analysis of the choreographers’ work. e..g. The Rite of Spring: Students compare Joffrey Ballet’s production of Nijinsky’s original choreography for Stravinsky’s Rite of Spring (reconstructed by Millicent Hodson) and Pina Bausch’s version for her own company.
        
        4.12.3: analyze the style of a cultural form; then create a dance study in that style and evaluate the results in discussion with peers, formulating and answering their own aesthetic questions e.g. Students research and analyze Japanese Kabuki and create a dance inspired by the main characteristics of the style. After performance, the dances are discussed and evaluated in terms of their use of, and relationship to Kabuki
        
        4.12.4: analyze the style of a choreographer and then create a dance study in that style and evaluate the results in discussion with peers e.g. Students view two dances (at least) by a choreographer with whom they are unfamiliar, and then build a choreographic profile, either through discussion or as a written assignment. They then create a dance in the style of that choreographer and after performance, evaluate the results
        
        4.12.5: establish a set of artistic criteria and apply it in evaluating their own work and that of others. e.g. Students establish a set of artistic criteria to evaluate a familiar dance work and then apply it to another work to see if will transfer (either from the same or a different genre). Students then discuss the value of transferring evaluative criteria from one work to another , in class or as a written assignment.
      - 5.12: Demonstrate Understanding of Dance in Various Cultures and Historical Periods
        
        5.12.1: perform or discuss the traditions and technique of a classical dance form e.g. South Asian Bharata Natyam , Kathak or Odissi dance;
        
        5.12.2: perform and describe similarities and differences between two contemporary theatrical forms e.g.
        
        5.12.2.1: Students research and compare modern dance from two different eras of the 20th Century — 1940s and 1960s.
        
        5.12.2.2: perform examples of dance vocabulary from two different cultural forms and explain how one is derived from the other. For example, African dance and jazz dance
        
        5.12.3: analyze historical and cultural images of the body in dance and compare these to contemporary images e.g. research, compare and contrast a range of dance costumes from different theatrical and cultural traditions (including contemporary costumes) and discuss the range of attitudes to the dancer’s body
        
        5.12.4: discuss the traditions and techniques of a range of forms ; describe their similarities and differences; understand the timeline of their evolution; analyze the cultural images of the body; and create and answer questions about this evolution e.g
        
        5.12.4.1: Students research and describe the evolution of classical ballet from Baroque technique to contemporary ballet; traditional Irish step dancing to River Dance; tap dance from its earliest forms to Bring in da noise, Bring in da funk.
        
        5.12.4.2: Students view a video of an authentic, indigenous dance which has inspired a contemporary theatrical choreography and discuss how the original dance is observable in the new form and the changes that have been made. For example American Square dance in Agnes DeMille’s Rodeo, New Zealand’s Aboriginal dance in Yiri Kilyan’s Stamping Ground; Flamenco dance with the Spanish dance from Nutcracker or Swan Lake.
      - 6.12: Make Connections Between Dance and Healthful Living
        
        6.12.1: reflect upon their own technical progress in dance and personal growth during their study of dance, and create and demonstrate movement sequences which stretch and strengthen the main muscle groups e.g. Students identify a weak aspect of their technique that needs improvement and create and demonstrate a movement sequence, or exercise, which will strengthen that weak aspect. For example, foot exercises for weak footwork; back exercises for poor postural habits.
        
        6.12.2: analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media e.g. Students view photographs of American men and women from the late 1800’s to the present, and discuss the differences and similarities in their appearance; analyze historical and cultural images of the body in Western dance from the late 1800’s and compare these to images of the body in dance in contemporary American dance.
        
        6.12.3: effectively communicate how lifestyle choices affect the dancer e.g.
        
        6.12.3.1: Students explain complementary and non-complementary sports to dance; common dance injuries and how to prevent them, or recover from them; the role of food and choices that replenish, strengthen and support a dancer’s body.
        
        6.12.3.2: Students effectively communicate how lifestyle choices affect the dancer. For example, discuss AIDS awareness after viewing and discussing Bill T. Jones’ Still Here and AIDS as a theme for choreography.
      - 7.12: Make Connections Between Dance, Other Disciplines, and Daily Life
        
        7.12.1: create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines e.g. Students create a self-portrait in another artistic medium (other then dance), a piece of autobiographical writing , and a self-portrait in dance. Students then present these three “self portraits” to the class and describe and explain their connections.
        
        7.12.2: identify commonalties and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements, and ways of communicating meaning e.g.
        
        7.12.2.1: Students study a work of literature that has been interpreted through dance and then describe how the dance presents the narrative. (Examples: students read Shakespeare’s Othello and view Jose Limon’s interpretation through dance, The Moor’s Pavane ; students read Sophocles’ Oedipus the King, and view Martha Graham’s Night Journey ; students read Aeschylus’ Oresteia Trilogy and view Martha Grahams’ Clytemnestra
        
        7.12.2.2: Students study Romanticism, Classicism, Modernism or Post Modernism across the arts, and write a paper describing how dance and one other art form were affected by that “ism”.
        
        7.12.3: create an interdisciplinary project using media technologies (such as video, computer) that presents dance in a new or enhanced form e.g. Students create a multi-media lecture-demonstration on dance that can be presented to an organization in the community or within the school.
    - Grades: 3-4
      - 1.4: Identify and Perform Movement Elements and Dance Skills
        
        1.4.1: demonstrate nonlocomotor movement, with kinesthetic awareness and concentration in performing movement skills e.g. Students perform a sequence of movements as a technical exercise — swinging and stretching.
        
        1.4.2: demonstrate locomotor movements and understanding of the spatial concepts group shape and floor pattern e.g. In a large group dance, the whole class runs/walks/skips in large circle which subdivides into “snakes” and then into smaller and smaller circles. (The process can then be reversed)
        
        1.4.3: demonstrate understanding of the spatial concepts of body shape and air pattern e.g. Students make letters with body shapes and write letters in the air, spelling out their names.
        
        1.4.4: demonstrate accuracy in moving to a musical beat and responding to changes in tempo e.g. Students respond to different kinds of music through improvisation.
        
        1.4.5: identify and demonstrate basic dynamic contrasts e.g. Students interpret a dramatic idea— a journey through an imaginary obstacle course involving difficult and easy obstacles, or passing an imaginary object which changes in size and weight.
        
        1.4.6: demonstrate accuracy in memorizing and reproducing simple movement patterns, kinesthetic awareness and concentration e.g. through a “name” game— the whole class builds an accumulative sequence by adding each student’s personal movement phrase (“name”) and whole group memorizes and performs the complete sequence
        
        1.4.7: demonstrate accuracy in memorizing basic step patterns and observe and describe them through teacher-led discussion e.g. Students perform combinations of steps, hops, skips, & jumps, using different floor patterns — triangles, squares, circles — and describe the combinations in discussion.
      - 2.4: Understand Choreographic Principles, Processes and Structures
        
        2.4.1: use improvisation to discover and invent movement and to solve movement problems e.g
        
        2.4.1.1: Students pass a dance phrase (created by a student) round a circle showing changes in level, timing and force
        
        2.4.1.2: Students build a whole group sculpture (one student at a time) with abstract or literal themes (e.g. a scene from a nightmare)
        
        2.4.1.3: Students demonstrate expressive response to a range of contrasting music through improvisation —showing understanding of mood, emotion and feeling.
        
        2.4.2: improvise, create, and perform simple dances with a beginning, middle, and end, based on concepts suggested by the teacher and their own feelings and ideas, and identify and describe the choreographic structure of their own dances in simple terms e.g. Students choose and use appropriate movement actions and qualities to make a dance expressing simple emotional changes — happy, sad, angry, pleased, bored. In discussion with the teacher, students describe their dances explaining their movement choices and the structure of dance.
        
        2.4.3: demonstrate the ability to work effectively alone and with a partner, and demonstrate partner skills in the creation of a simple dance based on concepts suggested by the teacher e.g. Working with a partner, students are given the beginning and end of a dance called Partnership and, working together, they create a dance which connects them.
        
        2.4.4: identify and describe the choreographic structure of their own dances in simple terms e.g. Students make a “dance map” — on paper— for a specific dance.
      - 3.4: Understand How Dance Creates and Communicates Meaning
        
        3.4.1: observe and discuss how dance is different from other forms of human movement e.g.
        
        3.4.1.1: Students watch a dance based on an every day idea— sports, travel, shopping — and discuss what has happened to the original movement idea.
        
        3.4.1.2: Students develop mime gestures for different parts of their daily routine and develop them into a dance phrase or sequence.
        
        3.4.1.3: Students create dance movements from sports actions;
        
        3.4.1.4: Students explore and discuss how gravity affects everyday movement and then experiment with ways to “play” with gravity to create an illusion. Students move as if there is no gravity which allows them to float, or too much gravity which pulls them to ground; students watch each other and discuss the success of the illusion.
        
        3.4.2: take an active role in a class discussion about interpretations of and reactions to dances that are either produced in class or viewed in the theater or on video. e.g After watching a video of a professional dance company, students answer questions about the meaning of the piece.
        
        3.4.3: present their own dances to peers and discuss their meaning with confidence e.g
        
        3.4.3.1: Students travel at different levels and in different ways to create a narrative — moving through enemy territory, a swamp, or wading through water. After watching each other, the students deduce the narrative based on the movement performed.
        
        3.4.3.2: Students create small group dances and perform them for their peers. For example, from the natural world—a wind storm approaching. In class discussion the students describe their reactions to the dances.
        
        3.4.3.3: Students, working in small groups, create architectural forms which after discussion, they put together to “build” a “human city”
      - 4.4: Apply Analytical and Evaluative Thinkings Skills in Dance
        
        4.4.1: generate multiple solutions to a given movement problem choose their favorite solution and discuss the reasons for their choice e.g. Students work with a partner using him or her as a malleable “statue”. The “sculptors” shape and reshape the “statue” to communicate ideas or concepts —anger, sadness, joy, contentment. Each pair chooses one “statue” to share with the whole class and the “sculptor” explains its meaning.
        
        4.4.2: generate multiple solutions to a given movement problem; choose their favorite solution and discuss the reasons for their choice e.g. Students create dances based on “war and peace”. After watching all the completed dances, the class members discuss the dances offering reasoned opinions (in a supportive and constructive way) about which are the most successful.
        
        4.4.3: observe two dances and discuss how they are similar and different in terms of one of the elements of dance (such as space) by observing body shapes, levels, pathways e.g. Students watch two dances on video and compare them using the appropriate spatial terminology.
      - 5.4: Demonstrate Understanding of Dance in Various Cultures and Historical Periods
        
        5.4.1: perform folk dances from various cultures with competence and confidence e.g. Students demonstrate a range of different folk dance “steps” — a grape vine step, Chug, pivot step Allemande left and Dos- a- dos.
        
        5.4.2: perform a dance from a resource in their own community; describe the cultural and/or historical context e.g. Students demonstrate fundamental concepts of classical ballet technique, such as basic foot and arm positions, plier, tendue , relever, sauter , explaining these terms, or the basic steps of tap dance and tap’s origins.
        
        5.4.3: perform folk dances from various cultures with competence and confidence and answer questions about dance in a particular culture e.g. American square dance, a waltz, a polka, a Greek Hora, Tarantella
        
        5.4.4: answer questions about dance in a particular time period or culture e.g. Students view Minuet and Salsa and compare them in class discussion
      - 6.4: Make Connections Between Dance and Healthful Living
        
        6.4.1: identify at least thre.g.als to improving themselves as dancers (after watching themselves dancing on video) e.g. to develop more strength to control certain movements; to develop more clarity of “line” in the body; to be more responsive to fellow dancers. (a)
        
        6.4.2: describe the skeleton and how it works in simple terms e.g. In groups, students create dance studies which demonstrate an aspect of how the body works. For example, a dance built around movements of the spine —flexing, extending and rotating.
        
        6.4.3: explain how healthy practices enhance their ability to dance e.g.
        
        6.4.3.1: Students describe and demonstrate basic warm-up stretches; explain why it is so important to take care — and to look where you are going — when you are dancing in a group.
        
        6.4.3.2: Students create dances that demonstrate their understanding of healthy practices: dances about food groups and their relationships; or dances that demonstrate good social skills, with the dancers depending on each other in different ways.
      - 7.4: Make Connections Between Dance, Other Disciplines, and Daily Life
        
        7.4.1: create a dance project that reveals understanding of a concept or idea from another discipline e.g. connecting with:
        
        7.4.1.1: language arts; students base a dance on a story being read in class or one of their own;
        
        7.4.1.2: language arts; using writing prompts, students describe in writing the structure and/or meaning of a dance
        
        7.4.1.3: math; students create and change movement sequence using addition and subtraction;
        
        7.4.1.4: science; students create a dance about an electrical circuit, magnetism, weather, environmental hazards or change;
        
        7.4.1.5: geography; students create dance “maps” (on paper) of floor patterns;
        
        7.4.1.6: social studies;
        
        7.4.1.6.a: Students create dances using themes such as democracy, power, immigration, conflict, war and peace;
        
        7.4.1.6.b: students explore the concepts of “exploration” and “encounter” in movement to create a dance about Columbus and the Native Americans.
        
        7.4.2: respond to dance using another art form; explain the connections between the dance and their response to it e.g. Students explore the “elements of design” of visual art through movement, and demonstrate understanding of these terms by watching a dance and identifying the elements of design in the dance. (This can be a class dance or a dance viewed on video.)
        
        7.4.3: video record a simple dance (after collaborative planning in small groups) which successfully shows the interdisciplinary concept or idea that drives the dance e.g. Students video tape their own dance, introducing it (on camera) with an explanation of the interdisciplinary connection.
    - Grades: 5-6
      - 1.6: Identify and Perform Movement Elements and Dance Skills
        
        1.6.1: demonstrate understanding of alignment e.g. Students hang from imaginary strings to demonstrate correct alignment — in place or across the floor with music. The “strings” to different parts of then body are cut and students demonstrate improper alignment.
        
        1.6.2: demonstrate skills of shifting weight with kinesthetic awareness and concentration e.g. Working with a partner, students explore ways of taking and supporting each other’s weight. They build a sequence — passing each other’s weight to and fro with smooth transitions
        
        1.6.3: demonstrate the skills of initiating movement with kinesthetic awareness, concentration and focus e.g. Students use breath to initiate movements in different parts of the body
        
        1.6.4: transfer spatial patterns from the visual to the kinesthetic, and describe the movement elements observed e.g. students create three dimensional group sculptures that illustrate and use the three levels (high, medium and low) and three planes (saggital, frontal and horizontal), and describe the spatial elements of each others’ sculptures.
        
        1.6.5: transfer a rhythmic pattern from sound to movement e.g students create two different clapping rhythms, one in duple time and one in triple time and repeat each rhythm different ways with the body.
        
        1.6.6: identify and demonstrate a range of dynamic qualities. e.g. After creating a dramatic movement study to a poem, students coach each other, with teacher guidance, to improve the dramatic qualities of their performance
        
        1.6.7: identify and demonstrate longer and more complex steps and patterns, and describe the movement elements using the appropriate vocabulary. e.g. In pairs, students create a sequence of varied jumps and turns and, after practicing it, they teach it to another pair, accurately describing the movement.
      - 2.6: Understand Choreographic Principles, Processes and Structures
        
        2.6.1: use improvisation to generate movement for choreography; demonstrate the ability to work cooperatively in pairs during the choreographic process; demonstrate the skills of taking and supporting weight balance and counter balance e.g. Students explore “contact” with a partner through improvisation and create a duet with a dramatic theme — a power struggle, a fight, or a loving relationship.
        
        2.6.2: create sequences and simple dances that demonstrate the principles of, for example, repetition, contrast, transition and climax e.g. Students create a simple rhythmic movement phrase and develop it through repetition and increasing speed to a dance climax.
        
        2.6.3: demonstrate successfully the structures or form of call and response e.g. Students create a simple dance that represents a “conversation” in movement.
        
        2.6.4: use improvisation to generate movement for choreography, and describe and analyze the dance when completed e.g.
        
        2.6.4.1: Students create a “victory” dance after an imaginary win, and, afterwards, describe and explain the movement choices in discussion with fellow students
        
        2.6.4.2: create simple dances using a poem — possibly their own — which illustrate the poem’s meaning and structure.
        
        2.6.5: describe and analyze the choreographic structure of a dance viewed live or on video e.g. Students create their own small group dances and describe the structure of the dance in a graphic form — a diagram, “map”, or stage plan including all the dancers — demonstrating understanding of that structure
      - 3.6: Understand How Dance Creates and Communicates Meaning
        
        3.6.1: effectively demonstrate the difference between pantomiming and creating abstract meaning through dance movement e.g.
        
        3.6.1.1: Students study body language of people in different situations and discuss the essential movement qualities in each situation. For example, waiting for the bus or dentist, in a sports crowd, watching a horror movie.
        
        3.6.1.2: Students demonstrate an everyday movement gesture and turn it into a dance phrase that varies with different musical accompaniment. For example, “meeting and greeting”
        
        3.6.2: explain how different accompaniment (such sound music spoken text) can affect the meaning of a dance e.g.
        
        3.6.2.1: Students create a movement study and discuss how it changes when performed with and without music;
        
        3.6.2.2: Students create movement phrases to communicate the meaning of a poem — Choose by Carl Sandberg— and experiment with the use of the text as accompaniment.
        
        3.6.3: demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance e.g. Students vie w a dance, live or on video, and describe how the lighting and costuming contributed to the meaning of a dance.
        
        3.6.4: explain the meaning of one of their dances e.g.
        
        3.6.4.1: Students create a dance — in small groups — from a real-life situation — such as a victory dance after an imaginary win — and perform it for fellow classmates. The “audience” asks the dancers questions about the meaning of the dance.
        
        3.6.4.2: Students build group sculptures that express different ideas — “harmony”, “antagonism”, “suspicion”, “despair’ — and explain the decisions they made in the creation of the group sculptures.
      - 4.6: Apply Analytical and Evaluative Thinkings Skills in Dance
        
        4.6.1: create a movement idea and demonstrate multiple interpretations; choose the most effective and discuss the reasons for their choice e.g.
        
        4.6.1.1: Students create dance studies with two different endings and perform them for their classmates: the class then discuss how these different endings change the tone or meaning
        
        4.6.1.2: Students create and perform a dance to a specific piece of music and then experiment with using different music as accompaniment. The results are video-taped and the students analyze the effect of changing the music and decide which is the most successful version and why.
        
        4.6.2: compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities) e.g.
        
        4.6.2.1: Students compare and contrast two different choreographed fight scenes on video e.g. West Side Story and a Bruce Lee movie.
        
        4.6.2.2: Students view videos of extracts from two dance works which includes the depiction of very distinctive characters and compare and contrast—using appropriate movement vocabulary — how the characters are portrayed through movement. For example, Death in Kurt Jooss’ Green Table; Odette in Swan Lake Act II.
        
        4.6.3: identify possible aesthetic criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast, clarity of idea) e.g. In pairs, students make a list of “what makes a good dance good” and “what makes a good dancer good”
      - 5.6: Demonstrate Understanding of Dance in Various Cultures and Historical Periods
        
        5.6.1: competently perform folk traditional and/or classical dances from various cultures or time periods; describe similarities and differences in steps and movement style e.g. Students perform African “boot” dances, American Contra dances, French dances, and explain their differences
        
        5.6.2: competently perform folk, social, and/or theatrical dances from a broad spectrum of 20th-century America describe similarities and differences in steps and movement styles e.g.
        
        5.6.2.1: Students compare American social dance during Colonial times and the Meringue.
        
        5.6.2.2: Students compare the partner-work in Swing dance and Pasa Doble.
        
        5.6.3: learn from resources (such as people, books, and video) in their own community a folk dance of a different culture or a social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its context with their peers e.g.
        
        5.6.3.1: Students learn a country “line” dance from a member of the local community and teach it to their classmates explaining the origins of the dance
        
        5.6.3.2: Students research famous dance personalities in their local area, or in Connecticut, and present the results of their research to their classmates.
        
        5.6.4: describe the role of dance in at least two different cultures or time periods e.g. temple dancing from Bali, and break dance in America.
      - 6.6: Make Connections Between Dance and Healthful Living
        
        6.6.1: identify at least three personal goals to improve themselves as dancers and the steps they are taking to reach those goals e.g.
        
        6.6.1.1: Students identify three personal goals and monitor their own progress in a journal — recording accomplishments and the need for improvement.
        
        6.6.1.2: Students identify nutritional goals and keep a food journal to keep a record of their progress toward those goals. For example, a goal might be to avoid high fat foods.
        
        6.6.1.3: Students identify goals related to working with others and demonstrate confidence in that area. For example, demonstrating a range of “trust” exercises with a partner, “giving” his/her body weight to a partner.
        
        6.6.2: identify major muscle groups and how they work together to produce movement e.g. identify muscles used for jumping.
        
        6.6.3: identify major muscle groups and how they work together to produce movement; create their own warm-up and discuss how that warm-up prepares the body and mind for expressive purposes e.g. in small groups, choose a particular major muscle group and devise and demonstrate a warm up sequence focusing on that muscle group.
        
        6.6.4: explain strategies to prevent dance injuries e.g. nourishing diets, appropriate warm-ups.
      - 7.6: Make Connections Between Dance, Other Disciplines, and Daily Life
        
        7.6.1: cite examples of concepts used in dance and another discipline outside the arts e.g. pattern in science; levels and dimensions in three dimensional design; cultural customs in social studies; harmony in choreographic design and in music.
        
        7.6.2: create a dance project that explores and expresses important ideas from another arts discipline e.g.
        
        7.6.2.1: Students explore rhythm in art and music;
        
        7.6.2.2: Students explore themes or concepts from a particular visual artist’s work. For example, students create a dance inspired by Picasso’s Guernica ;
        
        7.6.2.3: Using designs in architecture, students create group shapes to build a “city”;
        
        7.6.2.4: Using a poem, students create a dance which communicates the feeling, meaning, or structural form of the poem.
        
        7.7.3: video record a dance produced in class, intensifying or changing the meaning of the dance through the recording process e.g. Students videotape the same dance from two different points of view and compare their effectiveness and decide which is the better of the two.
    - Grades: 7-8
      - 1.8: Identify and Perform Movement Elements and Dance Skills
        
        1.8.1: demonstrate movement skills and explain their underlying principles, and memorize and reproduce movement sequences e.g. Students learn a sequence of basic technical elements for the start of each class which they practice, improve and perform, and for which they can explain the purpose.
        
        1.8.2: transfer a spatial pattern from the visual to the kinesthetic e.g. Students demonstrate their understanding of the dimensions in space (forwards/backwards, side/side, up/down) in a movement sequence; or demonstrate group formations which blend smoothly from one formation to another.
        
        1.8.3: transfer a rhythmic pattern from sound to movements, and identity and demonstrate longer and more complex steps and patterns e.g. Students listen to a variety of dance rhythms, choose one and create a rhythmically accurate complex dance sequence.
        
        1.8.4: identify and demonstrate a range of dynamic qualities e.g. In a circle, students pass round everyday movement gestures performed with changes in the use of “time” (in regular time, slow motion and sped up ) and then discuss the expressive meaning of these changes.
        
        1.8.5: demonstrate increasing kinesthetic awareness, concentration and focus in performing a range of performance skills e.g. Working in groups, students travel through “obstacle courses” established by other groups
        
        1.8.6: describe the movement elements observed in a dance using appropriate movement/dance vocabulary e.g. Students watch a dance, live or on video, and describe the dance verbally or in written form.
      - 2.8: Understand Choreographic Principles, Processes and Structures
        
        2.8.1: use improvisations to generate movement for choreography e.g. Students create movement “character” studies from improvisation based on characters in novels or movies
        
        2.8.2: create sequences and simple dances that demonstrate the principles of repetition, contrast, transition and climax e.g. Students create duets based on “parent and child” to include a repetition, a moment of contrast, and a climax
        
        2.8.3: use improvisation to generate movement for choreography, demonstrate the ability to work collaboratively with a partner or small group, and describe and analyze the completed choreographic structure e.g. With a partner or small group, students create a dance called “Trapped in a Maze” (after discussing the concept of a maze), and when completed, draw the stage plan (floor pattern) of the dance indicating all dancers.
        
        2.8.4: demonstrate successfully canon form e.g. Students create their own dances in small groups demonstrating the use of canon form using a dance phrase presented by the teacher
        
        2.8.5: demonstrate the partner skills of taking and supporting weight, and balance and counter balance; the ability to work cooperatively in the creation of a simple dance demonstrating the principle of transition. e.g. Students explore ways of taking their partner’s weight, and choose different ways to build these into a sequence, passing each other’s weight to and fro with smooth transitions.
        
        2.8.6: demonstrate successfully the use of dance form inspired by form of a poem e.g. Students choreograph a dance inspired by the structure of a poem , Still I Rise by Maya Angelou
      - 3.8: Understand How Dance Creates and Communicates Meaning
        
        3.8.1: effectively demonstrate the difference between pantomiming and creating abstract meaning through dance movement e.g.
        
        3.8.1.1: Students explore a range of every day actions and transform them into complex dance phrases.
        
        3.8.1.2: Students pass a simple everyday movement round a circle and, one by one, they add to it with variations created through changes in time, weight, size of movement, and the use of repetition, and gradually build an accumulative sequence.
        
        3.8.2: explain the meaning of one of their own dances e.g Students build a series of group sculptures which tell an evolving story and then explain it. For example, “fear” into “aggression” into “triumph” into “exhaustion”.
        
        3.8.3: effectively create abstract meaning through dance movement; demonstrate how costume design and accompaniment can contribute to the meaning of a dance. e.g.
        
        3.8.3.1: Students extract the main ideas from a newspaper article and create a dance which communicate these main ideas. They choose the accompaniment for the dance and design costumes.
        
        3.8.3.2: Students choreograph a dramatic dance about Anne Frank trapped in the attic and fearing for her life. They choose accompaniment — possibly part of the text of Anne’s diary , spoken by a classmate — and design a costume.
      - 4.8: Apply Analytical and Evaluative Thinkings Skills in Dance
        
        4.8.1: create a movement idea and demonstrate multiple interpretations; choose the most effective and discuss the reasons for their choice e.g
        
        4.8.1.1: Students look at prints of visual art (or visit a gallery) and through discussion, collect ideas and concepts for a dance. They then choreograph dances based on these ideas using, for example, works of Picasso, Jackson Pollack or Kandinsky as inspiration. After performing the dances, the class discusses the results and the connections with the original works of art.
        
        4.8.1.2: Students create a dance and demonstrate how a range of different interpretations can be produced by changing one element of the dance. For example, by changing one dancer’s direction within a group, it might appear that he or she is a non-conformist, going against the flow. After discussion, the students choose the interpretation that they consider to be the most successful, explaining their reasoning.
        
        4.8.2: compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities) e.g.
        
        4.8.2.1: Students view two dances live or on video, and compare the partner-work in terms of space, time and force/energy.
        
        4.8.2.2: Students view two dances and compare the use of the main group formations, explaining how these are used for effect. For example, Giselle, Act II and Busby Berkley’s Flying Down to Rio
        
        4.8.3: identify possible aesthetic criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast, clarity of idea) e.g. Students create a check list of appropriate criteria to evaluate a dance the class has created together
      - 5.8: Demonstrate Understanding of Dance in Various Cultures and Historical Periods
        
        5.8.1: competently perform folk traditional and/or classical dances from various cultures or time periods; describe similarities and differences in steps and movement styles e.g.
        
        5.8.1.1: Students compare Israeli folk dance to Irish folk dance with regard to foot patterns and rhythms.
        
        5.8.1.2: Students demonstrate and explain how particular European social dance (Quadrille) was transformed in its journey to the Caribbean
        
        5.8.2: competently perform folk, social, and/or theatrical dances from a broad spectrum of 20th-century America e.g. Students create a “dancing timeline” for American popular
        
        5.8.3: learn from resources (such as people, books, and video) in their own community a folk dance of a different culture or a social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its context with their peers e.g.
        
        5.8.3.1: Students research the history of ballroom dance, classical ballet, or West African dance, and present the information in writing, with illustrations, and with practical demonstration
        
        5.8.3.2: Students research and create choreographic “family trees” for CT’s choreographers and dance companies using the Internet, and share the “family trees” in class presentations
        
        5.8.4: describe the role of dance in at least two different cultures or time periods e.g. Students compare the role of dance at the French Court of Louis XIV and in West African traditional dance.
      - 6.8: Make Connections Between Dance and Healthful Living
        
        6.8.1: identify at least three personal goals to improve themselves as dancers and steps they are taking to reach those goals e.g. Students create three personal “healthy life-style” goals and monitor progress in a journal. For example, to eat a well balanced diet, to not smoke, to get sufficient rest.
        
        6.8.2: identify major muscle groups and how they work together to produce movement e.g. Students explain how muscles are used in different parts of a dance class e.g in a ballet class from barre exercises to allegro, or in a modern dance class from floor-work to travelling across the floor.
        
        6.8.3: create their own warm-up and discuss how that warm-up prepares the body and mind for expressive purposes e.g. Students create and demonstrate their own warm-up and discuss how this warm-up focuses the dancer’s mind on the dance to be danced, and how the use of breath in the warm up has a calming function.
        
        6.8.4: explain strategies to prevent injuries e.g. Students explain a diet that maximizes the body’s efficiency; demonstrate and explain aerobic and anaerobic activities.
      - 7.8: Make Connections Between Dance, Other Disciplines, and Daily Life
        
        7.8.1: cite examples of concepts used in dance and another discipline outside the arts e.g. Students study the dances of a culture that they are studying in social studies and explain how the cultural context informs the dance.
        
        7.8.2: create a dance project that explores and expresses important ideas from another arts discipline e.g. Connecting with:
        
        7.8.2.1: music; students research the life and works of a composer (for example, Igor Stravinsky) who composed for dance,
        
        7.8.2.2: visual art; students use abstract paintings to inspire choreography. For example, the paintings of Kandinsky, Jackson Pollack or Mondrian
        
        7.8.2.3: math; students use mathematical patterns to create movement patterns
        
        7.8.2.4: social studies; students choreograph a dance that expresses how Anne Frank felt being trapped in the attic and fearing for her life. The dance could be accompanied by a student reading a diary passage s/he wrote in the “voice” of Anne Frank.
        
        7.8.3: video record a dance produced in class, intensifying or changing the meaning of the dance through the recording process e.g. Students video-tape one of their dances and intensify the meaning through simple editing techniques.
    - Grades: 9-10
      - 1.10: Identify and Perform Movement Elements and Dance Skills
        
        1.10.1: demonstrate appropriate skeletal alignment for standing posture e.g.
        
        1.10.1.1: Students demonstrate and explain skeletal alignment using their own posture and a skeleton (or a picture of a skeleton).
        
        1.10.1.2: Students demonstrate strength, flexibility, agility and coordination with consistency and reliability e.g. Students demonstrate these skills on the floor, standing, turning and travelling.
        
        1.10.2: identify and perform basic dance steps, positions, and patterns for dance from two different styles or traditions, demonstrating clarity and stylistic accuracy e.g. Students identify and perform movements in turnout as in classical ballet, and parallel leg lines as in modern dance
        
        1.10.3: use spatial awareness to heighten artistic expression e.g. Students demonstrate and describe the spatial concept of “line” in the successful performance of a particular dance.
        
        1.10.4: perform dances confidently, communicating the artistic intention of the choreographer, with rhythmic acuity and a broad range of movement dynamics e.g. Students perform their own choreography or their teacher’s
        
        1.10.5: memorize and perform a varied repertoire of dances e.g., participate in a dance recital memorizing several different dances
        
        1.10.6: describe the characteristics of a particular choreographer’s movement vocabulary e.g. describe and demonstrate the use of the spine in classical ballet and compare it with its use in the Martha Graham technique.
      - 2.10: Understand Choreographic Principles, Processes and Structures
        
        2.10.1: use effectively a range of choreographic processes e.g.
        
        2.10.1.1: In a circle, students pass round a movement – repeating the phrase they receive and then adding to it;
        
        2.10.1.2: Students create a movement study with two contrasting qualities such as percussive and sustained movement
        
        2.10.1.3: Students create a dance that demonstrates understanding of symmetry and asymmetry in shape, space and time
        
        2.10.1.4: Students perform a structured improvisation with a partner that includes specific limitations or directions — working very close but with no body contact, particular floor patterns, or with moments of stillness.
        
        2.10.2: choreograph duets demonstrating and understanding of choreographic processes and principles, demonstrating understanding of structures or forms e.g. Students work with a partner and use common verbal phrases and metaphors about relationships and the body — face to face, underhand, went behind her back, over my dead body, and create a duet based on a selection from these, and demonstrate the understanding of “theme and variations”
        
        2.10.3: choreograph duets and small group dances demonstrating an understanding of choreographic principles, processes, and as choreographer/ director e.g. Students work as directors, choreographing dances for classmates
        
        2.10.4: develop an idea independently from initial inception through to presentation for an audience, and describe how they manipulated and developed the basic movement content in the dance e.g. Students create solos based on a characters from books, plays or movies, and describe the movement content used and the structural form.
      - 3.10: Understand How Dance Creates and Communicates Meaning
        
        3.10.1: formulate and answer questions about how movement choices communicate abstract ideas in dance e.g. In pairs, students create “interviews” for their classmates for use after watching each others’ choreography. These “interviews” can prepare the students for a written assignment about the dances
        
        3.10.2: examine the ways in which dance creates and conveys meaning by considering the dance from different cultural perspectives e.g.
        
        3.10.2.1: Students view dances from different cultures, live or on video, and discuss the different kinds of ideas which are communicated. For example, celebratory social dances compared with mystical ritual dances.
        
        3.10.2.2: Students study the meanings of gestural movement from a culture other than their own , such as Bharata Natyam from South India
        
        3.10.3: examine the ways in which dance creates and conveys meaning by considering the dance from different cultural perspectives and, using a particular cultural characteristic of form or content, students choreograph their own dances communicating their own ideas. e.g. After viewing Russian folk dances and discussing a use of whole group patterns, students explore the expressive use of these patterns. Using the following: a circle facing inwards and then outwards, a line of dancers facing upstage, a line of dancers linked in a chain, a tight huddle — students choreograph a dance which communicates the feelings in their own group.
        
        3.10.4: compare and contrast how meaning is communicated in two of their own dances e.g. In a written assignment, the students compare and contrast meanings of two dances they have performed. For example, an abstract dance based on the visual concepts of parallel and intersecting lines, compared with a dramatic dance based on fear of separation.
        
        3.10.5: create a dance that effectively communicates a contemporary social theme or a topic of personal significance e.g. Students keep a dance journal for collecting ideas for use in their own choreography. They record any ideas from current events, or from their own lives, that might be useful source material. After a period of time, they select the most promising ideas from their journal and, using those ideas as inspiration, they choreograph a dance.
      - 4.10: Apply Analytical and Evaluative Thinkings Skills in Dance
        
        4.10.1: create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions e.g. Students record the process of choreographing a dance in a journal — from the initial inception of the idea through to the final completion and performance of the dance.
        
        4.10.2: establish a set of artistic criteria and apply it in evaluating their own work and that of others e.g. Students decide “what makes a good dance good” and list the criteria. They then apply this list to evaluate different dances, testing its effectiveness.
        
        4.10.3: formulate and answer their own aesthetic questions (such as: What is it that makes a particular dance that dance? What makes a successful dance successful?) e.g. Students view dances which feature virtuoso performance and describe what makes an exciting performance e.g. African, classical ballet, whirling dervishes, folk dance companies
        
        4.10.4: analyze the style of a choreographer or cultural form; then create a dance study in that style and evaluate the results in discussion with peers e.g. Students view Revelations by Alvin Ailey on video, and describe its choreographic form and choreographic principles. They choose one choreographic idea from Revelations and create their own dance. After performance and discussion, they complete a written assignment on the process, describing Revelations, their own dance, and the connection.
        
        10.4.5: compare the work of two contrasting choreographers using a given set of artistic criteria e.g. Students discuss different dance interpretations of the same piece of music (“the successful interpretation of the music” being the given criteria) For example, view a video of Paul Taylor’s Esplanade & George Balanchine’s Concerto Baroque (which both use Bach’s Double Violin Concerto) and compare the interpretations
      - 5.10: Demonstrate Understanding of Dance in Various Cultures and Historical Periods
        
        5.10.1: perform or discuss the traditions and technique of a classical dance form e.g. Students perform a French court dance from the 17th Century and explain how the dances of this period laid the foundations for classical ballet.
        
        5.10.2: perform and describe similarities and differences between two contemporary theatrical forms of dance or two folk dance forms e.g
        
        10.5.2.1: Students describe the similarities and differences between classical ballet and post modern dance
        
        10.5.2.2: Students demonstrate and explain fundamental technique and dance vocabulary for two different cultural or theatrical forms such as the main ballroom dances (quickstep, waltz, foxtrot, tango); Latin American dances (rhumba, samba, cha-cha-cha, & pasa doble); classical ballet; dances from different regions of Africa; or a classical Indian dance form.
        
        10.5.2.3: Students demonstrate two different folk dances from two different cultures and discuss the differences or similarities in use of rhythm and energy. For example, the differences between the Hora and the Tarantella.
        
        5.10.3: create a time line illustrating important dance events in the 20th century.
        
        5.10.4: analyze historical and cultural images of the body in dance and compare these to contemporary images e.g. Students describe ballet costumes of the European court ballets of the 17th & 18th century and compare them with the costumes worn today in neo classical ballet.
        
        5.10.5: create and answer questions about dance and dancers prior to the 20th century e.g.
        
        10.5.5.1: research and create a “family tree” illustrating how different 20th century forms and/or choreographers were affected by their predecessors. For example, how 20th Century American modern dance was affected by Isadora Duncan.
        
        10.5.5.2: Students research and compare the role of dance rituals in a range of different cultures western and non- western (war, fertility, hunting, celebration, harvest).
      - 6.10: Make Connections Between Dance and Healthful Living
        
        6.10.1: reflect upon their own progress and personal growth during their study of dance e.g. in a dance journal, in discussion with the teacher, or in an essay.
        
        6.10.2: create and demonstrate movement sequences which stretch and strengthen the main muscle groups e.g. Students
        
        6.10.3: create warm-up exercises that demonstrates knowledge of main muscle groups and joints and explain the benefit of each exercise.
        
        6.10.4: analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media e.g. Students collect images of the body and make a collage that presents contrasting cultural images of the body.
        
        6.10.5: effectively communicate how lifestyle choices can affect the dancer e.g. Students explain how meditation exercises can relieve stress and tension; how smoking can damage breathing capacity; the effects of chemical abuse; the importance of rest when putting the body through a rigorous agenda.
      - 7.10: Make Connections Between Dance, Other Disciplines, and Daily Life
        
        7.10.1: create an interdisciplinary project based on a theme identified by the students, including dance and two other disciplines e.g.
        
        7.10.1.1: Students interpret a myth being studied in social studies or language arts through their own choreography and design costumes which reflect the original culture of the myth. For example, the Greek story of Icarus.
        
        7.10.1.2: Using geometric shapes and patterns, in small groups, students create 3D shapes that continuously change. They also design a visual representation of 3D shapes for a stage back-cloth.
        
        7.10.1.3: Students create collages from media images that address a particular theme or issue and then create dances that speak to the messages in the collages.
        
        7.10.2: identify commonalties and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements, and ways of communicating meaning e.g. Students create collaborative projects with peers from other arts disciplines. For example, students of music and dance work together to interpret the same theme with original choreography and music.
        
        7.10.3: create an interdisciplinary project using media technologies (such as video, computer) that presents dance in a new or enhanced form e.g. Students video-tape a dance using two or three cameras and edit the tapes to produce a version that enhances the meaning of the original dance.
    - Grades: K-2
      - 1.2: Identify and Perform Movement Elements and Dance Skills
        
        1.2.1: demonstrate nonlocomotor movements while improvising on a theme and observe and describe the movement elements e.g. Students improvise the rising and sinking of the ocean, a balloon being blown up and bursting, or a flower growing, in a teacher-led discussion.
        
        1.2.2: demonstrate understanding of spatial concepts and locomotor movements e.g. Students make curved and straight floor pathways while walking, skipping, running, without bumping into each other.
        
        1.2.3: demonstrate changing locomotive movements, levels and dynamic qualities using dramatic imagery to inspire the changes e.g. Students create locomotion for a magic journey on a flying carpet, wading in water, stuck in a swamp, or floating in space.
        
        1.2.4: demonstrate understanding of spatial concepts e.g. Students demonstrate the ability to define and maintain personal space through the use of hoops— jumping in and out of the hoop, establishing “home” in the hoop, and dancing around the perimeter of the hoop.
        
        1.2.5: demonstrate accuracy in moving to a musical beat e.g the students become a marching band playing imaginary instruments; or jumping —imitating popcorn popping — in response to a regular or changing rhythm.
        
        1.2.6: demonstrate kinesthetic awareness and concentration e.g. Students “mirror” the teacher’s or partner’s movements.
        
        1.2.7: demonstrate accuracy in memorizing and reproducing simple movement phrases e.g. Students perform the five basic foot positions in ballet in a specified sequence, or a combination of simple jumps.
      - 2.2: Understand Choreographic Principles, Processes and Structures
        
        2.2.1: use improvisation to discover and invent movement and to solve movement problems e.g.
        
        2.2.1.1: Students pass a simple movement around a circle, changing the level of the movement;
        
        2.2.1.2: Students move appropriately to illustrate a range of animal characteristics and movement qualities — slithering like a snake, jumping like a frog.
        
        2.2.1: use improvisation to discover and invent movement and to solve movement problems e.g. 1) Students pass a simple movement around a circle, changing the level of the movement; 2) Students move appropriately to illustrate a range of animal characteristics and movement qualities - slithering like a snake, jumping like a frog.
        
        2.2.2: create a dance phrase or sequence with a beginning, middle and end, and identify and describe each of the parts e.g. Students create a dance phrase for a simple sentence — The snow is falling gently to the ground — and explain their movement choices.
        
        2.2.3: create a dance phrase, repeat it and vary it in terms of time and force e.g. Students create a locomotor phrase and vary it according to different moods or feelings – lazy, joyful, anxious.
        
        2.2.4: demonstrate the ability to work effectively with a partner, and improvise, create, and perform a simple dance based on a concept suggested by the teacher e.g. Students work with a partner and link body shapes together to create a simple duet.
        
        2.2.5: improvise, create, and perform simple dances (working alone) based on concepts suggested by the teacher and their own feelings and ideas, showing a beginning, middle and end, and identifying these parts of the sequence. e.g. Students improvise a simple cyclical story from the natural world — the life cycle of a butterfly, bird, or flower — showing beginning, middle end. In class discussion, they describe the movements they used and the structure of the dance.
        
        2.2.6: demonstrate the partner work skills of copying , mirroring, leading and following e.g. Students explore “reflections” and “shadows”
      - 3.2: Understand How Dance Creates and Communicates Meaning
        
        3.2.1: observe and discuss how dance is different from other forms of human movement e.g Students observe photographs of examples of how people’s movement and posture is affected by moods and feelings and describe what they see in class discussion. They then create body shapes (“statues”) to communicate moods — boredom, sadness, anger — and then create “statues” which move and change showing changes in mood and feeling.
        
        3.2.2: take an active role in a class discussion about interpretations of and reactions to dance e.g.
        
        3.2.2.1: Students interpret the mood or feeling of their classmates’ body or group shapes
        
        3.2.2.2: Students run and step, jump or climb over imaginary “obstacles” while other children guess what the “obstacles” are.
        
        3.2.3: present their own simple dances to their peers and explain their meanings e.g
        
        3.2.3.1: Students create a dance about balloons, being blown up and bursting explosively or slowly emptying; they watch each other and discuss the results.
        
        3.2.3.2: Students perform simple “happy” and “sad” dances and communicate the feelings with the appropriate expressive movement. Then they explain their movement choices in discussion.
        
        3.2.4: present their own simple dances to their peers and explain their meanings e.g. Students create a dance about “making friends”, finding gestures to bond the members of the group such as shaking hands, leaning on each other, supporting each other, and discuss the most effective movement “friendships”
      - 4.2: Apply Analytical and Evaluative Thinkings Skills in Dance
        
        4.2.1: generate multiple solutions to a given movement problem; choose their favorite solution and discuss the reasons for their choice e.g. Working with a partner, students create movement phrases for a simple poem. The students then watch each other and, in discussion, decide which dancers have been most successful in their movement choices and why
        
        4.2.2: observe two (or more) of their own simple dances and discuss how they are similar and different in terms of one of the elements of dance e.g.
        
        4.2.2.1: “growing” dances which finish in a still body shape. Viewers guess what the dancer has “grown into”.
        
        4.2.2.2: Working with a partner, one dancer gets over an imaginary obstacle, and the other guesses what the obstacle is based on the method of “getting over” (jump, climb, step, slide etc) After both of these guessing games, the students discuss what they have seen in terms of the key element (Shape in the first example and locomotion in the second).
        
        4.2.3: observe two dances (live or on video) and discuss how they are similar and different in terms of one of the elements of dance; demonstrate appropriate audience behavior in watching dance performances; and discuss their opinions about the dances with their peers in a supportive and constructive way e.g. Students view each others’ dances or dance on video with concentration and focus, answer their teacher’s questions about the performances giving reasons for their answers, and listen to each others’ points of view.
      - 5.2: Demonstrate Understanding of Dance in Various Cultures and Historical Periods
        
        5.2.1: perform folk dances from various cultures with competence and confidence e.g. A Japanese “welcome” dance, an English Maypole dance, an English country dance, a simple Tarantella (Italian) , La Plena (Puerto Rican)
        
        5.2.2: perform folk dances in a particular culture and time period with competence and confidence, and answer questions about the dance e.g. Students perform a dance from another historical period and explain its origins e.g a medieval Farandole(chain dance), taking turns as leaders and demonstrating several “snail shell” patterns (representing the story of Theseus and the Minotaur, or, going down into the underworld and returning).
        
        5.2.3: answer questions about dance in a particular culture and time period e.g. Students view a video of folk dances from diverse cultures and describe the dances’ obvious characteristics (in structure and content) in discussion with the teacher
        
        5.2.4: perform a dance from a resource in their own community; describe the cultural and/or historical context e.g. Students demonstrate Irish step dance, or the basic positions of classical ballet and explain their origins (in simple terms).
        
        5.2.5: demonstrate fundamental concepts of classical ballet e.g. Students demonstrate foot and arm positions
      - 6.2: Make Connections Between Dance and Healthful Living
        
        6.2.1: identify at least three personal goals to improve themselves as dancers e.g. to develop more strength to control certain movements; to concentrate more intently so that they are not distracted by others: to listen more carefully to the music.
        
        6.2.2: describe the skeleton and how it works in simple terms e.g.
        
        6.2.2.1: Students identify and describe muscles and bones and explain how they work
        
        6.2.2.2: In small groups, students create and describe a fantasy creature and determine its mode of locomotion, describing the creature and its locomotion anatomically.
        
        6.2.2.3: In small groups, students create shapes that are interconnected and represent different parts of the skeleton. For example, “hinge” joints, or the spine’s vertebrae.
        
        6.2.3: explain how healthy practices enhance their ability to dance e.g., Students demonstrate understanding and control of their own breathing and explain its importance; demonstrate correct alignment of body when standing and sitting.
      - 7.2: Make Connections Between Dance, Other Disciplines, and Daily Life
        
        7.2.1: create a dance project that reveals understanding of a concept or idea from another discipline e.g. Students create a dance based on
        
        7.2.1.1: a story being read in language arts
        
        7.2.1.2: using mathematical concepts such as shape and number
        
        7.2.1.3: using themes from science such the weather, the environment, the age of dinosaurs, the elements of earth, air, fire and water.
        
        7.2.2: respond to a dance using another art form; explain the connections between the dance and their response to it e.g.
        
        7.2.2.1: Music: students create a sound score for a student dance demonstrating understanding of dance and music through (for example) use of pulse and rhythm, crescendo and diminuendo, changes in tempi
        
        7.2.2.2: Visual art: students create a mural of the class’s dance showing its different sections or components.
        
        7.2.3: video record a simple dance (after collaborative planning in small groups) which successfully shows the concept or idea that drives the dance (connecting with technology) e.g. Students make simple choices for camera angles.
  - Arts: Music (1999)
    - Grades: 11-12
      - 1: Students will sing, alone and with others, a varied repertoire of music
        
        Chorus
        
        Chorus/General
        
        1.1: Students sing a varied repertoire of literature, with good breath control, the melody and one other harmonic part of a four part composition with a difficulty level of 4, alone, and as a member of a quartet, and in a large ensemble. Students demonstrate w
        
        1.2: Students sing one piece with accompaniment, one piece a capella, and one piece from memory. Students demonstrate technical proficiency and proper expression.
      - 2: Students will play, alone and with others, a varied repertoire of instrumental music
        
        Band/Orchestra
        
        Chorus/General
        
        2.1: Students perform keyboard or another harmonic/accompaniment instrument in small ensembles with one student per part on level 3 music.
        
        2.2: Students play a selected melody, from their choral literature, on a keyboard instrument or through loading that data onto a sequencer.
        
        2.3: Using a MIDI lab, students record an instrument representing their vocal part in step-time.
        
        2.4: Students perform on at least one instrument accurately and independently with good posture and playing position and well-developed ensemble skills, a varied repertoire of music with a difficulty level of 4.
      - 3: Students will improvise melodies, variations and accompaniments
        
        General
        
        Jazz
        
        3.1: Students react musically to another student's improvised melody. The students "trade four's" and accompany each other with "root", chord tones, or a counter-melody.
        
        3.2: Students improvise a stylistically authentic solo for a song which includes the functions I, ii, V7 in both major and minor. Students demonstrate mastery of harmonic changes and sensitivity to the accompanying instruments.
      - 4: Students will compose and arrange music.
        
        Theory/Composition/Performance Ensembles
        
        4.1: Students compose a melody based on a tune whose harmonic progression includes: Tonic, Dominant, and Sub Dominant functions. Students compose 3 stylistic variations of their composition. Students arrange these variations for a 4 voiced mixed ensemble, incl
        
        4.2: Given a subject, students are asked to write a three voice fugue. Part A - Students write the 2nd and 3rd voice entrance of the subject as found in a standard fugue setting. Part B- Students continue all voices after their entrance with counterpoint that
        
        4.3: Compose a piece using MIDI instruments and a sequencing program that includes rhythm and melodic instruments.
      - 5: Students will read and notate music
        
        5.1: Students demonstrate the ability to interpret a band or orchestral score and describe how the elements of music are used.
        
        5.2: Given a melody or progression, students accurately transcribe it.
        
        5.3: Students, as a regular part of many rehearsals, accurately and expressively site-read challenging literature.
        
        5.4: Students take melodic dictation of up to four bars of simple and compound meters that utilize stepwise and triadic intervals.
      - 6: Students will listen to, describe and analyze music
        
        6.1: Students describe in detail 4 significant events in a work such as in Morton Gould's "American Salute" (Copland's Appalachian Spring") or another piece the ensemble is playing. Using technical vocabulary to explain the importance of these events in unifyi
        
        6.2: Students describe how a musical climax is reached in three different pieces of contrasting styles.
      - 7: Students will evaluate music and music performances
        
        Band/Orchestra/Chorus
        
        General
        
        7.1: Using student designed criteria, students listen to a piece of music they have never heard before and critique the composition and/or the performance using comparisons drawn from their experience.
        
        7.2: After taping a self-performance of "Confirmation", a student will compare his improvisation with the recording of the same by Charlie Parker using student designed criteria.
        
        7.3: Students look at a transcribed band piece and the original orchestral setting such as "Festival Overture" or "William Tell." Students describe the interpretation decisions made by the transcriber when assigning the instrumentation.
      - 8: Students will make connections between music, other disciplines and daily life.
        
        8.1: By producing a recording/CD of a school performance, students are involved in the engineering, editing, production, distribution, etc.
        
        8.2: Art/Music - Students compare and contrast a work of art, a piece of music, a dance and a theater piece from the same historical time period.
        
        8.3: Students visit and/or job-shadow professionals in the music industry.
        
        8.4: Students describe the similarities and differences between an audition and an interview.
        
        8.5: Music/Art - Students identify how the music and art of a particular era reflects the social and political attitudes of the time.
      - 9: Students will understand music in relation to history and culture.
        
        9.1: When listening to aural examples of unfamiliar music, students identify the characteristics of the period within the music.
        
        9.2: Students explore the role of musicians and composers in the European pre-Baroque era, and discuss how that is different in today's Western society.
    - Grades: 3-4
      - 1: Students will sing, alone and with others, a varied repertoire of music
        
        1.1: Students sing on pitch 3 songs, from memory, representing diverse genres with appropriate timbre, diction, and expression, while maintaining a steady beat and good posture.
        
        1.1.1: a 4-phrase solo
        
        1.1.2: a partner song, round or ostinato
        
        1.1.3: a full-class unison song
        
        1.2: Students sing 4 songs representing different styles (i.e., , lullaby, patriotic, folk, spiritual) from memory, incorporating appropriate elements of those styles.
        
        1.3: Students sing from memory songs representative of at least 5 distinct cultures.
        
        1.4: Students start, end, and adjust their tempo and dynamic levels in response to gestures of a conductor.
        
        1.5: Students identify and adjust so that their voice blends and balances with other singers when singing familiar songs in a group.
      - 2: Students will play, alone and with others, a varied repertoire of instrumental music
        
        Band/ Orchestra
        
        Music
        
        2.1: Students play on pitch and with a steady beat, a simple duet on a melodic instrument (recorder, pitched percussion, band/ orchestra instrument) while blending timbres and matching dynamic levels, playing on pitch, and maintaining a steady tempo.
        
        2.10: Students perform ensemble music of at least two contrasting parts with
        
        2.11: During a rehearsal, students improvise easy rhythmic and melodic patterns on their instruments that other students answer by creating responses.
        
        2.12: Students demonstrate appropriate tone quality, embouchure/ bow technique, hand position, finger movement, articulation, and other basic technical skills on their instrument.
        
        2.2: Students perform a two-part ostinato or accompaniment while the class sings.
        
        2.3: Students perform accompaniments, which are appropriate in instrumentation and style, to songs from a variety of cultures.
        
        2.4: Students perform a rhythmic accompaniment with 2-3 other rhythmic instruments, each group of instruments playing a different rhythmic part.
        
        2.5: Students echo rhythms and melodic patterns dictated by the teacher.
        
        2.6: Students perform student compositions as a class, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor.
        
        2.7: Students perform music representing diverse genres and styles.
        
        2.8: Students perform a three-part rhythmic score in both duple and triple meter using body percussion, pitched or unpitched instruments.
        
        2.9: Students perform 1 solo and 3 ensemble pieces of various genres at a grade level of 1 in an ensemble, blending timbres, balancing dynamic levels, and responding to the cues of the conductor.
      - 3: Students will improvise melodies, variations and accompaniments
        
        3.1: Students improvise melodic answers on recorder, or other melodic instruments, in the same style given by the teacher.
        
        3.2: Students improvise an interlude between verses of a piece with harmonic accompaniment (e.g. , I, V chord pattern).
        
        3.3: Students create eight beat rhythmic answers, using body percussion and/ or pitched instruments, to rhythmic questions given by the teacher.
        
        3.4: Students improvise a melody on pitched or unpitched instruments based on the harmonic pattern of a typical folk song (i.e., , i, I & V7).
        
        3.5: Students improvise vocal or instrumental variations to melodies with more complex harmonic progressions as modeled by the teacher (i, e, I, IV, V7 or i, V7).
        
        3.6: Students improvise a three note ostinato based on the chordal structure of a simple folk song.
        
        3.7: On a non-pitched instrument, students create a two-measure introduction to a song in duple meter (e.g. , " When The Saints Go Marching In" ).
      - 4: Students will compose and arrange music.
        
        4.1: Using only quarter notes, students compose tonic and dominant patterns to accompany a typical folk song in a major tonality (i.e., , " Skip To My Lou" ).
        
        4.2: Using only quarter notes, students compose tonic and dominant patterns to accompany a typical folk song in minor tonality.
        
        4.3: Given a simple song, students compose two melodic ostinati.
        
        4.4: Given a song, students create 2 melodic and 1 rhythmic ostinati on instruments of contrasting timbre.
        
        4.5: When given the A section of a rondo, students create contrasting sections.
        
        4.6: Students compose a melody over a given basic chord accompaniment (i.e., I, IV, V).
        
        4.7: Students create and arrange percussion patterns to accompany readings or dramatizations (i.e., myth or legend, poetry or stories).
        
        4.8: Students create a simple composition using non-traditional sounds such as home-made instruments, uncommon effects on traditional instruments and uncommon instruments that may be found in other cultures.
        
        4.9: Students arrange a composed melody in the following forms: binary, rondo, ternary.
      - 5: Students will read and notate music
        
        Band/Orchestra
        
        Music
        
        5.1: Students read and perform 4-measure rhythmic patterns using quarter, eighth, half, whole and dotted half notes and quarter rests in 2/ 4, 3/ 4, or 4/ 4 meters.
        
        5.10: Students are able to play a one octave scale on their instruments and can sight-read 8 measures in 2/ 4, 3/ 4, 4/ 4 with quarter, eighth, half, dotted half, whole notes and quarter rests.
        
        5.2: Students identify intervals of a third, fifth, and octave.
        
        5.3: Students demonstrate understanding of meter in such ways as circling measures with incorrect beats, filling in measures when beats are missing, and placing a bar line to complete measures.
        
        5.4: Students read by singing or playing simple melodies using 5-note pitch patterns in pentatonic or major scale.
        
        5.5: Students write simple patterns using quarter, eighth, half, whole, dotted half notes and quarter rests in 4/ 4 time when played by the teacher.
        
        5.6: Students visually and aurally identify steps, skips, leaps and repeats in selected compositions.
        
        5.7: Students accurately perform forte, piano, fortissimo, pianissimo, mezzo forte and mezzo piano.
        
        5.8: Students use musical terms such as allegro, andante, legato and staccato, when describing given listening examples.
        
        5.9: Students accurately read and perform an ostinato pattern in a two-or three-part ensemble using quarter, eighth, half, dotted half, whole notes and quarter rest.
      - 6: Students will listen to, describe and analyze music
        
        6.1: Students create movement or dance to demonstrate their knowledge of
        
        6.2: Students describe the characteristics of different dances such as calypso,
        
        6.3: Students use musical vocabulary to describe certain aspects of music
        
        6.4: Students identify instruments (steel drums, marimbas, balalyka, guitar) ,
        
        6.5: Students create body movements or dances to demonstrate their understanding of duple or triple meter.
      - 7: Students will evaluate music and music performances
        
        7.1: Students brainstorm and then choose four elements of music (e.g.. ,
        
        7.1.a: a class performance
        
        7.1.b: a group performance
        
        7.1.c: a pre-recorded performance
        
        7.1.d: an individual performance.
        
        7.2: Students brainstorm and then choose four non-musical elements (e.g. ,
        
        7.2.a: a class performance
        
        7.2.b: a group performance
        
        7.2.c: a pre-recorded performance
        
        7.2.d: an individual performance.
        
        7.3: Using four terms from the elements list they devised, students listen to
        
        7.4: Students listen to two or three pieces of music. Using four of the terms
        
        7.5: Students listen to 3 different stylistic arrangements of the same piece and make judgements on the appropriate style (e.g. , a lullaby played very loudly, a Sousa march played as a lullaby, etc. ).
        
        7.6: Students evaluate a performance according to their criteria and discuss two things that went well and two things that need improvement
      - 8: Students will make connections between music, other disciplines and daily life.
        
        8.1: Art-Listening to a piece of music and looking at a painting from a particular style period, students identify similarities and differences in:
        
        8.1.a: color (tone color)
        
        8.1.b: timbre
        
        8.1.c: pattern
        
        8.1.d: repetition
        
        8.1.e: line
        
        8.1.f: rhythm
        
        8.1.g: contrast
        
        8.1.h: rest in music/ negative space in art
        
        8.2: Foreign language-students sing songs in a language other than English and use correct pronunciation and diction.
        
        8.3: Literature-Students compare the form of a piece of literature and a piece of music and identify the beginning, middle and end in both.
        
        8.4: Math-students identify the mathematical basis of note values, rests, time signatures, etc. , and discuss the relation to fractions and other math concepts.
        
        8.5: Science -Students describe the relationship between the size of an instrument and its pitch and the speed of vibrations and pitch.
        
        8.6: Social Studies-Students identify how songs traveled from Europe and other countries to America and how they changed reflecting historic time periods, e.g. , colonialism, western expansion, etc.
      - 9: Students will understand music in relation to history and culture.
        
        9.1: Students listen to aural examples of music from various historical periods and cultures by contrasting their style and by identifying the way the elements of music are used (e.g. , Bach vs. Beethoven, Popular vs. Classical, African vs. Native American, et
        
        9.2: Students discuss simple genres of music, develop criteria used to classify music, and separate music according to genre (e.g. , popular, folk, classical, dance.g.spel, rap, etc. ).
        
        9.3: Students describe how elements of music (rhythm, melody, texture, dynamics) , are used in music from different cultures. The teacher guides group listening.
        
        9.4: Students identify elements of music from diverse cultures and historical periods using various charts and maps (e.g. , Venn Diagrams, listening maps, compare/ contrast, lists, fill-in-the-blank charts, etc).
        
        9.5: Students identify historical and cultural events (i.e., , social/ family occasions such as parties, weddings, funerals, patriotic celebrations or sports events) , and discuss the type of music played, where it is played, and its function.
        
        9.6: Students discuss roles of musicians and music in various world cultures and/ or American regions (i.e., , master drummer in Africa, group playing one large drum for Native American pow-wows, etc. ).
        
        9.7: After reading biographies and/ or articles about famous present-day musicians, students compare and contrast styles, e.g. , Kathleen Battle vs. Celine Dion.
        
        9.8: Describe the roles of musicians in various regions (ex. Appalachian, zydeco, salsa, etc. ).
        
        9.9: Demonstrate appropriate audience behavior for various genres, context and style of music performed. For example, orchestral (don' t clap between movements) , folk/ gospel music (clapping encouraged) , jazz (clap after solos) , sporting events (sing and sh
    - Grades: 5-6
      - 1: Students will sing, alone and with others, a varied repertoire of music
        
        Band/ Orchestra
        
        Chorus
        
        General
        
        1.1: Students sing the melody and the harmonic part of pieces of two-part literature with a difficulty level of 1 representing at least three diverse genres and cultures:
        
        1.1.1: alone
        
        1.1.2: as a two part duet
        
        1.1.3: in a large ensemble
        
        1.2: At least one song should be sung from memory.
        
        1.3: Students sing with accuracy and expression while responding to the cues of a conductor.
        
        1.4: Chorus students sing two-and three-part music with a difficulty level of 2, including some songs from memory, alone and in small and large ensembles. Students sing with expression and technical accuracy, and with good breath control throughout their sin
        
        1.5: During the daily rehearsal, band/ orchestra students sing alone and with the ensemble a melodic passage from their music that represents diverse genres and cultures, with a difficulty level of 1:
        
        1.5.1: a main theme
        
        1.5.2: a harmony part
        
        1.6: Band/ Orchestra students sing one patriotic song with appropriate dynamics, phrasing and interpretation.
      - 2: Students will play, alone and with others, a varied repertoire of instrumental music
        
        Band/ Orchestra:
        
        General/ Chorus
        
        2.1: Students perform a complex 2-3 voiced ostinato while the class sings.
        
        2.10: Students play five simple melodies by ear.
        
        2.2: In partners, students play a simple duet such as Chopsticks.
        
        2.3: Given a starting pitch students play a melody by ear.
        
        2.4: Given a melody students decide where chord changes should occur and perform them on a chordal instrument such as a guitar or autoharp.
        
        2.5: Students read from traditional notation and accurately perform a level 1 melody using good playing position, alone and in a small group.
        
        2.6: Students play a step-wise melody by ear (ex. " Ode to Joy" , " Lean On Me" , " Hot Cross Buns"). Students later add a chordal accompaniment.
        
        2.7: Students select instruments to accompany ensemble literature for which they create and perform expressive music that is stylistically appropriate for the culture represented in the music.
        
        2.8: Students independently perform a level 2 solo piece with expression and technical accuracy, using good posture and playing position.
        
        2.9: Ensemble music performed represents diverse genres and cultures and is performed blending instrumental timbres, matching dynamic levels and by responding to cues of a conductor.
      - 3: Students will improvise melodies, variations and accompaniments
        
        Band/ Orchestra
        
        General
        
        3.1: Students improvise variations on a major melody with a simple
        
        3.10: Students improvise a melody over a given rhythmic accompaniment.
        
        3.2: Students experiment with scat singing (vocal improvisations) by imitating the teacher or recordings. Students first echo phrases over a blues progression, next they substitute their own syllables, then alter the phrases, and finally begin to improvise th
        
        3.3: Students respond to the performance of a short melody by singing a new version of the melody with an altered ending.
        
        3.4: Students are divided into 2 parts. Part 1 is assigned the pitches do and sol. Part 2 is assigned pitches do and ti. Students perform their assigned notes to vocally accompany a song with the functions of tonic and dominant such as " Mary Had a Little Lam
        
        3.5: Student improvises a new melody and counter melody over the harmonic progression of a tune whose harmonic progression includes I, V, IV in major. (i.e., " Long Long Ago" ) Improvise a melody in the relative minor key for the same chord progression. Studen
        
        3.6: Given a harmonizing instrument (i.e., keyboard, autoharp, guitar) and a two-chord major melody, (i.e., I, V, I) students determine when to change chords to fit the music.
        
        3.7: Students improvise a harmony part of a simple familiar tune on an Orff instrument.
        
        3.8: Students improvise a descant or bass line for a simple melody.
        
        3.9: Students play a melody by ear and create a variation on the melody.
      - 4: Students will compose and arrange music.
        
        General
        
        Performing Ensemble
        
        4.1: Students use a keyboard and sequencing software to create a piece
        
        4.2: Students compose a simple melody in one of three prescribed keys. The melody begins and ends on the tonic; is at least 12 measures long; and demonstrates unity, variety, tension, release, and balance. (Students can compose their own lyrics, or base their
        
        4.3: Ensemble students compose the ending to a melody (i.e., , last 4 measures of an 8-measure melody) which is consistent with the first four measures and achieves a clear sense of cadence (ending).
        
        4.4: Using percussion instruments, students compose a rhythmic accompaniment to a story showing how phrase and cadence relates to the plot.
        
        4.5: Students create a rhythmic accompaniment which reflects a particular mood and style of music that authentically using midi technology. Students may incorporate audio samples of indigenous music in the final product. (Possible software includes: ACID,
        
        4.6: Arrange the melody and bass part of a patriotic tune or hymn for a treble and bass instrument.
        
        4.7: Students compose a one line composition in a form with contrasting sections. (i.e., ABA, verse refrain) using at least one other musical elements (i.e., dynamic, style) to create contrast between the sections. Students then compose a second one line compo
      - 5: Students will read and notate music
        
        Band/Orchestra
        
        General
        
        5.1: In addition to notation listed in grade four, students read patterns including 4 sixteenths, dotted quarter and eighth notes.
        
        5.2: Students read in conducting patterns in 4/4 and then 2/4.
        
        5.3: Students read a simple melody in the bass clef
        
        5.4: Students will notate rhythmic dictation.
        
        5.5: Students identify all symbols in the music they are performing in class.
        
        5.6: Students are able to sight-read music with a difficulty level of 1.
        
        5.7: Using music theory software, students work on a computer for 10 minutes per month to practice notation and site reading skills.
      - 6: Students will listen to, describe and analyze music
        
        General
        
        6.1: Students listen to two contrasting works of the same genre (i.e., Moussorgrky's "Pictures at an Exhibition" and a Celtic Dance Set) and compare their use of musical elements such as form, tonality, rhythm, timbre, dynamics and tempo.
        
        6.2: Students apply feelings vocabulary (i.e., calm, tense, confused, joyous, disturbed, surprising, violent, or expansive) to describe the mood of pieces or sections of pieces of music, and identify how musical elements contribute to those moods.
        
        6.3: Students will listen to music that evokes an image (i.e., Fanfare for the Common Man, Carnival of the Animals, Gollywog Cakewalk) several times. On the third playing students create a listening map that includes a key identifying- dynamics, form, rhythm,
        
        6.4: Students listen to an orchestral piece and identify the instruments.
        
        6.5: Students indicate (i.e., raising hands, thumb signals, displaying a card) that they have heard important events in a piece of music (i.e., entrances in a Fugue, return of melody in a Symphonic movement).
      - 7: Students will evaluate music and music performances
        
        7.1: Students create a form listing musical criteria they might use to
        
        7.1.a: Students choose 3 pieces based on personal preference and evaluate them using their form.
        
        7.2: Students use specific criteria create a form to evaluate their own and other's performances.
        
        7.3: Students listen to and perform 3 different stylistic arrangements of the same piece,(i.e., Gospel, folk, choral, orchestral, jazz, rock). Students compare and contrast the arrangements based on their criteria. Students reflect upon their performance and
        
        7.4: Students listen to 2 or 3 different pieces of music by the same artist(s) and critique them using appropriate vocabulary.
        
        7.5: Students listen to a live performance and studio performance by the same group, critique them using appropriate vocabulary.
      - 8: Students will make connections between music, other disciplines and daily life.
        
        8.1: Listening to a piece of music and looking at a painting from a
        
        8.1.a: color (tone color)
        
        8.1.b: timbre
        
        8.1.c: pattern
        
        8.1.d: repetition
        
        8.1.e: line
        
        8.1.f: rhythm
        
        8.1.g: form
        
        8.1.h: contrast
        
        8.1.i: rest in music/negative space in art
        
        8.1.j: harmony
        
        8.2: Language Arts- students set texts to music.
        
        8.3: For choir, students sing literature that has been set to music. Ex: "Anabel Lee" , Edgar Allen Poe or "Dreams", Langston Hughes
        
        8.4: Create sound carpets using onomonopoetic vocal sounds.
        
        8.5: Science - students listen to 2 frequencies and using an oscilloscope, visually identify differences in high and low pitches
        
        8.6: Science- students physically describe the human hearing process.
        
        8.7: Social Studies- students identify events/movements and how they influenced the music of the time.
        
        8.8: Students look at the cover of a CD and research and describe the roles of the people involved in making the CD, e.g. the engineer, producer, cover designer, etc.
      - 9: Students will understand music in relation to history and culture.
        
        General Music
        
        Performing Ensemble
        
        9.1: Students list the main historical periods and important composers of western music from the Baroque to the 20th Century.
        
        9.10: Students listen to three diverse pieces of music and describe what is different.
        
        9.11: Students indicate on a map the location of the origin of music they have played in class. Students give reasons for their decisions.
        
        9.12: Students give a two-sentence introduction to music during the concert.
        
        9.2: Students listen to and perform music from the various sources of American music (salsa, zydeco/Cajun, cowboy songs, rock music, etc.)
        
        9.3: Students produce posters for rock music groups
        
        9.4: Students identify individually the elements of music.
        
        9.5: Students perform on a melody instrument (piano, recorder, Orff instruments, band/string instrument) the main theme(s) of exemplary works, for example, Vivaldi Spring, Bach Minuet in G, Handel Hallelujah Chorus, Beethoven's 9th Ode to Joy, Debussy Afternoo
        
        9.6: Students compare and contrast how music is used in youth rituals in American and other cultures, e.g. Bar Mitzvah/Vision Quest, etc.
        
        9.7: Students compare several world cultures, the function music serves, the role of the musician and conditions in which music is typically performed.
        
        9.8: Students list two facts about the history and/or culture of four of the pieces they performed in class.
        
        9.9: Students give a two-sentence introduction to music during a concert that gives information about the historical or cultural background of the music.
    - Grades: 7-8
      - 1: Students will sing, alone and with others, a varied repertoire of music
        
        Band/Orchestra
        
        General
        
        1.1: Students sing the melody and the harmonic part on pieces of two- or three-part literature with a difficulty level of 2 representing at least three diverse genres and cultures:
        
        1.1.1: alone
        
        1.1.2: as a two part duet
        
        1.1.3: in a large ensemble
        
        1.2: At least one song should be sung from memory.
        
        1.3: Students sing with accuracy and expression while responding to the cues of a conductor.
        
        1.4: Chorus students sing a varied repertoire of two- and three-part vocal literature with a difficulty level of 3, including some songs from memory, alone and in small and large ensembles. Students sing with expression and technical accuracy, and with good b
        
        1.5: During the band/orchestra rehearsal, students sing alone and with the ensemble a melodic passage from their music that represents diverse genres and cultures, with a difficulty level of 2:
        
        1.5.1: a main theme
        
        1.5.2: a harmony part
        
        1.5.3: responding to the cues of a conductor
        
        1.6: Band/Orchestra students sing alone at least one folk song from memory with good breath control on a level of 2.
      - 2: Students will play, alone and with others, a varied repertoire of instrumental music
        
        Band/Orchestra
        
        General/Chorus
        
        2.1: Students sing a simple song and accompany themselves with a simple harmonic accompaniment.
        
        2.2: In small groups, students take turns playing an accompaniment or singing the melody.
        
        2.3: In groups of two, students take turns playing a simple melody such as "Jingle Bells" by ear while the second student plays an accompaniment.
        
        2.4: Students expressively perform music of diverse genres and cultures with a difficulty level of 2.
        
        2.5: Three students, on different parts, perform 8 measures from their band/orchestra music with expression and technical accuracy.
        
        2.6: Students play by ear a well known melody, (i.e., pop, TV theme or jingle.)
        
        2.7: Students play an instrument in a performing ensemble at a grade 3 difficulty level, music from diverse cultures and genres.
      - 3: Students will improvise melodies, variations and accompaniments
        
        Band/Orchestra
        
        General
        
        3.1: Student improvises, using mostly chordal tones with a steady beat,
        
        3.2: After listening to a and singing with accompaniment, the melody of a simple song (i.e., 3 chord major or minor folk song), the melody is removed and students improvise a new melody over the remaining chord progression, first using mostly chordal tones in
        
        3.3: Student improvises a bass line to a simple melody such as "Jingle Bells" or "Pachebel's Cannon."
        
        3.4: Students improvise a variation to a folk song changing three musical elements. (e.g. pitch, tempo, dynamics)
        
        3.5: Given a three chord melody, students improvise a harmonic accompaniment that includes rhythmic variation and accurate chord changes.
        
        3.6: Band Given a melody from their ensemble literature, students embellish the melody to create a variation.
        
        3.7: Given specific styles (i.e., baroque, blues, blue grass, contemporary) students improvise three melodies over stylistically corresponding accompaniment.
      - 4: Students will compose and arrange music.
        
        General
        
        Performing Ensemble
        
        4.1: Students compose music to accompany pictures at a school art
        
        4.2: Students compose a melody and lyrics using a prearranged form.
        
        4.3: Given a general MIDI file containing a piece in multiple parts, students assign a timbre to each track (part) to create a musically effective arrangement.
        
        4.4: Ensemble students compose a melody for their own voice or instrument within specified guidelines (i.e., at least 8 measures long, major tonality, conclusive ending, range of more than a full octave). (Students might notate their melody, perform it or tea
        
        4.5: Ensemble students compose a melody based on an idea from a piece they are learning (i.e., use a motif, pitch set -- such as pentatonic -- or rhythmic idea from the piece; create a melody in the same style, such as swing or romantic; apply a principle, suc
        
        4.6: Arrange a four-part hymn for four instruments.
        
        4.7: Choral students create a descant on an original composition
      - 5: Students will read and notate music
        
        Band/Orchestra
        
        General
        
        5.1: In addition to grade 6 notation, students read, two sixteenth notes followed by an eighth, an eighth note followed by two sixteenth notes, and syncopation.
        
        5.2: Students notate simple rhythmic and melodic dictation of 2-3 measures.
        
        5.3: Students read 6/8, 3/8.
        
        5.4: Students compare 4/4 in which a quarter = 1 beat, to 6/8 where a quarter =2 beats.
        
        5.5: Students sing all parts of choral scores when requested.
        
        5.6: Students are able to sight-read music with a difficulty level of 2.
        
        5.7: Students can describe their music performance using the proper definitions for standard notation and symbols used by the composer.
        
        5.8: Students write, teach and perform clapping canons using a full range of rhythm vocabulary.
      - 6: Students will listen to, describe and analyze music
        
        6.1: Students choose a piece they will perform. They will describe why it is appropriate given musical/technical criteria (i.e., melodic quality, harmonic interest, instrumentation, arrangement) including technical difficulty.
        
        6.2: Given a vocabulary of chords that they can perform on a harmonizing instrument (guitar, keyboard or synthesizer, mallet percussion) and a 4- chord song presented aurally, students figure out and perform the accompaniment, demonstrating knowledge of meter,
        
        6.3: Listen to the original and electronic version of a piece of music, (ex. Snow Flakes Dancing, Tomita and Debussy) and describe the differences between the arrangements.
        
        6.4: Using proper terminology, students compare and contrast vocal sounds of the trained versus the untrained voice: good diction versus poor diction and choral versus solo sound.
        
        6.5: Listen to a work of program music (romantic work such as Night on Bald Mountain , background or theatrical music such as the overture to West Side Story , ballet music such as Billy the Kid ) and write a short story depicting the sequence of musical event
      - 7: Students will evaluate music and music performances
        
        7.1: Students articulate, using appropriate vocabulary, their evaluation of a
        
        7.1.a: appropriateness of instrumentation
        
        7.1.b: form
        
        7.1.c: harmony
        
        7.1.d: melody
        
        7.1.e: dynamics
        
        7.1.f: style
        
        7.1.g: tempo
        
        7.1.h: rhythm
        
        7.2: Students are specific in their discussions and include constructive suggestions for improvement.
        
        7.3: Students write a persuasive essay to convince a friend why he/she should like a particular piece.
        
        7.4: Students write a newspaper article critiquing a performance.
        
        7.5: Students write a review of a CD
      - 8: Students will make connections between music, other disciplines and daily life.
        
        8.1: Students compare art forms from one cultural era and describe ways in
        
        8.2: Language Arts- students compare the sonata allegro form and the 3-division essay (introduction, development, conclusion).
        
        8.3: Science- students discuss the roll of acoustics. Students discuss and compare the sounds produced by acoustic instruments versus electronic families of instruments.
        
        8.4: Students brainstorm a list of careers involved in the production of a Broadway show from the beginning of the writing of the first word of the play and the first note of the music to "opening night." Students apply what they learned by designing a playbil
        
        8.5: General Music- Relate to daily life- movies!
        
        8.6: After viewing a clip from a movie without sound, and then again with music (Ex. John Williams film score to "Jaws"), students discuss the importance of music in creating excitement. This can lead to a discussion of hearing impaired. How would it feel to l
      - 9: Students will understand music in relation to history and culture.
        
        General Music
        
        Performing Ensemble
        
        9.1: Students listen to four representative musical works by four major composers and describe the characteristics that indicate the period of music represented. Students then arrange the pieces in chronological order by composer and historical period.
        
        9.2: Students listen to and perform music form the African-American experience, e.g. slavery spirituals, the Underground Railroad ("Follow the Drinking Gourd"), ragtime, blues, jazz, popular styles, gospel, a capella groups, rhythms & blues, rap, etc. Students
        
        9.3: Students listen to music used in TV commercials. Using a data table they record the style, tempo of the music, and whether the music is original, or if no music is used.
        
        9.4: Students list five varied pieces played in their ensemble and label them by period and, style, giving reasons for their decisions.
        
        9.5: Students choose pieces for future concerts based on variety of historical periods, styles, and cultures.
        
        9.6: Students design a concert program based on including a variety of selections and where to position selections in the program. Students discuss who makes these selections in school programs, professional concerts and religious or cultural events.
        
        9.7: Students choose three passages from music they have performed in class and describe what makes each passage typical of the genre, style, and historical period.
    - Grades: 9-10
      - 1: Students will sing, alone and with others, a varied repertoire of music
        
        Band/Orchestra
        
        Chorus
        
        Chorus/General
        
        1.1: Students sing a varied repertoire of literature, (i.e., different historical periods, nationalistic, jazz, popular), on the appropriate part of music with a difficulty of 3, alone, as a member of a quartet, or as a member in a large ensemble. The selectio
        
        1.2: Students will sing one piece with accompaniment, one piece a capella, or one piece from memory. Students demonstrate technical proficiency and proper expression.
        
        1.3: Students sing a melodic passages and/or excerpts of their instrumental part, alone and with others, at a difficulty level of at least 2.
      - 2: Students will play, alone and with others, a varied repertoire of instrumental music
        
        Band/Orchestra
        
        Chorus/General
        
        2.1: Students perform on percussion or simple melody instruments, in small ensembles with more than one student on a part, level 3 music, demonstrating well-developed ensemble skills and good posture and playing position.
        
        2.2: Students play rhythm instruments with select choral pieces.
        
        2.3: Students play their part on keyboard instruments or recorder with good posture and playing position.
        
        2.4: Given a prepared track, students play their parts in a "music minus one" setting.
        
        2.5: Students perform on at least one instrument accurately and independently with good posture and playing position and well-developed ensemble skills, a varied repertoire of music with a difficulty level of 3.
      - 3: Students will improvise melodies, variations and accompaniments
        
        3.1: Using rhythmic and melodic material, students imitate the melody of a composition.
        
        3.2: Given the "Blues" scale, students create melodies over a harmonic setting of Tonic, Subdominant, and Dominant chords for twelve bars.
        
        3.3: Students provide a harmony part for an improvised line in roots or chord tones
      - 4: Students will compose and arrange music.
        
        Music Technology/Theory/Comp.
        
        Performance Ensembles
        
        Theory/Composition
        
        4.1: Students compose a melody based on a tune whose harmonic progression includes: Dominant, tonic, and Sub Dominant function.
        
        4.2: Students harmonize a simple melody in choral style using proper voice leading.
        
        4.3: Given a harmonic progression and melody, students arrange the composition for three other voices.
        
        4.4: Students compose a melody and counter melody based on a folk tune whose harmonic progression includes: se harmonic progression includes: I, V, IV in major. Students score a duet for instruments in contrasting keys.
        
        4.5: Using sequencing software, devise a rhythm section accompaniment to a song and notate the sequence
        
        4.6: Create a melody on "Band in a Box" software. Manipulate the program to choose harmonic settings that work.
      - 5: Students will read and notate music
        
        5.1: Students demonstrate the ability to interpret a four line score and describe how the elements of music are used.
        
        5.2: Students perform an original melody and accurately notate what they perform.
        
        5.3: Using a collection, such as a hymnal, (with a difficulty level of three) assign students to a new page each day to perform at sight.
        
        5.4: Students take rhythmic dictation of up to four bars of simple and compound meter that includes a variety of beat division patterns.
      - 6: Students will listen to, describe and analyze music
        
        6.1: Compare and contrast 2 keyboard concerti such as Bach's keyboard concerto in Fm to Rachmaninoff's piano concerto No. 2 in Cm. Using technical terms to illustrate divergence and similarity in style, students outline the form and expressive devises.
        
        6.2: Students compare and contrast 2 artists interpretation of the same work, such as Albert King and Stevie Ray Vaughan treatments of "The Sky Is Crying", using technical terminology to write a persuasive essay.
      - 7: Students will evaluate music and music performances
        
        Band/Orchestra/Chorus
        
        General
        
        7.1: Students compare and contrast their own performances to those of one or more other performances. Students identify 3 positive comments and 3 constructive criticisms that show need for improvement, using previously developed criteria.
        
        7.2: Students listen to music of same genre, such as: 2 marches, 2 love songs, 2 jazz pieces; and explain why he/she feels one is more effective than the other, based on established criteria.
        
        7.3: Using student designed criteria, students reflect upon rehearsals and identity improvements needed.
        
        7.4: Students select the order of a performance and articulate reasons for their choices.
        
        7.5: Students critique a concert, using established, student devised criteria
      - 8: Students will make connections between music, other disciplines and daily life.
        
        8.1: Language Arts - students compare and contrast the images, feelings, and meanings conveyed by music and literature.
        
        8.2: Science/Physics - students demonstrate the physical properties of tone production in string, wind, percussion and electronic instruments and the human voice.
        
        8.3: Science/Music -Students experiment with synthesizers to generate various wave forms and describe the use of overtones in the role of shaping timbre.
        
        8.4: Dance/Music -Given a piece of music from a particular culture/historic time period, students identify the music elements that influenced & vice-versa, the dance of that period (e.g., the music of Mozart and the minuet, the music ofTchaikovsky and ballet,
        
        8.4: Science/Music -Students experiment with synthesizers to generate various wave forms and describe the use of overtones in the role of shaping timbre.
        
        8.5: Art/Music - Students compare music and works of art from the Baroque period.
        
        8.6: Health/Music - Discuss and identify the health issues involved in music:
        
        8.6.a: stage fright
        
        8.6.b: relaxation music
        
        8.6.c: purpose
        
        8.6.d: vocal cords and nodes
        
        8.6.e: other specific health issues like carpal tunnel syndrome in pianists, etc.
        
        8.7: Students brainstorm a list and explore careers made possible by new technologies.
      - 9: Students will understand music in relation to history and culture.
        
        9.1: Students classify each of the music compositions they have performed/studied by stylistic period. They identify the characteristics of the period within the music.
        
        9.2: Students explore and compare the role of music and the musician in non-Western and Western societies.
        
        9.3: Given a jazz composition in a big band setting, students will trace evolution of that song through the various jazz styles.
    - Grades: K-2
      - 1: Students will sing, alone and with others, a varied repertoire of music
        
        1.1: Students sing on pitch 3 songs, from memory, representing diverse genres with appropriate timbre, diction, and expression, while maintaining a steady beat and good posture.
        
        1.1.1: a simple song as a solo
        
        1.1.2: an ostinato
        
        1.1.3: a full-class unison song
        
        1.2: Students sing a short phrase as a solo, (as students pass the microphone) , on pitch and in rhythm, with appropriate timbre, diction and posture.
        
        1.3: Students sing on pitch songs representative of at least 3 distinct cultures with appropriate timbre, diction, and expression, while maintaining a steady beat and good posture.
        
        1.4: Students start, end, and make tempo changes in their singing in response to gestures of a conductor.
        
        1.5: Students identify and and demonstrate use of singing, speaking, whispering, and shouting voices.
      - 2: Students will play, alone and with others, a varied repertoire of instrumental music
        
        2.1: Students perform a simple ostinato part on pitched instruments (i.e., , Autoharp) while the class sings.
        
        2.2: Students perform a given rhythmic pattern on a variety of classroom percussion instruments to accompany the class singing or dancing.
        
        2.3: Students perform simple rhythmic patterns demonstrating loud and soft.
        
        2.4: Students play or sing a short pattern response in answer to the teacher' s prompt (i.e., , " hello").
        
        2.5: Students perform student compositions as a class, starting and ending together in response to a conductor' s gestures.
        
        2.6: Students perform simple pieces on pitched percussion instruments with dynamics determined by the teacher, and maintaining a steady beat.
        
        2.7: Students perform 3 pieces of diverse genres and styles on pitched percussion instruments with appropriate dynamics, timbre, and steady beat.
        
        2.8: Students perform a rhyme or song with a two-part accompanying ostinato: spoken or on pitched or unpitched instruments.
      - 3: Students will improvise melodies, variations and accompaniments
        
        3.1: Students improvise an answer used in the vocal or instrumental question given by the teacher, using the same tones, style and rhythms.
        
        3.2: Students improvise a simple melody to the rhythm of a familiar poem or rhyme. (e.g. , " Peas Porridge Hot" )
        
        3.3: Students create simple four beat rhythmic answers, using body percussion and/ or pitched instruments, to rhythmic questions given by the teacher.
        
        3.4: Students improvise a three or four pitch ostinato using do, mi, sol or sol, mi, la or the pentatonic scale.
        
        3.5: Students improvise a three note tonic pattern in major and minor tonality.
        
        3.6: Students use simple percussion instruments (pitched or unpitched) to embellish the rhythm or melodies of simple folk songs.
      - 4: Students will compose and arrange music.
        
        4.1: Using a variety of sound sources, students create dramatizations, sound accompaniments for stories, rhymes, and poetry.
        
        4.2: Students compose a melodic ostinato to a simple song.
        
        4.3: Using a variety of traditional and non-traditional sound sources, students compose two complimentary rhythmic ostinati to rhymes, poems, chants, games or simple melodies.
        
        4.4: Given a tonal pattern (e.g. , do-re-mi, sol-la-mi, etc. ) , students compose a simple melody to a familiar poem or rhyme.
        
        4.5: Students compose an introduction or coda to a poem, rhyme, song or instrumental piece.
        
        4.6: Students create sounds/ patterns using rhythm instruments and body percussion.
      - 5: Students will read and notate music
        
        5.1: Students read and perform quarter and eighth note rhythms using rhythmic syllables, clapping, marching, etc.
        
        5.10: Students identify the following traditional symbols used in notation: treble clef, single bar, double bar, and repeat sign.
        
        5.2: Students read and perform 2-measure rhythmic patterns using quarter, eighth, half notes and quarter rests.
        
        5.3: Students identify step, skip, leap, or repeat in a given written melody.
        
        5.4: Students identify tempo and dynamic changes through moving, body percussion, speaking, singing and playing instruments.
        
        5.5: Students identify duple and triple meters through movement.
        
        5.6: Using body movement, students aurally identify when steps and skips move up and down.
        
        5.7: When listening to a given piece of music, students describe dynamics (loud/ soft) and changes in tempo (slow/ fast).
        
        5.8: Students use invented notation when composing their own works.
        
        5.9: Students read, by singing or playing, from written notation simple melodies using 3 pitches (e.g. , sol-mi-la).
      - 6: Students will listen to, describe and analyze music
        
        6.1: Students respond by moving or dancing to demonstrate knowledge
        
        6.2: Students move to demonstrate their understanding of differences in
        
        6.3: Students show body movements to reflect loud/ soft and fast/ slow.
        
        6.4: Students identify instruments (strings, brass, percussion, etc. ) used in
        
        6.5: Students use musical terminology to describe stylistic differences in music (i.e., , tempo, dynamics, instrumentation, etc. )
      - 7: Students will evaluate music and music performances
        
        7.1: Students brainstorm and then choose two elements of music (e.g.. ,
        
        7.1.a: a class performance
        
        7.1.b: a group performance
        
        7.1.c: a pre-recorded performance
        
        7.1.d: an individual performance.
        
        7.2: Students brainstorm and then choose two non-musical elements
        
        7.2.a: a class performance
        
        7.2.b: a group performance
        
        7.2.c: a pre-recorded performance
        
        7.2.d: an individual performance.
        
        7.3: Using two terms from the element list they devised, students identify
        
        7.4: Students listen to two or three pieces of music. Using two of the
        
        7.5: Students explain how effective the background music is in a particular movie or television show.
        
        7.6: Students evaluate a performance according to their criteria and discuss one thing that went well and one thing that needs improvement
      - 8: Students will make connections between music, other disciplines and daily life.
        
        8.1: Art -Listening to a simple song and looking at a painting, students identify similarities and differences in e.g. Compare the warm and cool colors to loud and soft sounds :
        
        8.1.a: color (tone color)
        
        8.1.b: timbre
        
        8.1.c: pattern
        
        8.1.d: repetition
        
        8.2: Foreign language-students sing songs in a language other than English.
        
        8.3: Literature-Students read a poem and use the expressive elements of music (i.e., dynamics, tempo, etc.), to interpret it.
        
        8.4: Math-Students identify a variety of rhythmic and melodic patterns in musical compositions.
        
        8.5: Science-students identify the pitch of large instruments or range of voices based on size (e.g. , vibration of a string instrument, a drum head or air columns generating sounds, children/ adult voices, etc. ).
        
        8.6: Geography-students identify music associated with various countries or regions (i.e., Mexico, Appalachia, etc.) and compare and contrast according to their characteristics.
        
        8.7: Students identify and discuss ways in which music is used in the family and community (e.g. , weddings, funerals, church services, parades, holidays, festivals, etc).
      - 9: Students will understand music in relation to history and culture.
        
        9.1: Students explain the cultural significance of a variety of musical compositions (e.g. , sprituals, sea chanteys, call and response, war music, etc. ).
        
        9.2: Listening to examples of music from various historical periods and cultures, students describe the differences between Popular vs. Classical, African vs. American, Asian vs. American, etc.
        
        9.3: Students discuss similarities and differences between 2 songs from different cultures, e.g. , a simple song in a foreign language like " Frere Jacques" and " Row, Row, Row Your Boat. "
        
        9.4: Students describe how elements of two different pieces of music of different cultures (e.g. melody in Zulu/ South African music vs. American music) are used.
        
        9.5: Students explain use and function of music at social / family occasions (parties, weddings, etc. ).
        
        9.5.a: Students generate list of where they hear music and discuss similarities and differences.
        
        9.6: Students discuss roles of musicians in general terms, for example, conductor, instrumental musician, popular vocalist, opera singer, music teacher.
        
        9.7: Students demonstrate good audience behavior by learning when to clap, be quiet, and be still while listening.
  - Arts: Theatre (1999)
    - Grades: 11-12
      - 1.12: Creating
        
        1.12.1: Convey the meaning of an original one-act script by creating a storyboard. (E.g., include scenery, lighting, sound and action sequences.
        
        1.12.2: Improvise, write, and perform scripts based on any one or combination of the following:
        
        1.12.2.a: Look at several comic strips. Read the comics and suggest several scenes that may have occurred before the picture. Improvise the events; write the script, perform the script; revise/refine script.
        
        1.12.2.b: Using a photograph or a painting as inspiration, a group of actors creates a tableau which writers then interpret by creating dialogue. Actors perform the script aided by students who opt to prompt, gather props, etc.
        
        1.12.2.c: Group members share stories based on personal experiences. Group then chooses one of the stories. Actors devise a tableau from which writers generate a scenario.
        
        1.12.2.d: Actors improvise dialogue and movement for the scenario. Writers refine the improvisation to create a script which actors then perform.
        
        1.12.3: Write and record a video play; edit and refine each tape.
      - 2.12: Acting
        
        2.12.1: Analyze the physical, emotional and social dimensions of characters. (e.g., Experiment with different movements to find the rhythm of the language--e.g., Linking hands with a partner and gently pulling or pushing as you speak the character's lines to one
        
        2.12.2: Demonstrate understanding of acting techniques from other periods and styles by
        
        2.12.2. b.b: Choose a monologue from any play. Present it in the style of two distinctly different periods -- e.g., Renaissance theater of a specific country, rehearse English restoration, Japanese No play, etc.
        
        2.12.2.a.a: Analyzing, rehearsing, performing a classical monologue/scene.
        
        2.12.3: Maintain consistent characterization while performing in a large group improvisation.
      - 3.12: Technical Production
        
        3.12.1: Analyze text, and develop designs that support the text.
        
        3.12.1.a: Develop a soundtrack for a play, film or video.)
        
        3.12.1.b: Collaborate with other designers to integrate lights, sound and costume to enhance a set of your own design for a fictional play or historical event.
        
        3.12.2: Apply technical skills and technology to design elements:
        
        3.12.2.a: Use available technology to enhance lighting and scenery design (internet for research, 3D software, etc).
        
        3.12.2.b: Using a synthesizer with computer-aided musical composition, create a musical score for a play you have read.
        
        3.12.3: Student demonstrates understanding of technical theater by Taking on a leadership role (e.g., as production manager, designer, technical director, stage manager, master carpenter, costume designer, etc., for a major production.)
        
        3.12.4: Design appropriate business and promotional practices for the theater. (e.g. Develop a promotional plan to sell a school production to the community.)
      - 4.12: Directing
        
        4.12.1: Direct a one-act play, and maintain a production book containing blocking notations, character motivations, script analysis, etc.
        
        4.12.2: Develop interpretation, and make choices for production:
        
        4.12.2.a: confer with a student playwright and develop a theatrical/directional concept for the play which will then lead to the development of a story board pre-production plan.
        
        4.12.2.b: Mount a production of the student-authored play
        
        4.12.3: Justify directorial choices by keeping a journal of your reactions and responses to the process. (e.g., observe and/or assist in directing a school production.)
        
        4.12.4: Take on the role of assistant director or production assistant in a high school production of a play.
      - 5.12: Researching and Interpreting
        
        5.12.1: As dramaturg, instruct a cast on historical/sociological contexts of a play in order to enhance characterization, set/costume development, etc.
        
        5.12.2: Instruct an English or history class in the historical or linguistic roots of a given play (Arthur Miller’s language choices in The Crucible).
        
        5.12.3: Create a CD-ROM for teaching a play or a novel. (e.g., incorporate music, costumes, setting dialect, etc.)
        
        5.12.4: Create a video examining a "nontraditional" or nonwestern theater experience (performance art, theater of the deaf or Kabuki).
      - 6.12: Connections
        
        6.12.1: Describe and compare the various arts disciplines.
        
        6.12.1.a: Design a graphic organizer to chart materials and elements of all the arts.
        
        6.12.1.b: Compare and contrast a play with its original source (i.e., – novel) and its cinematic interpretation.
        
        6.12.2: Illustrate the integration of arts and other disciplines.
        
        6.12.2.a: Create a television format to illustrate a social, medical, cultural topic that has persisted through the ages.
        
        6.12.2.b: Working with students from a social studies class, an English class, a science class and a math class, develop a project to recreate a historic or socially prominent event. Social studies provides research, English class provides literary style, physics a
        
        6.12.2.c: Prepare a video exploring the history and social context of a prevalent problem in the community.
        
        6.12.2.d: Write and mount a play depicting the discovery of a great scientific concept.
        
        6.12.3: Explore professional theater options.
        
        6.12.3.a: Shadow a theatre professional at a local theater then write a job description and what is needed to succeed in that job.
        
        6.12.3.b: Create your own design portfolio which assembles your design work.
      - 7.12: Analysis, Criticism and Meaning
        
        7.12.1: Construct social meanings from dramatic work.
        
        7.12.1.a: Develop class dramas based on current issues raised in the media.
        
        7.12.1.b: Attend a live theater performance, and write an explanation of why you believe the play did or did not seek to address and/or change a social condition or attitude.
        
        7.12.2: Study plays from a variety of cultures and historical periods and relate them to current issues. (e.g Choose a scene from a classical play for an acting class, explain your choice and why it is appropriate at this time).
        
        7.12.3: Suggest alternative artistic choices; (e.g., write a plan to present a play on a non-proscenium stage [arena, thrust, etc.], and explain why you decided on the type of staging you chose.
      - 8.12: History and Cultures
        
        8.12.1: Analyze the effect of personal cultural experiences on personal dramatic work. (e.g., Write a monologue to deliver in the person of someone historically and/or culturally very different from themselves. Incorporate cultural perspective into the monologue)
        
        8.12.2: Identify and compare theater in various cultures or historical periods.
        
        8.12.2.a: Compare and contrast theater movements in the 1960's to current trends.
        
        8.12.2.b: Compare the social impact of television, film and live theatre today.
        
        8.12.2.c: Prepare a report comparing two authors/playwrights from different historical or cultural places describing how each is influenced by his/her historical cultural perspective.
        
        8.12.2.d: Rationalize the need/present an action plan for inclusion of drama in a public school curriculum.
    - Grades: 3-4
      - 1.4: Creating
        
        1.4.1: Collaborate to select interrelated characters, environments and situations by breaking into smaller groups, dramatizing a familiar folk tale (e.g., Johnny Appleseed, Paul Bunyon, etc.), and performing for the larger group.
        
        1.4.2: Create a scene based on a given time, place, day (e.g., 10 am: a math class, 4 PM: soccer practice, 7 PM: a movie theater). Tape-record the dialogue for listening and refining.
        
        1.4.3: Collaborate to demonstrate a physical environment in which the story is effected by the setting. (e.g., a video arcade, walking across hot coals, journey through a blizzard, visit to a haunted house, etc.). Discuss observations, and record them in a drama
        
        1.4.4: Collaborate to create interrelated situations in a pantomimed scene (e.g., bouncing a ball, swimming, typing, etc).
      - 2.4: Acting
        
        2.4.1: Create a character based on movement. (e.g., Demonstrate an emotion by walking across the room. Based on that movement, create a character who would feel and walk this way.
        
        2.4.2: Demonstrate six different emotions and states of being (e.g., happy, sad, angry, hot, cold), first using only facial expression and body language, then only voice, then combining facial expression, body language, and voice.
        
        2.4.3: Demonstrate use of body positions to create relationships among characters. (E.g., In small groups, form an action sculpture. After holding the position for ten seconds, group comes alive using bodies and voices to complete the action.)
        
        2.4.4: Demonstrate ability to change character through movement and sound. (For example, while moving about, transform yourself into another animal altogether.)
        
        2.4.4.a: Create and perform short plays based on stories read in class.
        
        2.4.4.b: Create and perform a short plays based on historical events.
      - 3.4: Technical Production
        
        3.4.1: Designate a performance space within given limits by creating a set with available materials such as classroom furniture, cardboard boxes, etc.
        
        3.4.2: Demonstrate knowledge of stage directions. (e.g., Play “Twister” using a floor grid of stage directions.)
        
        3.4.3: Define and discuss the technical aspects of theater.
        
        3.4.4: Collaborate to collect and safely organize technical elements in a scene. (e.g., In groups of five or six, perform a scene using lights, scenery, props, costumes, etc.)
      - 4.4: Directing
        
        4.4.1: Plan and prepare classroom improvisations and dramatizations E.g.,
        
        4.4.1.a: In groups of four or five, plan and rehearse an improvisation in a given environment (picnic at the beach, game at a park, walk on the moon, etc.).
        
        4.4.1.b: In groups of four or five, plan and rehearse an improvisation with a given conflict (bus tension, lunchroom competition).
        
        4.4.1.c: In groups of three and four, use a prop to improvise a scene (broom, wicker basket, chalk, etc.; pulling previously unseen props from a paper bag.
      - 5.4: Researching and Interpreting
        
        5.4.1: Portray a series of characters or create improvisations based on classroom curriculum (e.g., authors read, explorers studied, topics discussed).
        
        5.4.2: Discover related ideas in stories from different cultures and apply them to dramatic activities (e.g., heroes from Greek, Egyptian, Native American cultures).
        
        5.4.3: Using a variety of media and technology, discover similar or related ideas in stories from different cultures. (e.g., video, internet, magazines, books)
      - 6.4: Connections
        
        6.4.1: Demonstrate connections among the arts. e.g.
        
        6.4.1.a: Choreograph a story.
        
        6.4.1.b: In pairs, create a dance to express a given emotion. Then create dialog to express the same emotion.
        
        6.4.1.c: Using a piece of music as motivation, become a specific animal. Draw how you feel as you listen to the music, and create sounds that will complement the music. Then compare your drawing to your movement.
        
        6.4.1.d: Select appropriate music for a play.
        
        6.4.2: Connect the arts to other curricular disciplines. (e.g. Write and perform short plays based on curriculum areas such as social studies, math or science).
        
        6.4.3: Identify careers available in the theater. e.g.
        
        6.4.3.a: Keep a drama journal to record observations, ideas and theatre-related information (example: jobs available in the theatre.)
        
        6.4.3.b: Discuss jobs that are available in the theatre.
      - 7.4: Analysis, Criticism and Meaning
        
        7.4.1: Explain similarities between personal needs and character needs. (E.g., In a drama journal, generate a list of similarities and differences between the student and a familiar story character.)
        
        7.4.2: Analyze drama using appropriate terminology. e.g.
        
        7.4.2.a: After viewing a school performance discuss what was enjoyed most and why; compare to other performances.
        
        7.4.2.b: Using appropriate theatrical vocabulary, discuss classroom improvisations.
        
        7.4.3: Use proper vocabulary when discussing stories. ie. theme, plot, conflict, climax, resolution.
      - 8.4: History and Cultures
        
        8.4.1: Identify and compare portrayal of cultures in the drama. e.g.
        
        8.4.1.a: Create improvisations using objects (selected by the student or teacher) which reflect cultural heritage.
        
        8.4.1.b: Discuss the moral and social implications of a story you have just read.
        
        8.4.2: Identify and compare the various cultural reasons for creating drama and attending the theater.
        
        8.4.2.a: Choose two or more archetypal stories from different cultural traditions. Discuss the similarities and differences between them.
        
        8.4.2.b: After viewing a play or film about another period or culture, discuss what you enjoyed about the piece.
    - Grades: 5-6
      - 1.6: Creating
        
        1.6.1: Demonstrate emotions based on a conflict (e.g., entering a principal’s office to be disciplined, coming late for dinner).
        
        1.6.2: Collaborate to create an improvisation starting with a tableau and then adding dialog in an environment where the setting effects the scene (e.g., on a lifeboat, stuck in the desert, in-school suspension, etc.).
        
        1.6.3: Refine and record dialog based on an improvisation of a confrontational scene.
        
        1.6.4: Use video and/or computer technology as a tool to develop, write and define scripts.
      - 2.6: Acting
        
        2.6.1: Invent and use everyday observations to create characters and situations: e.g.,
        
        2.6.1.a: Silently observe peers in the lunchroom. Based on those observations create a fictitious character who is eating lunch while interacting with other characters.
        
        2.6.1.b: Observe a partner; recreate your partner’s physical position. Improvise a scene based on these new body positions,
        
        2.6.1.c: Observe the emotions of a family member or friend. Create a scene based on these observations.
        
        2.6.1.d: Become an animal, and transform into a human character with similar characteristics.
        
        2.6.2: Demonstrate character variation based on change of emotion and states of being such as happy, sad, angry, hot, cold). (e.g., first using only facial expression and body language, then only voice, then combining facial expression, body language, and voice.
        
        2.6.3: Justify characterization through analysis of dramatic text. (E.g., Create a movement for a character you have selected from a script, and explain why the character moves in the way he/she does.)
        
        2.6.4: Invent characterized movement as it relates to sound or verbal prompt. (E.g., Create a movement based on a sound made by another student. As a class, move through the room following verbal prompts such as a being told to walk on ice, walk in hip-deep wate
        
        2.6.5: Use acting skills to convey meaning through tone, inflection and/or body language. (e.g., In pairs, given two words such as blue and red, students create a conversation using only those two words [one each]).
      - 3.6: Technical Production
        
        3.6.1: Analyze the effect of lighting. (eg., Observe and record the changes in lighting in the classroom, and note how they affect mood.)
        
        3.6.2: Determine the technical requirements of any production by
        
        3.6.2. a.a: listing technical theater positions and duties.
        
        3.6.2.b.b: attending a backstage tour at a college, high school or professional theater.
        
        3.6.3: Draw a grid of a stage with stage areas labeled (e.g., upstage, downstage, centerstage, etc.).
        
        3.6.4: Demonstrate an understanding of the effect of space on a given scene. (e.g., rearrange the classroom to create a variety of environments for classroom dramas.)
        
        3.6.5: Assume responsibilities for design and construction of costumes and set for a classroom production.
      - 4.6: Directing
        
        4.6.1: Collaborate on scripting, casting, blocking, directing and performing a scene based on a myth (the Trojan horse, myth of the Sleeping Giant, Hindu creation myth).
        
        4.6.2: Collaborate to plan, create and analyze scenes both improvised and scripted.
        
        4.6.2.a: in small groups, stage scripted scenes
        
        4.6.2.b: improvise scenes based on current events
        
        4.6.2.c: videotape scenes performed in class to review directing techniques.
      - 5.6: Researching and Interpreting
        
        5.6.1: Create and perform a play in the style of a period or culture other than their own. (e.g., Hunchback of Notre Dame set in 1990’s New York.)
        
        5.6.2: Research poetry from a variety of periods and cultures. and produce a poetry night involving set design, acting and directing.
        
        5.6.3: Use a variety of media and technology to research a period of history or culture other than their own; then write a play to dramatize what was learned.
      - 6.6: Connections
        
        6.6.1: Compare presentation of characters, environments and actions in the various arts. e.g.
        
        6.6.1.a: Compare a musical production, a dramatic production, and a visual art exhibition.
        
        6.6.1.b: Using a variety of media, create a mural incorporating all arts disciplines as they relate to daily life.
        
        6.6.2: Plan a short production to explain or enrich classroom curriculum, using two or more art forms. (a song and dance illustrating a moment in the American Revolution.)
        
        6.6.3: Describe one art form from the viewpoint of another. e.g., create movement for characters as they might move through viewed artistic landscape.
        
        6.6.4: Investigate careers in theater. e.g.
        
        6.6.4.a: attend a career day where local theater personnel will offer information on career opportunities
        
        6.6.4.b: by role playing, show how a technical artist does a specific job.
      - 7.6: Analysis, Criticism and Meaning
        
        7.6.1: Describe and analyze the effect of publicity on audience response to dramatic performances. (e.g., After attending a theatre performance discuss individual response to publicity and how it affected the theatre experience).
        
        7.6.2: Use articulated criteria to analyze and evaluate effectiveness of performances. e.g.
        
        7.6.2.a: Read a short play. In a drama journal, record personal interpretation of the play. After seeing a production of that play, compare recorded interpretation to what was seen on the stage.
        
        7.6.2.b: Write a review of an in-class performance using constructive criticism and observation skills.
        
        7.6.2.c: Review a play using theatre vocabulary.
      - 8.6: History and Cultures
        
        8.6.1: Describe and compare universal characters.
        
        8.6.1.a: Choose two or more archetypal stories from different cultural traditions. Discuss the similarities and differences between them. Create improvisations based on stories.
        
        8.6.1.b: Using an object from home that relates to your family’s heritage, write and perform a monologue, in which the student becomes the object.
        
        8.6.2: Explain how culture effects content.
        
        8.6.2.a: View a performance from a non-western culture, and discuss significant cultural aspects of the performance.
        
        8.6.2.b: Create drama based on a history-related story.
        
        8.6.3: Analyze the emotional and social impact of dramatic events in personal and/or community life. (e.g., Make a video collage of students discussing important events in their lives.)
    - Grades: 7-8
      - 1.8: Creating
        
        1.8.1: Analyze a social issue and develop a two-character scene with the characters expressing opposite viewpoints; social issues might include teen suicide, teen pregnancy, teen sex, divorce, drug/alcohol abuse, etc.
        
        1.8.2: Create tension and suspense by using four lines of dialogue and completing a scene. e.g.
        
        1.8.2.a: a. Hi b. Hello a. We have to talk b. About what
        
        1.8.3: Develop character based on specific props/costume pieces. (e.g., given a Bible and a top hat, create a scene.)
        
        1.8.4: Refine a dialogue and action in improvisation.
        
        1.8.4.a: (e.g., create a two-character improvisation based on at least two of the following: character -- who are you? setting -- where are you? action-- what are you doing?
        
        1.8.5: Create a scenario for a script. (e.g., use a graphic organizer to trace the skeletal progression of events for an original script.
        
        1.8.6: Prepare scripts using appropriate playwriting format.
      - 2.8: Acting
        
        2.8.1: Analyze dramatic text by listing main and immediate objectives, actions and obstacles of a given character from a play, a novel, a movie, etc.
        
        2.8.2: Analyze characterization based on personal experience. (e.g., Perform two recreated minutes out of daily life.
        
        2.8.3: Perform invented characters. (e.g., Create, rehearse and tape a public service announcement for your school.
        
        2.8.4: Analyze, rehearse and perform a short (three to five minutes) two-character scene.
        
        2.8.5: Demonstrate use of acting skills in classroom exercise such as the following:
        
        2.8.5.a: Enter the same space in three entirely different ways.
        
        2.8.5.b: Maintain character and continuity in a large-group improvisation.
        
        2.8.5.c: Recreate a moment of your life using your sense memory.
        
        2.8.5.d: Recreate a moment of your life using your emotional memory.
        
        2.8.5.e: Perform a character as if you were dominated by one specific body system: (i.e., muscle, skeletal, circulatory, etc.)
        
        2.8.5.f: Improvise a social situation in which people of different cultures interact.
      - 3.8: Technical Production
        
        3.8.1: Develop designs appropriate to convey the meaning of a given play or scene. e.g.
        
        3.8.1.a: Build a model of a realistic interior set.
        
        3.8.1.b: Design a groundplan of the set in scale using traditional drafting techniques and/or computer assisted design
        
        3.8.1.c: Create settings for scenes or improvisations using available furniture and set pieces.
        
        3.8.2: Analyze a script and extract list of props, sounds, and lighting changes.
        
        3.8.3: Select appropriate makeup, costumes and props to suggest character. (e.g., Describe or demonstrate the makeup process for old or middle age; use costumes or props in classroom improvisations/scenes.)
        
        3.8.4: Describe relationship of lighting to script and other technical aspects. (e.g., identify lighting functions and instruments.)
      - 4.8: Directing
        
        4.8.1: Create and direct a short improvisation where two characters have opposing objectives. (mother wants son up at 7 on Sat. a.m.; son wants to sleep in)
        
        4.8.2: Direct a short scene for performance. (E.g., Four students--one playwright, one director and two actors-- work collaboratively to prepare a scene for performance.)
        
        4.8.3: Direct an extended scene (2 - 5 minutes) and maintain a production book containing blocking notations, character motivations, and script analysis, etc.
        
        4.8.4: Direct a short video promoting your school's theater production(s).
      - 5.8: Researching and Interpreting
        
        5.8.1: Apply research to dramatic performance. (e.g., Write and perform a monologue from the perspective of the subject of a newspaper article or write a scene based on an historical event for live theater or video presentation.)
        
        5.8.2: Research and design a poster for a production of A Midsummer Night’s Dream or Romeo & Juliet at the original Globe Theatre.
        
        5.8.3: Create a puppet character or mask for the dramatization of a folk tale (e.g. Arabian Nights).
        
        5.8.4: Use the internet to determine costumes, setting or speech patterns that are historically correct for a given play.
      - 6.8: Connections
        
        6.8.1: Describe how principles and subject matter of arts disciplines taught in school are interrelated. e.g.
        
        6.8.1.a: Discuss a theme (love, nature, etc.) common in all the arts and describe how they are variously presented. Discuss which you prefer and why.
        
        6.8.1.b: Write a poem, and create a series of dance movements that will bring the poem to life; present your poem.
        
        6.8.1.c: Use music to underscore an original scene or monologue.
        
        6.8.2: Demonstrate ways in which arts and other disciplines are interrelated. e.g.,
        
        6.8.2.a: Create an improvisation based on a newspaper story.
        
        6.8.2.b: Use dance, movement, or nonverbal communication in a scene or improvisation.
        
        6.8.2.c: Use theatre to demonstrate mathematical or scientific principles.
        
        6.8.2.d: Present an oral report arguing for the need for more theater in your community.
        
        6.8.3: Investigate theatrical careers
        
        6.8.3.a: Assume different careers in theater and have a career day.
        
        6.8.3.b: Visit a professional theater and create an organizational chart describing how its personnel are organized.
      - 7.8: Analysis, Criticism and Meaning
        
        7.8.1: Analyze the effect of publicity on dramatic performance. e.g.
        
        7.8.1.a: Write, tape and edit a commercial for a school play.
        
        7.8.1.b: Write a publicity/study guide for a school production.
        
        7.8.1.c: Discuss the merits of a study guide for a production just seen.
        
        7.8.2: Use criteria to evaluate and analyze the effectiveness of a dramatic performance.
        
        7.8.2.a: Write a letter to the editor critiquing a television.
        
        7.8.2.b: Write a letter to a performer in a television show, a movie, or a play telling them why you did or did not like a recent performance.
        
        7.8.3: Describe the effect of physical presence on the appreciation of a dramatic performance. (e.g., Write a paragraph explaining the effect of seat location on the overall enjoyment of the production experience).
        
        7.8.4: Use articulated criteria to evaluate performance. (e.g., Critique own acting scenes and/or the scenes of peers).
        
        7.8.5: Write a critique/review for the school paper of a recent performance.
      - 8.8: History and Cultures
        
        8.8.1: Discuss how culture effects the content and design of the drama. e.g., Prepare a scrapbook for a show opening in New York City which traces the history of the production from its inception.
        
        8.8.2: Describe how theater reflects culture. e.g.
        
        8.8.2.a: Divide into groups, and devise a timeline reflecting important periods in theater history.
        
        8.8.2.b: Prepare an oral report on a current/past issue in the theater.
        
        8.8.3: Explain the role of theater in personal life. (e.g. Prepare a brief argument in defense of a theater class that is about to be cut or that you wish to have added to the curriculum).
        
        8.8.4: Explain how culture effects content and design of performance. (e.g., Write a script for a scene depicting a holiday in a religion studied but which is not their own).
    - Grades: 9-10
      - 1.10: Creating
        
        1.10.1: Collaborate with a partner: use an "a, b" script of unrelated lines of dialogue created by the larger group.
        
        1.10.1.a: (e.g. A: Excuse me B: I beg your pardon. A: What? B: I believe that’s mine. etc.)
        
        1.10.2: Justify the progression of lines by imagining and acting out scenes (in groups of 2) that use each line, in order.
        
        1.10.3: After researching a historical situation or event (signing the declaration of independence, women’s suffrage) that involves several characters, assume roles and improvise scenes that precede and/or follow that event. Write dialogue for the actual event ba
        
        1.10.4: Write a scene or monologue based on an idea derived from examining a photograph (personal, newspaper, magazine, etc.) or listening to a selection of instrumental music.
      - 2.10: Acting
        
        2.10.1: Perform an improvisation based on personal observation. e.g., Observe a familiar person, then develop voice and movement to perform as a character based on that person.
        
        2.10.2: Analyze dramatic text from various genres. (e.g. Concentrating on vocal interpretation, record a favorite story or poem using a reader's theater approach.)
        
        2.10.3: Demonstrate acting techniques from a variety of periods. (E.g., Select a quotation by a famous historical or fictional character. Incorporate the speech into a monologue which you will perform as that character; (a/b) or perform a period monologue using a
        
        2.10.4: Create a video or multimedia presentation showcasing several kinds of techniques to improvise stage movement (tai chi, Aikido, fencing, aerobic dance, mime, commedia, etc.)
        
        2.10.5: Analyze, rehearse and perform an extended (five to ten minutes) scripted scene.
      - 3.10: Technical Production
        
        3.10.1: Compare the technical requirements of live theater and electronic theater. (e.g., discuss the difference between technical crews in live theater and those in film and video.)
        
        3.10.2: Develop designs and materials that reflect and convey the production concept.
        
        3.10.2.a: Design six costumes for a historic/classical play.
        
        3.10.2.b: Design lighting for a play using appropriate software on a computer.
        
        3.10.2.c: Using CAD, generate a stage design for a realistic or non-realistic play.
        
        3.10.2.d: Design a groundplan and/or model for a non-realistic setting.
        
        3.10.2.e: Design poster and program for a dramatic production.
        
        3.10.2.f: Write a press release for a dramatic production.
        
        3.10.2.g: Using a computer program, create a video playbill to play on video screens outside the theater or throughout the school.
        
        3.10.3: Analyze dramatic text from a cultural or historical perspective to determine production elements. e.g., Read a one-act play from a culture or time period other than own, and develop a costume or light plot.
        
        3.10.4: Explain the physical properties of the technical aspects of theater. e.g., Design and implement a lighting lab to study color.
        
        3.10.5: Explain the technical aspects of the theater. e.g., Operate and explain the school's lighting control system.
      - 4.10: Directing
        
        4.10.1: Communicate directorial choices:
        
        4.10.1.a: Propose/pitch a play you would like to direct. (all levels)
        
        4.10.1.b: Confer with student playwright and develop a theatrical/directional concept for the play.
        
        4.10.1.c: Present and defend your design concept for a technical area.
        
        4.10.2: Direct an extended scene and maintain a production book containing blocking notations, character motivations, script analysis, etc.
        
        4.10.3: Direct a five to ten minute scene.
      - 5.10: Researching and Interpreting
        
        5.10.1: Using research, identify historical, cultural and symbolic clues to meaning in dramatic text. (e.g. Report on the impact of political/socio-economic conditions on a specific scene in a play.)
        
        5.10.2: Students make artistic choices based on research. (e.g., Design a set, costumes, poster, etc., in the style of a famous designer.)
        
        5.10.3: Watch and critique a non-traditional or non-western play.
        
        5.10.4: Create a website dedicated to a specific play or playwright in which you establish the historical, social, philosophical context (eg. The Crucible during the McCarthy era).
        
        5.10.5: Create a website dedicated to a specific theatrical genre (absurd, restoration comedy, commedia del'arte, etc.)
      - 6.10: Connections
        
        6.10.1: Describe and compare ways of communicating through the arts.
        
        6.10.1.a: Create a music video promoting a play your school is presenting.
        
        6.10.1.b: Using appropriate software, create a presentation on a time period, specific event, social dilemma, etc., Incorporating video clips, photos, music, etc.
        
        6.10.1.c: Compare and contrast a live play and its cinematic interpretation, and defend choices for changes in each.
        
        6.10.2: Create and solve interdisciplinary problems using theater.
        
        6.10.2.a: Working with students from a social studies, class an English class, a science class or a math class, students develop a project to recreate a historic or socially prominent event.
        
        6.10.2.b: Using topics generated by health and science classes, students prepare a rehearsed improvisation suggesting ways to combat problems or solve dilemmas inherent in the topic.
        
        6.10.2.c: Create improvisations based on the discovery of a great scientific or mathematical concept.
        
        6.10.3: Explore career opportunities in the theater. (e.g.. Select a theatre career and keep a journal of the tasks and responsibilities of a person in that career.)
      - 7.10: Analysis, Criticism and Meaning
        
        7.10.1: Articulate and justify aesthetic choices. (e.g. Explain or speculate why the author of a given play suggests the settings he/she does. (ie., Why did Arthur Miller choose to set The Crucible in 1692 Salem?)
        
        7.10.2: Analyze and critique performances, and suggest alternate artistic choices.
        
        7.10.2.a: Host a Siskel/Ebert-type show critiquing a play or film you have just seen).
        
        7.10.2.b: Prepare a video review of a play recently seen).
        
        7.10.3: Articulate personal aesthetic criteria for critiquing drama. (e.g., Prioritize personal criteria for evaluating a theatrical event.)
        
        7.10.4: Evaluate all classroom presentations using a form which emphasizes constructive comments.
      - 8.10: History and Cultures
        
        8.10.1: Compare how similar themes are presented in different cultures and periods. (e.g., Explain why a specific play could not succeed in a particular period of history, a particular community, a particular culture, etc.)
        
        8.10.2: Identify and compare theater in different periods and cultures;(e.g., list ways in which two different cultural approaches to the theater, including the electronic media, are alike and different ie. story telling, drama, movies, television, etc.
        
        8.10.3: Analyze theater’s influence on society; (e.g. evaluate the effectiveness of The Crucible as a critique of the McCarthy era).
        
        8.10.4: Analyze the effect of cultural experience on dramatic work. (e.g., the rise and fall and rise again of Athol Fugard).
    - Grades: K-2
      - 1.2: Creating
        
        1.2.1: Pantomime a single activity (e.g., walking a dog, swimming, putting on a jacket, opening imaginary presents).
        
        1.2.2: Collaborate to create a story (e.g., Sitting in a circle, teacher leading, students, proceeding clockwise, will tell a story), each child adding on and relating to what was previously said.
        
        1.2.3: Identify all the characters in a familiar story (Goldilocks, Little Red Riding Hood, etc); imagine he/she is one of the characters, and move and behave as that character.
        
        1.2.4: Play roles by interacting with appropriate dialogue, movement, and sounds as a story is being told.
        
        1.2.5: Demonstrate what it would feel/look like to be in various environmental situations (e.g., cold, hot, windy, snowy, haunted house). Practice this individually, collaborate to design a moving tableau in a small group.
      - 2.2: Acting
        
        2.2.1: Describe characters and their relationships through physical action. (e.g., in pairs, sculpt one another in action poses. “Come alive”, using both body and voice to complete the action).
        
        2.2.2: Re-enact a folk tale (Tortoise and the Hare, a Coyote Story, etc.).
        
        2.2.3: Discover sounds and/or words for characters from a given story. (e.g., read a story with a variety of characters. Name the characters and tell a little about each. Suggest and perform sounds and/or words that each character might say, and move around the
        
        2.2.4: Use verbal variations and/or a variety of tempos and volume to show different characters. E.g., using the same word, show a different thought/emotion through inflection, tone, tempo, and pitch.
        
        2.2.5: Demonstrate an emotion without sounds using only facial expression. Class identifies the emotion.
        
        2.2.6: Create character through posture, gestures, facial expressions, sound, etc. (e.g., Become an animal with appropriate movement and sounds.)
      - 3.2: Technical Production
        
        3.2.1: Use available equipment to create a performance space within given limits. (a)(e.g., desks, chairs, blocks, etc)
        
        3.2.2: Communicate specific locales for a story. e.g., Create a diorama to demonstrate a set for a given scene.
        
        3.2.3: Given the scene, collaborate to collect props, lighting, sound, etc., for a scene; determine the costumes and setting.)
        
        3.2.3.a: Discuss how your environment will be lit. (Is it evening? Morning? Shall we darken or lighten the room?)
        
        3.2.3.b: Discuss what sound you might hear in a given scene and how you will demonstrate this.
      - 4.2: Directing
        
        4.2.1: Plan and prepare classroom improvisations and dramatizations:
        
        4.2.1.a: Plan and rehearse a two-person pantomime scene. (E.g., using two sticks to create an action scene.... such as baseball game).
        
        4.2.1.b: In groups of five or six plan and rehearse a scene from a story you have read or listened to. Perform the scene for the class.
        
        4.2.1.c: Discuss how to stage a familiar story.
      - 5.2: Researching and Interpreting
        
        5.2.1: Communicate awareness of life around you creating dramatic activities that will demonstrate life at home and school.
        
        5.2.2: Research, in pairs or small groups, a given topic (e.g. Thanksgiving). Share this information with class through a dramatic presentation.
        
        5.2.3: Dramatize a story, which is based on classroom curriculum. (e.g., the Amisted, the most recent space shuttle, discovery of rabies vaccine.)
        
        5.2.4: Create improvisations based on a classroom curriculum (e.g., two animals being studied meeting in the forest.)
      - 6.2: Connections
        
        6.2.1: Demonstrate connections among the arts. (e.g. Using a piece of music as motivation, become a specific animal. Draw how you feel as you listen to the music, and create vocal sounds that will complement the music. )
        
        6.2.2: Identify and compare the different art forms (dance, drama, music, and visual arts).
        
        6.2.3: In pairs, create a dance to express a given emotion. (e.g., use a character from a story read in class.)
        
        6.2.4: Select appropriate music to accompany a classroom drama.
        
        6.2.5: Create short scenes, which demonstrate specific classroom curriculum. (e.g., dramatize a mathematical concept such as two plus two).
      - 7.2: Analysis, Criticism and Meaning
        
        7.2.1: Articulate personal preferences about dramatic performance. (e.g. After viewing a video story, select a favorite character and explain your preference).
        
        7.2.2: Identify and discuss the elements of classroom dramatization. (e.g., Discuss the meaning of a dramatized fable.)
        
        7.2.3: Compare personal needs to character needs. (e.g. In pairs, verbalize three things they like to do. Then compare and discuss similarities and differences among the students.
        
        7.2.4: Analyze classroom dramas. (e.g., Review and make constructive suggestions after watching classmates perform an improvisation.)
      - 8.2: History and Cultures
        
        8.2.1: Identify and compare how various cultures are portrayed in drama. e.g.
        
        8.2.1.a: After reading a story from a different culture or historical period, act out situations in the story that are most different from your own life.
        
        8.2.1.b: Share a small object from home that reflects your cultural heritage.
        
        8.2.2: Identify various reasons for attending the theater; (e.g., after viewing an upper grade level performance, students describe their observations. Ie. costumes, a part they enjoyed, what was their least favorite part, scenery, etc.) Discuss whether they wou
  - Arts: Visual Arts (1999)
    - Grades: 11-12
      - 1.12: Students will understand, select and apply media, techniques and processes.
        
        1.12.1: Students research cultural and historical visual techniques and styles of several artists all using the portrait as a subject (i.e., Miriam Shapiro, Romare Bearden, Pablo Picasso, etc.); create a series of three self portraits using three separate media; and analyze and compare the effectiveness of each medium.
        
        1.12.2: Students demonstrate the capabilities of one medium by completing 5-6 pieces of artwork which reflect a central theme such as the human figure or architecture; and show evidence of a proficiency of technique in the body of this work.
        
        1.12.3: Students using hatching, crosshatching, blending and stippling (media choice could be marker, ink, pastel, etc.) create a still life with a dramatic light source.
        
        1.12.4: Students mentor or teach another student a process in which they are proficient.
        
        1.12.5: Students choose appropriate tools with a given medium to solve a design problem or express an idea.
      - 2.12: Students will understand and apply element and organizational principles of art.
        
        2.12.1: Students apply and give justification for the arrangement of elements in a composition (placement of focal point).
        
        2.12.2: Students analytically study organizational principles (i.e., rhythm, repetition) and elements of art (organic shape) used by such artists as Miro, Matisse and Delauney; and complete a unit within a large mural format with a specific focus of content (i.e., musical instruments or sea animals) where each composition smoothly transitions to the surrounding artwork of the other students in order to achieve unity.
        
        2.12.3: Students develop a portfolio of work including artwork in a series to achieve an in-depth study of a technique and/or concept; select four works to assess using a peer assessment checklist; and examine other students; artwork from the perspective of each element and principle of design to determine the work’s strengths and weaknesses.
        
        2.12.4: Students in groups, address the problem of creating an appropriate sculpture for the entrance to a state building; role play artists presenting sketches to a public official and justify their final choice using visual art terminology.
      - 3.12: Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        3.12.1: Students view, analyze, and discuss conceptual art such as creations by Christo, Skoglund, Guerrila Girls, etc.); brainstorm aesthetic issues for conceptual art; interpret the role of content in art; and debate and select important issues culminating in a group decision for a concept of focus to be created in an environmental installation to display with the school.
        
        3.12.2: Students keep portfolio of ideas and works in progress from sketches to final product.
        
        3.12.3: Students research an idea thoroughly such as still life to create a personal artwork using an individual’s choice of ideas, symbols, processes, materials and techniques.
        
        3.12.4: Students create a body of work with a specific theme (i.e., alphabet); and using photography and bookbinding processes, create a finished piece.
        
        3.12.5: Students given a specific work (i.e., power) generate a two and three dimensional art project using appropriate medium to illustrate word or concept (the literary concept of connotation of a word); comment on thought and technique processes and compare work with that of other students in a group critique; and examine artists in relation to this concept (i.e., Juan Gris and Barbara Krueger).
      - 4.12: Students will understand the visual arts in relation to history and cultures.
        
        4.12.1: Students study Picasso’s use of African artwork and his separation of art from its context; after critical reading of several articles about the famous “Primitivism” exhibit at the Museum of Modern Art, debate the use of artwork separated from its context; identify what issues a Western museum curator needs to address when displaying work from a Non Western culture; address and explain several solutions to the problem of how to communicate a different aesthetic value system to an audience familiar with the Western/Greek aesthetic theories; and justify the position taken.
        
        4.12.2: Students research a specific artist, time period, art movement, or style and present to class.
        
        4.12.3: Students view a contemporary artwork from a book, periodical, web site, local gallery, etc. and develop an art critique using criteria of content, design principles, and technique and compare with a criticism from a periodical.
        
        4.12.4: Students compare and contrast the materials, techniques and processes of two different artworks such as da Vinci’s Mona Lisa and Andy Warhol’s Thirty are Better Than One; discuss the visual characteristics of each artwork and determine the aesthetic theory to which each piece belongs; justify these conclusions; and choose one aesthetic theory such as realism, emotionalism, or formalism to develop a self portrait.
        
        4.12.5: Students discuss the role of ornamentation as a functional art piece and compare its use in two cultures (cameos in Western cultures and amulets in Egypt); analyze purposes of objects, media choice, and design principles; and based on this information create a functional art piece using symbolism.
      - 5.12: Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        5.12.1: Students organize an annotated portfolio of 8-10 exemplary works (two dimensional and/or three dimensional) which creatively expresses the student’s feelings and understandings in a variety of media.
        
        5.12.2: Students write a four part essay on a specific artwork corresponding to the rules of art criticism; and justify conclusions (describe, analyze, interpret, evaluate.).
        
        5.12.3: Students select a finished work from their portfolio; research art history periods and aesthetic viewpoints which relate to chosen piece, and using visual art terminology and researched information, explain and justify conclusions.
        
        5.12.4: Students maintain a journal of drawn and written ideas throughout a course of study.
        
        5.12.5: Students analyze a work in progress by another student from a different class; apply Post-It notes to various areas of the work to record constructive critical responses to use of elements of art and specific principles of design; and respond to completed work through a short essay assignment.
        
        5.12.6: Students organize electronic visual images (digital camera) of a work through its process from initial sketch to final product; and supplement with written text using appropriate terminology to explain process and justify design transitions.
      - 6.12: Students will make connections between the visual arts, other disciplines and daily life.
        
        6.12.1: Students work with members of another department to develop an interdisciplinary lesson based on a theme (such as celebrations or initiation rites, etc.); view a variety of masks from different cultures used in these social events; evaluate how the mood, natural materials, and the purposes affect the visual character of the piece; create a three dimensional mask or ceremonial piece based on a celebration or initiation; choose materials and a color scheme that reflects personal symbolism and ideas; and present to class.
        
        6.12.2: Students redesign a familiar object from daily life (telephone, backpack) in a new way with alternative materials.
        
        6.12.3: Students choose an art major of interest and locate two schools offering that program; list the courses required and recommended at each school; prepare a table or graphical analysis of different statistics of the table or graphical analysis of different statistics of the school such as student/teacher ratio; and compare and analyze the results of student’s graphical analysis.
        
        6.12.4: Students shadow a professional artist, photographer, graphic artist, etc. for a day or conduct an interview; and keep a written record of activities the artist encounters in a typical day related to this occupation.
        
        6.12.5: Students use technology to create business cards, letterheads, brochures, envelopes, and logos; and use interdisciplinary links with English and Business classes to prepare a cover letter and resume.
        
        6.12.6: Students create a “web site” for the Internet combining art, animation, music, video, etc.; explore different web site designs and the career possibilities given the technology opportunities on the Internet.
        
        6.12.7: Students use techniques and processes of mixed media to develop an image which stylistically correlates with a period in music; design a cover for a music program which features the early 20th century music of Stravinsky illustrated with a cubist influence; and evaluate and select the final image to be printed based on criteria formed thorough consultations with school and community professionals.
    - Grades: 3-4
      - 1.4: Students will understand, select and apply media, techniques and processes.
        
        1.4.1: Students compare and contrast the treatment of single theme (i.e., portrait, landscape, still life, etc.) in a variety of media created by different artists and cultures, discuss viewer reaction to the content of each piece; create a series of drawings based upon a single theme, done in at least three different media and which may include the importing of an original sketch into a computer graphics program (i.e., Adobe Illustrator/Photoshop, MetaCreations Painter) and the use of a variety of graphic tools, filters, etc., and evaluate the series of drawings to compare the advantages and disadvantages of each medium and discuss which elements are most prominent in each.
        
        1.4.2: Students observe the rules and procedures for proper handling and cleaning of printmaking tools (i.e., cutting away from oneself when using a linoleum tool, washing and brayers, etc.
        
        1.4.3: Students use a variety of media, techniques and processes (i.e., papier-mache, paper sculpture, slab construction, etc.) to create a series of sculptures using a central theme (i.e., animals, figures, architecture, etc.).
        
        1.4.4: Students explore a variety of media (i.e., paint, chalk, clay, etc.) and then describe the different visual effects elicited by the materials, techniques and processes (i.e., explain how an animal painted with tempera will look different from one created with chalk).
      - 2.4: Students will understand and apply elements and organizational principles of art.
        
        2.4.1: Students analyze artworks where the artist enlarges a specific subject (i.e.,. flowers by Georgia O’Keefe, portraits by Chuck Close, etc.) to transform the “ordinary into the extraordinary”; discuss the compositional structure of using one object to fill the painted area; review organizational elements and principles (i.e., shape, color, balance, etc.) to identify the artist’s intent; greatly enlarge a natural object (i.e., leaf, stone, feather, etc). which was found or procured; evaluate which elements are the focus of completed pieces and how effectively each piece conveys the idea of the original object; and discuss how choice of subject matter affects viewer reaction to artwork.
        
        2.4.2: Students compare and contrast the use of materials, techniques, styles and intent between masks of various cultures (i.e., Peruvian, Nigerian, Japanese, Native American, etc.); discuss prominent elements (shape, color, texture, etc.) in each and the role of masks within the originating culture; identify and discuss the role of masks within our own culture and ways in which masks are used by people today; create a mask of found objects to be used for a specific function (i.e., ceremonial, decorative, representational, etc.); and evaluate how choice of objects and compositional arrangement of elements convey meaning and intent in finished mask (i.e., discuss qualities of expressiveness, formal balance, and proportion, etc.).
        
        2.4.3: Students after viewing a body of art prints (i.e., Jacob Lawrence, van Gogh, Georgia O’Keefe, Hoskusai, etc.) that focus on the art elements and organizational principles (i.e., line, shape, color, balance, movement, etc.), select work(s) that appeal to them and justify reasons for their choice based on artist’s use of art elements and principles.
        
        2.4.4: Students after viewing and discussing a motion piece (i.e., Marcel Duchamp’s “Nude Descending a Staircase”) to see how artists of the 20th century have tried to capture the idea of movement with a still image, viewing examples of current ads, photos, logos, etc. that portray movement and motion and listening to a variety of musical pieces that portray a series of movements at different paces, create a stencil or print that exemplifies motion and use it repeatedly within a single piece to describe movement (running, jumping, etc.); and evaluate each other’s artworks to interpret which motions and movements were intended.
        
        2.4.5: Students compare and contrast a variety of common functional items (i.e., cup, bowl, vase, etc.) to investigate how the art elements and design principles (line, shape, balance, variety, rhythm, etc.) were applied.
      - 3.4: Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        3.4.1: Students discuss the history of figurative pottery (i.e., Pueblo story teller dolls & Kachinas, Peruvian stirrup vessels, etc.); describe the role of the dolls in the context of the story; review materials, techniques, and processes used in creating a three-dimensional ceramic piece; and after listening to an original Native American legend, write their own story based on a cultural event and create a figurative bowl in clay; and evaluate how well the piece symbolizes the main idea of the story.
        
        3.4.2: Students viewing the works of various architects (i.e., Frank Lloyd Wright, LeCorbusier, Gaudi, etc.) discuss how architects design buildings with specific environments in mind; choose one specific environment (i.e., desert, underwater, north pole, etc.) and create a three-dimensional building from found objects which reflects the chosen environment; and use peer assessment (checklist, rubric, written critique, etc.) to evaluate how well the chosen objects and completed structure are integrated with the student’s environment.
        
        3.4.3: Students keep a journal of favorite colors, motifs, shapes, etc. and describe how they might be used (i.e., in drawings, paintings, ceramics, printmaking, etc.)
      - 4.4: Students will understand the visual arts in relation to history and cultures.
        
        4.4.1: Students compare and contrast the patterns and motifs of western and non-western pottery (i.e., Greek, Mexican, Native American, Chinese, etc.) to determine how the ideas reflect the history of the culture in which they originate; and discuss the various functions of the ceramics within the cultural context.
        
        4.4.2: Students examine artworks that honor heroes or exalted people (i.e., Washington Crossing the Delaware, David’s “The Oath of the Horatii”, Japanese Buddha sculptures, “Raising the Flag on Iwo Jima,” etc.); discuss how these people are represented in various cultures and what values are held heroic in different cultures and create an artwork of someone they feel is heroic.
        
        4.4.3: Students examine clothing and fashion in a variety of cultures and time periods; and discuss changing roles of clothes and fashion (i.e., armor, ceremonial robes, costumes, etc.) and how cultural attitudes affect design choices (i.e., color, pattern, texture, etc.).
      - 5.4: Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        5.4.1: Students compare and contrast works of art made possible by technical innovation (i.e., computer generated art and photography, etc.) with work done in traditional media (i.e., painting, drawing, etc.); and discuss shared principles of composition and unique use of elements in each work.
        
        5.4.2: Students compare and contrast two works of art, with similar theme and subject matter, done in different time periods (i.e., Picasso’s “Gertrude Stein” versus da Vinci’s “Monia Lisa”, Deborah Butterfield’s “Horses” versus Remington’s bronze sculptures, etc.); discuss which elements and principles are used by each artist; and review and discuss the cultural and historical context in which each artwork was created and how that context influenced the artist.
        
        5.4.3: Students discuss the role of fantasy and imagination in art throughout various cultures and time periods, and compare and contrast works that utilize fantasy and imagination as subject matter) i.e., Salvador Dali, Chinese dragons, M.C. Escher, etc.).
        
        5.4.4: Students discuss the role of writing in art; examine a variety of writing samples and symbols (i.e., Egyptian hieroglyphics, Gothic letters, Chines calligraphy and modern typefaces, etc.) and respond to design elements and principles; explore the role of technology in creating type and fonts (i.e., Guttenberg press, computer font programs, etc.); create their own font utilizing technology or traditional media; and describe advantages, possibilities and limitations with each medium.
        
        5.4.5: Students after creating the third in a series of five contour drawings of the same subject matter (i.e., hand, shell, tool, etc.), compare and contrast the first and third drawings to analyze skill development and discuss areas for possible improvement, then continue with series.
      - 6.4: Students will make connections between the visual arts, other disciplines and daily life.
        
        6.4.1: Students examine the role of the visual image in contemporary advertisement; explore how designers and artists use images to manipulate and persuade (i.e., color, size, familiar content, etc.); and select one example of an ad and describe how the visual image is intended to persuade.
        
        6.4.2: Students after attending an arts career day in which actual artists and designers relate daily responsibilities and activities, compare three different ideas.
        
        6.4.3: Students research an artist’s life to be developed into a dramatic presentation for video or multimedia production (i.e., Powerpoint program, etc.).
        
        6.4.4: Students create a quilt using geometric patterns and shapes to form interesting combinations of squares.
        
        6.4.5: Students design a family heirloom book to house special memories (i.e., repousee metal tooling cover, computer technology, etc.); investigate historical illuminated manuscripts and scrolls and other written texts from western and non-western civilizations; and compare and contrast for similarities and differences and how technology has influenced changes.
    - Grades: 5-6
      - 1.6: Students will understand, select and apply media, techniques and processes.
        
        1.6.1: Students compare and contrast pictorial stories from different cultures with various media and symbolism (i.e., pictographs, hieroglyphs, Bayeux Tapestry, illuminated manuscripts); discuss how cultural attitudes and beliefs affected the choice of content and design of the work; and create a pictorial story using a variety of media based on a current historical event and evaluate the finished artwork.
        
        1.6.2: Students discuss the use of collage in 20th century art, focusing on the variety of materials, patterns, textures and compositional structure (i.e., Picasso, Bearden, Rauchenberg); compare differences in collage portraits versus traditional painted portraits; compose a collage self-portrait using a variety of materials to depict personal interests and identity; and evaluate final portraits for use of texture, contrast, pattern and organizational principles.
        
        1.6.3: Students use paint to design a poster in Art Deco style, then design the poster in a computer graphics program, utilizing distortion and resizing features to manipulate and change the image (a copy machine may also be used); discuss the advantages of technology affects current design trends in the graphic arts.
        
        1.6.4: Students complete a performance-based test on a particular process/technique, for example, students must demonstrate the proper procedure for creating a block print using two colors; and explain safety precautions involved.
        
        1.6.5: Students incorporate several watercolor techniques (masking, wash, wet on wet, spattering, etc.) in a painting that expresses a specific experience or emotion.
        
        1.6.6: Students create a mixed media instructional poster/chart which demonstrates characteristics of a variety of media.
      - 2.6: Students will understand and apply elements and organizational principles of art.
        
        2.6.1: Students discuss the role of socially oriented muralists such as Diego Rivera, Siquieros, or Thomas Hart Benton and their choice of subject matter; focus on how different aesthetic theories such as representationalism, abstraction, formalism, etc., affect the viewer’s response to the piece; create a cooperative group mural focusing on a contemporary or historical issue (i.e., the fragile environment of the sea); individually select effective media from a compiled list; and analyze the finished work using the elements and design principles as major criteria.
        
        2.6.2: Students define and describe vocabulary terms associated with the elements of art and organizational principles.
        
        2.6.3: Students discuss the use of patterns taken from nature in historical art and craft forms and the related symbolism of those patterns; relate the artists use and choice of pattern to natural biological patterns and functions (i.e., branching cluster, etc.); utilize a pattern taken from nature to create a design for a Japanese kimono or other garment; and evaluate changes or similarities in shape and composition between original natural pattern and chosen composition as well as choices for symbolic use.
        
        2.6.4: Students create a visual motif or symbol that is repeated throughout a design system (i.e., grid, radial pattern, etc.) where each unit focuses on a specific art element or organizational principle (i.e., one unit may demonstrate a complimentary color scheme, another visual texture, etc.); explore similar themes in art (i.e., Tantric art, M.C. Escher, Chuck Close, Judy Chicago, etc.) and self-evaluate using a rubric.
        
        2.6.5: Students use the elements and principles as a criteria to evaluate a project in progress; isolate one element or principle that could improve the piece and present this information in a mid-point critique; and upon completion, reflect on and justify this choice.
      - 3.6: Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        3.6.1: Students study the symbols and meanings behind traditional Western playing cards; examine a non-Western culture (i.e., Nigerian, Indian, Japanese, etc.) for symbols used in governmental hierachy and pageantry; create a new set of playing cards using technology (i.e., computer, photo, copier, etc.) incorporating symbols from the chosen culture; compare to traditional Western or American playing cards and evaluate changes or similarities in composition, emphasis, pattern, etc.
        
        3.6.2: Students examine a variety of logos currently used; discuss which are most easily recognized and what elements and principles are clearly evident in these designs; discuss the physiological and psychological properties of color, shape, etc. which affect the viewer and how designers incorporate this knowledge with design principles to create an intended image and viewer reaction; create a new product or service and design a logo that will be reflective of the particular product/service’s integrity, quality, recognizability, etc. and use peer evaluation for critique of logo’s effectiveness on selected groups.
        
        3.6.3: Students discuss the universal meaning of various facial expressions across different cultures. Study artworks from different cultures to determine which visual cues and subtle variations are recognizable on a global basis for meaning, design and subject matter. Students will study specific techniques and styles used by a particular culture (i.e., Northwest Pacific totem masks, Kabuki Japanese theatre masks, Munch’s expressive paintings and prints, etc.). Students will use the information to create three faces with unique expressions. Assemble work for display and have group participation in evaluating the effectiveness of the artworks in conveying meaning.
      - 4.6: Students will understand the visual arts in relation to history and cultures.
        
        4.6.1: Students examine the role of public sculpture within a variety of cultures; compare and contrast styles, intent, and meaning within their individual context; discuss media, symbolism, and design choices and the visual impact on viewer from different cultures; examine current public controversies initiated by public art (i.e., “Tilted Arc” by Richard Serra In NYC, the Washington Monument, the Statue of Liberty, etc.); propose a design for a public sculpture for the school or town; evaluate designs and predict public reactions to sculpture proposals; and conduct a poll of affected audience to compare actual response with predicted results.
        
        4.6.2: Students research specific information on an artist of their choice and give a class presentation (i.e., oral, poster, written report, etc.)
        
        4.6.3: Students use recognition of different elements to identify works of art by culture or time period in an activity where students match artwork to one of four styles (i.e., High Renaissance, Impressionism, Surrealism, Pop Art, etc.).
        
        4.6.4: Students evaluate a piece of artwork to understand and list how factors of context shape a work.
        
        4.6.5: Students compare and contrast two works of art with similar media and content created by a culture in two different eras.
      - 5.6: Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        5.6.1: Students create a “value hierachy” of 5 art reproductions and justify their choices through objective and subjective criteria; respond to how certain media, style, or subject matter affected their choices; discuss the role of gallery or museum curator in the contemporary art field and how that role has changed through history; discuss how subjective opinions changed regarding art which is critically acclaimed or rejected during different time periods, and how artists reacted to changing standards of criticism and public aesthetics.
        
        5.6.2: Students discuss, analyze, interpret and evaluate the progression of a known artist’s work over an extended period of time (i.e., Mondrian’s evolution from realism to abstraction, Jackson Pollock, Monet, etc.).
        
        5.6.3: Students create a series of drawings on a specific theme (i.e., portraiture, still-life, etc.) over an extended time period and evaluate their progression through the series based on a specific criteria of process (i.e., development of proportion, direct observation and attention to detail, use of value, etc.).
        
        5.6.4: Students compare and contrast different prints of artwork; select pieces they like subjectively and support their choices using vocabulary of the visual arts (i.e., terms of subject matter, elements and principles, etc.).
        
        5.6.5: Students compare the description, analysis, interpretations and evaluation statements of art critics for a particular piece of art; and identify differences between objective and subjective statements (i.e., opinions, judgements, observations and facts).
      - 6.6: Students will make connections between the visual arts, other disciplines and daily life.
        
        6.6.1: Students study furniture design over several time period and cultures (i.e., Baroque, Dada, Bauhaus, Japanese, etc.) and discuss the varied use of elements, principles, media and symbolism and form used in conjunction with the furniture’s role as a functional object; design and construct a chair based on sketches that reflect their individual personality through chosen symbols, design elements and principles; and evaluate chair based on sketches that reflect their individual personality through chosen symbols, design elements and principles; and evaluate chair from sketch stage through model construction and discuss the roles of form and function.
        
        6.6.2: Students compare two advertisements for a similar product (i.e., Coke and Pepsi, Cadillac and Ford, etc.); explain how each uses art elements and design principles to persuade the viewer; and choose the ad which is more effective and justify reasoning through art vocabulary.
        
        6.6.3: Students examine in depth one period of art and what concurrent events took place in the other art forms (i.e., music, literature, dance, drama, etc.) as well as events in other disciplines (i.e., science, math, politics, etc.); and discuss relationships between disciplines.
        
        6.6.4: Students write an expressive poem about a specific human sense (i.e., touch, smell, taste, etc.) then illustrate the poem using mixed media.
        
        6.6.5: Students research an art career and describe the daily activities of that career.
        
        6.6.6: Students examine the role of interior designers and examples of a variety of interior spaces; create a collage or montage of an interior space to solve a design problem (i.e., color, balance, emphasis, movement in space, etc.).
        
        6.6.7: Students use rulers to measure out and divide a piece of paper using the “rule of thirds” to determine a compositional structure and place a focal point.
        
        6.6.8: Students compare the paintings and theatre stage designs of artists working in both mediums for stylistic similarities (i.e., Miro, Hockney, Picasso).
    - Grades: 7-8
      - 1.8: Students will understand, select and apply media, techniques and processes.
        
        1.8.1: Students discuss the advantages of printingmaking as an art medium and the variety of printmaking techniques used throughout history and various cultures (i.e., woodblocks, linoleum blocks, etching, lithography, silk screen, Xerox, and computer); compare prints of similar themes and different techniques to view similarities and differences in the treatment of subjects and the elements; create two series of prints with the same theme using different printmaking processes; compare results and discuss the effectiveness of each process in the student’s intent; and identify changes made by technological advances in printmaking (i.e., Guttenburg press to laser printing).
        
        1.8.2: Students create a collage/montage using different media (i.e., found object, technology, drawing media, etc.) that communicates a specific theme (i.e., nature, friendship, etc.).
        
        1.8.3: Students demonstrate the differences in a variety of dry media to show diverse qualities; examine the role of dry media in different historical contexts, (i.e., artist sketches of the Renaissance as preliminary works for painting and modern drawings designed as finished works or sketches for animated films; create a drawing of a single object (apple, hand, snake, etc.) divided into 8 separate areas; draw within each area using a different type of dry media pencil such as Ebony, Prismacolor, 4B, 6H. Charcoal, etc.; and compare different areas in finished piece for advantages and limitations with each media choice.
        
        1.8.4: Students write an instructional piece using illustrations on how to use materials and tools for a specific process in a safe and responsible manner (i.e., how to make a coil pot, or how to prepare for linoleum block printing).
        
        1.8.5: Students given a general “recipe” of materials (i.e., yarn, a round wooden ball, 3 paper bags, cardboard, glue, etc.) solve a design problem by using all the materials to create a unified sculpture.
      - 2.8: Students will understand and apply elements and organizational principles of art.
        
        2.8.1: Students compare and contrast propaganda posters of different cultures/countries during WWII or Cold War era; analyze design decisions and psychological or interpretive effects of these decisions including color, shape, emphasis, etc.; create a persuasive poster meant to convey a current political idea or position; analyze and justify decisions made in the process; and for final evaluation select a current example of visual propaganda and explain its use of elements and principles in the intent to persuade.
        
        2.8.2: Students organize geometric and organic shapes to arrange a composition depicting a fable or fairy tale.
        
        2.8.3: Students compare and contrast the organizational principles in two different cultures in contemporary time periods (i.e., Japanese printmaking and Impressionist or Post Impressionist painting in 19th century France); discuss how advances in trade, travel and cultural interaction facilitated the sharing of artistic ideas, symbols, principles and techniques; distinguish 5 shared elements, principles, or source of content between the two cultures artworks; based on this criteria create an artwork (print, painting, etc.) using all 5 characteristics; and use a checklist to assess their finished piece.
        
        2.8.4: Students study and reproduce a selected realistic sculpture into an abstract form focusing on compositional elements; examine and research the movement of abstraction with a focus on artists content and use of form with a variety of media, using the internet as a resource and/or graphics programs to help generate initial sketches of selected sculpture.
      - 3.8: Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        3.8.1: Students given a theme such as “The Horrors of War”, select #6 artwork from a variety of cultures and time periods for an art exhibit using photographs, prints, paintings, sculpture, and/or examples of children’s artwork (i.e., samples collected after the Oklahoma City bombing, children from the Bosnian conflict, etc.); discuss universal meanings in art that cross over cultures and time, and reflect on the effect of media and technology on society’s reaction to the theme; and discuss how each medium has had an effect on audiences and society.
        
        3.8.2: Students discuss the role of value and contrast using drawing media (i.e., charcoal, pencil, conte crayon, etc.) and have students use proportion to enlarge a small square section of a reproduction (i.e., Picasso’s “Guernica”, Kathe Kollwiz prints, etc.); view the finished grid project and the original reproduction in whole to discuss the role of content versus basic abstract elements; analyze how the artists convey particular feelings, emotions and ideas; and evaluate the aesthetic approach and role of content in this context.
        
        3.8.3: Students design a personal symbol (i.e., such as Chinese inspired calligraphy, Egyptian cartouche, etc.) that represents their name and incorporate that symbol into a self-portrait.
      - 4.8: Students will understand the visual arts in relation to history and cultures.
        
        4.8.1: Students compare two artists that collaborated on a specific theme or piece of artwork (i.e., Braque/Picasso, Steightlitz/O’Keefe, Pissaro/Cezanne, Dada collaborations); using the idea of collaboration work in small groups on a shared project such as a large drawing or painting of the human figure; discuss roles of proportion, balance and unity within a piece composed by different artists; and critique works with criteria including use of media, elements, proportion, unity and cooperative group skills.
        
        4.8.2: Students work in small groups to examine an image and/or artifact; brainstorm to analyze and describe the culture, purpose, and materials that influence the meaning of the artwork; and explain how they interrelate.
        
        4.8.3: Students examine art prints to discuss how government, religion and other societal values and structures affect the form and content of an artist’s work.
        
        4.8.4: Students act as a curator and create a museum exhibit to display visual prints connected by artists, theme, culture, time period, etc.
        
        4.8.5: Students discuss the role of culture as a context for art; in two groups prepare a debate on whether art can be viewed independent of culture.
      - 5.8: Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        5.8.1: Students examine teapots, cups and other utilitarian items from various cultures for the combination of form and functions in arts and crafts (i.e., Japanese tea sets, Oppenheim’s “Furlined cup”, and contemporary American crafts); compare the use of pattern, color, material, repetition, line and symbolism in works from different periods, and cultures; and design and construct a functional object such as a teapot that incorporates a specified use of elements and principles to convey a particular theme.
        
        5.8.2: Students research a specific artwork and write a personal response based on description, analysis, interpretation and evaluation (i.e., artist’s use of elements and principles).
        
        5.8.3: Students create a “growth” portfolio where they select a piece from earlier in the year and one that demonstrates growth in that same medium; justify why each piece was chosen; and explain evidence of progress (i.e., technical proficiency, attention to detail, more complex structure, etc.).
        
        5.8.4: Students discuss and explain who decides if an artistic work (i.e., painting, drawing, installation, etc.) is art (i.e., the artist, museum curator, art, critic, viewers); compare two selected criticisms which present differing views of a chosen work of art.
        
        5.8.5: Students debate the concept of functional art and the point at which the functional piece becomes “art” (i.e., students may discuss works of Dada artists such as Duchamp or works by contemporary artists like Rauschenburg).
        
        5.8.6: Students describe a reproduction of an artwork using art vocabulary; reproduce descriptions by each student; and have class match descriptions to displayed reproductions.
      - 6.8: Students will make connections between the visual arts, other disciplines and daily life.
        
        6.8.1: Students describe how scientific achievements in chemistry and materials have contributed to art materials and what effect these have had on artists’ work (i.e., acrylic paints, paint tubes, etc.); choose one art advancement and focus on the particular history such as the innovations in plein air painting by the Impressionists made possible by the ability to carry paint in tubes outdoors; create their own pigment through grinding or construct a handmade piece of paper to use in their own unique artwork and compare the advantage and limitations with both commercial and handmade art supplies.
        
        6.8.10: Students examine the patterns and designs used in Japanese textiles; create a line of fashion designs based on Japanese kimonos which focus on figure proportion.
        
        6.8.2: Students evaluate and explain through research why a particular art image (i.e., Holbein’s “Henry VIII”, Modrian’s “Broadway Boogie Woogie”, etc.) was used in a textbook from a different academic discipline (science, math, etc.).
        
        6.8.3: Students trace the evolution of jazz music and early modernism in art discussing the parallel focus of each art form toward pure elements and non-objective subject matter; compare examples of classical music against jazz selections along with classical or neo-classical paintings against early abstractions of the 20th century; and create an artwork based on their favorite style or piece of music, justifying choice of elements and media to represent identical moods, emotions and intent.
        
        6.8.4: Students compare a work of art with a work of literature that use the same theme (i.e., Haiku poems and Japanese Sumi-e painting).
        
        6.8.5: Students research an art career (i.e., photographer, architect, graphic artist, etc.) and present information to the class.
        
        6.8.6: Students create a drawing utilizing one-and-two-point perspective.
        
        6.8.7: Students develop a costume/uniform for a specific purpose (i.e., space mission, sports team, sea diving, etc.) incorporating both functional and aesthetic elements.
        
        6.8.8: Students create a state setting for a dramatic or musical event.
        
        6.8.9: Students examine the relationship between a visual artist and an artist in another area whose work is connected (i.e., William Carlos, Williams & Charles Demuth) or an artist who works in two separate artistic mediums (i.e., E. E. Cummings, William Blake, etc.).
    - Grades: 9-10
      - 1.10: Students will understand, select and apply media, techniques and processes.
        
        1.10.1: Students focus on significant characteristics of a medium and why this medium was preferred to other media to express content in a historical period (i.e., printmaking by Kathe Kollwitz in WWI to WWII) with attention to the design concepts (i.e., use of texture, line) and content (i.e., a social issue).
        
        1.10.2: Students demonstrate the capabilities of one medium by completing 5-6 pieces of artwork which reflect a central theme such as landscape or still life; and throughout this process examine and analyze works from different periods with a similar theme.
        
        1.10.3: Students take responsibility for maintaining art materials and tools (i.e., washing and storing brushes after painting, maintain and manage moist clay).
        
        1.10.4: Students analyze differences in media, techniques, concepts and processes used by various cultures to create a functional item such as a bowl or basket (i.e., Shaker baskets, coil pots of Nigeria); compare what characteristics are common or different; create a bowl or basket using similar media, techniques, and design qualities; and discuss and evaluate the effectiveness of the process of the finished form.
      - 2.10: Students will understand and apply element and organizational principles of art.
        
        2.10.1: Students correct usage of visual terminology when evaluating their own work or that of others.
        
        2.10.2: Students research contemporary advertisements; design one advertisement for a community event (i.e., spring concert, senior class play, arts festival) using computer technology (PhotoShop or Superpaint) to alter the visual characteristics (such as font and placement) to appeal to different audiences; and use peer assessment to evaluate how the arrangement of the art elements and design principles affect the visual impact/focus of a work of art.
        
        2.10.3: Students view and describe a variety of artwork dealing with the concept “word as image” and discuss such artists as Charles Demuth, Stuart Davis, Basquiat; combine words and images imaginatively and according to the principles of organization to assemble a mixed media portrait of a significant person in the student’s life (media may include: technology produced artwork, paint, cut paper).
        
        2.10.4: Students create a series of media squares that focuses on specific art elements or design principles (i.e., six apples, one drawn using line, another using shape, another using texture, etc.).
      - 3.10: Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        3.10.1: Students keep a sketchbook to record and develop visual and written ideas over time.
        
        3.10.2: Students create a series of media squares, interpreting an organic object in six different ways such as realistic, abstract, impressionistic, surrealistic, expressive, and computer generated.
        
        3.10.3: Students decipher and discuss opinions on the purpose of traditional and contemporary crafts within a variety of cultures and time periods; using the Internet as a source, choose four images from a variety of cultures and time periods using the same craft medium; and compare objects and determine and justify the role of function and artist’s intent.
        
        3.10.4: Students select and assemble images for a picture file (animals, plants, machines, etc.) to be used as sources and ideas for artwork.
        
        3.10.5: Students study and research historical architecture from Western and Nonwestern cultures; and combine architectural images to represent characteristics of student’s personality using a three dimensional medium in a functional form (i.e., birdhouses, funerary urns, cookie jars, etc.).
        
        3.10.6: Students develop a journal in which they collect, record and reflect on ideas, and use documentation of techniques and processes as a project is initiated, in progress, and upon its completion.
      - 4.10: Students will understand the visual arts in relation to history and cultures.
        
        4.10.1: Students research a specific year and gather information on art, literature, music, social science, science and history/politics of that specific time period; and with the class, compile the resulting information to create an interdisciplinary cultural time line.
        
        4.10.2: Students create an autobiographical piece using images and symbols which reflect their culture and ethnic background (i.e., assemblage or still life drawing using person objects).
        
        4.10.3: Students visit on the Internet three national and/or international museum web sites to develop a visual timeline of two and three dimensional artwork of one particular culture; and download the images to create a visual display that communicates information on the culture, historical context and purpose for creating artwork.
        
        4.10.4: Students discuss the relationship of narrative art in a specific culture, (i.e., Chinese screens); compare organizational principles of Chinese artwork with traditional Western narrative works such as illuminated manuscripts; discuss and interpret the purpose of narrative work in each culture and how the story and image reflect their particular history; and research an event in American history and using an appropriate medium, depict the event or story in a narrative manner using words and images.
        
        4.10.5: Students analyze and compare the artwork of various artists such as Emil Nolde, David Alfaro Siqueiros, Dorothea Lange, Pablo Picasso, etc. to determine how history, culture, and societal values influence and affect the meaning of art; brainstorm how each artist conveys ideas and feelings,; and create a two dimensional artwork that is reflective of a current societal problem using personal symbols and ideas.
      - 5.10: Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        5.10.1: Students in the beginning of the course draw a specific still life object; near the end of the course, repeat the same subject as the drawing and compare the two pieces to analyze growth.
        
        5.10.2: Students research and collect images of shoes; analyze how design elements and function combine and compare to historical examples (i.e., Dutch shoes, Japanese slippers, American funky 70’s platforms, Native American moccasins, etc.); use contour drawings and research to create a drawing and then a three dimensional construction of a shoe incorporating personal symbols, and evaluate similarities and differences to initial sketch and self reflect on their development during this process.
        
        5.10.3: Students keep a portfolio of ideas and works in progress from sketches to final project which include self, peer, and teacher assessments.
        
        5.10.4: Students study an art movement such as Cubism; role play as if he/she was a member of this movement and create an artwork which will be justified and defended as being characteristic of this movement.
        
        5.10.5: Students using an aesthetic theory as a criteria, debate several solutions including editorials, critical writings, etc., to an aesthetic problem (i.e., Should tax money be used to exhibit a public sculpture at a correctional facility?).
      - 6.10: Students will make connections between the visual arts, other disciplines and daily life.
        
        6.10.1: Students investigate the music and architecture from the Baroque period; working as part of a group, locate and record a musical composition by a Baroque composer and research the work of several architects using technology to obtain the visuals; and synthesize information to create a visual, oral and sound presentation for the class.
        
        6.10.2: Students assume the role of an art critic; describe, analyze, interpret, and judge the works of a particular artist; compare with news releases; and investigate the training and skills necessary to be a successful art critic.
        
        6.10.3: Students visit art school on the Internet to find three schools or programs of study; choose one school that he/she might want to attend and compose a letter explaining why he/she selected that school.
        
        6.10.4: Students study the work of Henri Matisse with a focus on jazz and dance; and incorporate dance, music, and art in a presentation (i.e., video).
        
        6.10.5: Students compose a creative writing piece in which you have dinner with an artist in a different time period (i.e., New York in the early 70’s at the St. Regis Hotel to have dinner with Salvador Dali); describe what the person would wear, order and talk about over the meal; and use researched historical information about the person and the context so it is accurate in content.
        
        6.10.6: Students review the historical background of the Golden Mean and relate the geometric principles to the works of Piet Mondrian in order to develop a composition in paper incorporating the concepts of line, color, shape and proportion.
        
        6.10.7: Students compare and contrast packaging for two similar items; discuss how visual art elements affect the viewer; and design an alternate packaging for a similar product based on research of the product and consumer use.
    - Grades: K-2
      - 1.2: Students will understand, select and apply media, techniques and processes.
        
        1.2.1: Students examine artwork of different and contrasting mediums and discuss differences in use of color mixing in a variety of media to determine how these media might interact with different results (i.e., chalk, tempera, crayon, etc.); make predictions on what results will be achieved with the various media; create a series of color mixing using a variety of media; evaluate their finished artworks, comparing prior predictions with final outcome; and discuss artists and designers’ choices of media in a variety of fields (from painting fashion design to car paint, etc.) and use of various media in relation to location or culture (i.e., ground pigments, fresco, etc.).
        
        1.2.2: Students safely wash and store brushes after using tempera paint.
        
        1.2.3: Students use a variety of media (such as tempera, marker, or crayons) to express a specific emotion (i.e., happy, sad, mad, etc).
        
        1.2.4: Students view prints of artwork made from different materials and by different techniques (i.e., painting, photography, metal sculpture, etc), then discuss and compare their responses to each.
      - 2.2: Students will understand and apply elements and organizational principles of art.
        
        2.2.1: Students contrast works of art with a variety of line qualities (i.e., Chinese brush paintings, pen and ink drawings by Henri Matisse, Lascaux cave paintings, etc.) and compare how these qualities (i.e., width, direction, length, etc.) may suggest form as opposed to just shape (suggested by lines of uniform width); after practice making a variety of lines with a brush and black tempera paint to achieve different effects and viewer responses, create a line painting of a specific theme (i.e., landscape, plant, etc.) that incorporates a variety of line qualities; and discuss and evaluate the effectiveness of line (to suggest form) in the completed works.
        
        2.2.2: Students discuss how geometric shapes and patterns are used by artists in structuring a composition (i.e., Piet Mondrian, Frank Stella, Kasimir Malevich, etc.); compare examples in our environment (i.e., buildings, aerial photos, street maps, bridges, etc.); and create an artwork using basic geometric shapes and line for composition.
        
        2.2.3: Students utilize appropriate art terminology (i.e., texture, balance, primary colors, etc.) when describing their own work and that of others.
        
        2.2.4: Students select and categorize works (i.e., magazine pictures) emphasizing a particular art element (i.e., line, shape, color, etc.).
        
        2.2.5: Students identify various ways to create texture on a clay surface (i.e., pinch, stipple, incise, etc.) and discuss/describe responses to them.
      - 3.2: Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        3.2.1: Students review early abstract art for connections to music (i.e., Kandinsky, Gorky, etc.); associate a particular color with a specific note or musical passage; and while listening to a piece of selected music, respond by using color (i.e., marker, crayon, paint, etc.) on paper to portray a visual structure of the music.
        
        3.2.2: Students create a journal of visual images (i.e., using cut out pictures from magazines, newspapers, photos, etc.) that reflect students’ interest and tastes.
        
        3.2.3: Students discuss works of art in which objects are hidden or disguised (i.e., Rousseau’s jungle paintings, Silverstein’s portraits, M.C. Escher’s prints, Bev Doolittle’s painting, etc.); brainstorm with classmates what objects could be hidden in their imaginative environments; and create artwork (i.e., painting, collage, drawing, etc.) that utilizes hidden or disguised objects.
        
        3.2.4: Students look at and analyze a series of artwork in which artists (i.e., Faith Ringgold, Romare Beardon, Marc Chagall, etc.) use events in their own lives as subject matter to create an artwork (i.e., memory box, painting, collage) that reflects events in their own life.
        
        3.2.5: Students review maps, charts, etc. to see how designers and cartographers use symbols to depict various elements within that map or chart; and design a map that depicts one’s neighborhood or route to school using symbols that the student designs.
      - 4.2: Students will understand the visual arts in relation to history and cultures.
        
        4.2.1: Students analyze portraits as historical records to identify differences in the way people have been portrayed in various ages and cultures (i.e., Roman busts, Dorothea Lange photos, Chuck Close and Rembrandt paintings, Egyptian registers, etc.); discuss changes in media, point of view, fashion and facial expressions; and create an expressive self-portrait showing how they would like to be remembered in history.
        
        4.2.2: Students analyze various architectural devices used by different cultures in time (i.e., Pueblo adobes, cliff dwellings, French palaces and castles, India’s Taj Mahal, space station, and Frank Lloyd Wright’s houses, etc.) and discuss construction, techniques and environmental roles.
        
        4.2.3: Examine a variety of furniture (i.e., thrones, beds, tables, etc.) in different cultures and time periods; and discuss the roles of furniture within each culture and which design elements are shared or different.
      - 5.2: Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        5.2.1: Students after manipulating drawing tools (i.e., pencils, pens, crayons, found objects, etc.) to create a series of lines that vary in quality (i.e., width, length, movement or direction, etc.) discuss finished lines with peers to interpret ideas, emotions and implied images.
        
        5.2.2: Students compare and contrast two paintings that use the same theme but focus on different elements (i.e., landscapes by Cezanne versus a Ming Dynasty, Chinese work versus Grand Moses, etc.); identify major elements (i.e., color, line, pattern, etc.) from each painting and discuss how the artist uses elements to communicate feelings, thoughts and dideas.
        
        5.2.3: Students after creating a self-portrait utilizing a variety of media (i.e., construction paper, tissue paper, cardboard, found objects, paint, etc.); discuss successful use of elements (i.e., line, shape, form, etc.); and compare and contrast portrait to work created by artists (i.e., van Gogh, Picasso, Rembrandt, etc.).
        
        5.2.4: Students compare and contrast an artwork by two artists (i.e., Mary Cassatt, Henry Moore, etc.) one painting and one sculpture with the same theme (i.e., family); construct a 3-dimensional piece (i.e., using papier-mache) portraying a theme (i.e., parent/child); and use a critique format to identify improvements (i.e., structure, craftsmanship, etc.) that need to be made.
      - 6.2: Students will make connections between the visual arts, other disciplines and daily life.
        
        6.2.1: Students examine the elements (i.e., shape, line, color, etc.) in fabric design from various cultures (i.e., Navajo weavings, Japanese kimono, rugs or early American quilts, etc.); and create a fabric pattern using a personal design to be stamped (with sponge vegetable, styrofoam, eraser, etc.).
        
        6.2.2: Students with the help of librarian/school media specialist, locate a book of poems on family, pets or hobbies; read aloud and share poem with classmates; and create a personal interpretation (i.e., drawing, painting, etc.) of the poem.
        
        6.2.3: Students examine the role of direct observation in both science and art; point to artists whose subject matter shows close observational skills and attention to detail (i.e., Durer, O’Keefe, Beverly Doolittle, Chinese prints, da Vinci drawings, etc.); complete an artwork based on direct observation (i.e., drawing from natural objects such as leaves, flowers , shells, animals, or pets, etc.).
        
        6.2.4: Students working in collaboration with a group of teachers (i.e., art education, physical education, music education, media specialist, etc.) create a video/multimedia work in which students artistically interpret music through artwork and movement.
  - Health Education (2001)
    - Grades: 11-12
      - 1.11-12: Healthy and Active Life
        
        1.11-12.1: Explain and discuss national concerns regarding diet-related health issues and implications for individual, family and community health. Apply national nutrition goals (Dietary Guidelines for Americans, FGP, Five a Day) to the development of a personal wellness plan which balances food intake and physical activity and emphasizes consumption of nutrient rich foods, such as vegetables, fruits and grains. Analyze weight management plans for sound nutritional practices and their lifelong effects on health.
        
        1.11-12.2: Demonstrate an understanding that only a variety of foods can provide the many nutrients and other dietary components which work together to provide health benefits.
        
        1.11-12.3: Plan, select and prepare healthy meals and snacks which emphasize the principles of the Food Guide Pyramid and the Dietary Guidelines for Americans. Develop dietary plans to meet changing nutritional requirements (e.g., special dietary needs, pregnancy, food allergies, etc.).
        
        1.11-12.4: Examine the relationship between nutrition and fitness, quality of life and disease. Identify and discuss the role of other factors (e.g., heredity, lifestyle and environmental) in the development of diseases.
        
        1.11-12.5: Analyze the relationship between body composition, diet and fitness.
        
        1.11-12.6: Evaluate the influence of economic, social, cultural and emotional factors on personal eating habits. Recognize emotional and stressful eating patterns and disorders. Analyze nutrition trends and the role/impact of the media and current culture on eating behaviors.
        
        1.11-12.7: Analyze and evaluate current nutrition and fitness information on topics of concern (e.g., diet aids and fad diets, sports nutrition, vegetarianism, vitamin, mineral, herbal supplementation, etc.).
        
        1.11-12.8: Analyze basic food safety rules for selecting storing, preparing, cooking, cooling, and reheating food.
      - 2.11-12: Injury and Disease Prevention
        
        2.11-12.1: Analyze and evaluate the consequences associated with decision making involving risky behaviors and unsafe situations.
        
        2.11-12.2: Evaluate the different strategies available to make safety-related decisions.
        
        2.11-12.3: Locate school, work, community organizations that provide certification in First Aid, CPR and life saving.
        
        2.11-12.4: Recognize and investigate school, work and community resources available for information and treatment of communicable and non- communicable diseases.
        
        2.11-12.5: Analyze the value of negotiation and conflict resolution skills. Compare and contrast effective techniques for conflict resolution in a variety of situations.
        
        2.11-12.6: Examine the legal and ethical ramification of unacceptable behavior such as harassment, abuse and assault.
        
        2.11-12.7: Analyze factors that contribute to feelings of isolation and depression. Develop coping strategies and explain how to access resources to prevent suicide. List the warning signs for self harm and suicide. Discuss and describe prevention strategies including how to access help.
        
        2.11-12.8: Compare and contrast strategies which promote respect for and responsibility to others.
        
        2.11-12.9: Identify, locate and access resources available to assist in situations of bias, abuse discrimination or harassment.
      - 3.11-12: Human Growth and Development
        
        3.11-12.1: Differentiate and analyze the interconnection of physical, sexual, mental, emotional and social changes that occur at different stages and transitions during a lifetime. To include: birth -3, preschool-elementary, middle, post high school, adult, senior adult.
        
        3.11-12.2: Describe and discriminate between a variety of wellness resources.
        
        3.11-12.3: Analyze and evaluate the dynamics of relationships and the correlation with one's well being.
        
        3.11-12.4: Demonstrate the power of choice with inter/intra-personal relationships. Examine the ensuing responsibility and consequences regarding actions/behaviors related to sexuality: e.g., (abstinence, postponing sexual act, skills necessary to prevent pregnancy STD’S/HIV and pregnancy.)
        
        3.11-12.5: Synthesize the underlying purpose of the media and be able to discriminate their use of propaganda, exploitation and subliminal messages.
        
        3.11-12.6.: Integrate knowledge, skills and attitudes in communication and the decision making process resulting in greater self – acceptance and a positive approach to approach to health issues.
      - 4.11-12: Substance Abuse Prevention
        
        4.11-12.1: Explain school, state and federal laws concerning the use of ATOD and their consequences.
        
        4.11-12.2: Evaluate the effect of ATOD on community and society.
        
        4.11-12.3: Identify and examine strategies used to manage emotions and cope with stress.
        
        4.11-12.4: Develop personal goals that promote a healthy lifestyle regarding ATOD use.
    - Grades: 3-4
      - 1.3-4: Healthy and Active Life
        
        1.3-4.1: Identify the major nutrients supplied by each food group of the FGP. Determine the appropriate daily number of servings and serving size needed. Differentiate between “nutrient-dense” and “nutrient-poor” food choices. Identify foods that are high and low in fat, saturated fat, cholesterol, sodium and fiber. Identify age-appropriate Dietary Guidelines.
        
        1.3-4.2: Describe the major nutrient categories (protein, carbohydrates, fat, protein, vitamins, minerals and water) and functions of each in keeping our bodies healthy.
        
        1.3-4.3: Plan healthy meals and snacks which emphasize the principles of the Food Guide Pyramid and the Dietary Guidelines for Americans. Experience unfamiliar and culturally diverse foods.
        
        1.3-4.4: Describe the relationship between food, physical activity and health.
        
        1.3-4.5: Describe and demonstrate ways of balancing food intake and daily physical activity.
        
        1.3-4.6: Identify and understand food preferences and influence on food choices.
        
        1.3-4.7: Demonstrate the ability to locate reliable nutrition and fitness resources from home, school and the community.
        
        1.3-4.8: Describe the consequences of improper food storage and handling. Identify appropriate procedures for food safety.
      - 2.3-4: Injury and Disease Prevention
        
        2.3-4.1: Discuss/describe measures to be taken to prevent accidents and other dangers in the home, school, and community.
        
        2.3-4.2: Identify behaviors and corresponding consequences that relate to safety.
        
        2.3-4.3: Describe steps for an Emergency Action Plan (check, call, care). Know how to safely give basic first aid (eg: bleeding, bites, and stings).
        
        2.3-4.4: Identify unsafe situations and describe the measures to be taken to prevent accidents in other dangerous situations (eg: home, school, community).
        
        2.3-4.5: Recognize that illnesses have different causes, symptoms, treatments, and outcomes.
        
        2.3-4.6: Identify and explain the difference between appropriate and inappropriate touch and behavior. List trusted adults with whom one could discuss concerns or questions regarding inappropriate touch or uncomfortable behavior (including teasing, bullying, harassment).
        
        2.3-4.7: Identify and practice ways to assertively say NO in personal safety situations.
        
        2.3-4.8: Recognize and respect differences and similarities with the ways people think, act, learn, look and live.
      - 3.3-4: Human Growth and Development
        
        3.3-4.1: Analyze a variety of situations and identify and apply appropriate communication skills that show care and consideration for self and others.
        
        3.3-4.2: Demonstrate an appropriate way to access a variety of health resources. e.g., computer, phone book, community resources.
        
        3.3-4.3: Describe the functions of the body systems and their interrelatedness.
        
        3.3-4.4: Analyze health choices and the impact they have on our body systems and disease prevention.
        
        3.3-4.5: Discuss/describe the physical and emotional growth that occurs in males and females.
        
        3.3-4.6: Describe in grade 4 or 5 physical and emotional changes that occur during puberty.
        
        3.3-4.7: Describe goal setting and decision making choices for healthy lifestyles.
      - 4.3-4: Substance Abuse Prevention
        
        4.3-4.1: Describe the harmful effects of ATOD.
        
        4.3-4.2: Differentiate healthy/unhealthy uses of drugs, including over the counter and prescription drugs.
        
        4.3-4.3: Identify and demonstrate communication strategies/skills used to avoid ATOD and access helping resources. (e.g. assertiveness, refusal, problem solving…)
        
        4.3-4.4: Demonstrate behaviors and describe feelings associated with positive actions for self and others (e.g. respect, care, responsibility…)
        
        4.3-4.5: Identify the rules/laws and describe consequences associated with ATOD use (family, school, community.)
    - Grades: 5-6
      - 1.5-6: Healthy and Active Life
        
        1.5-6-6: Describe what motivates people to adopt particular eating habits (e.g. family, culture, traditions, nutrition value, health, etc.) and identify cues for personal eating behavior (e.g., taste, hunger, stress, mood, self- esteem, etc.) Describe the role/impact of the media and current culture on eating behaviors.
        
        1.5-6-7: Identify and use reliable nutrition and fitness resources (local, state and national). Demonstrate the ability to access information from one or more of these resources. Distinguish between fact, fiction and opinion about nutrition and fitness.
        
        1.5-6.1: Explain the different nutritional needs of individuals depending on age, sex, activity and state of health. Use the FGP to assess personal diet for variety, moderation and proportionality. Determine changes needed for a healthier diet. Discuss how nutrition labels are used to identify foods that are high and low in fat, saturated fat, cholesterol, sodium and fiber.
        
        1.5-6.2: Describe the role of key nutrients (e.g., calcium, iron, vitamins A and C, etc.) in maintaining healthy bodies. Describe the role of adequate water consumption in healthy eating and exercise.
        
        1.5-6.3: Plan, select and prepare healthy meals and snacks which emphasize the principles of the Food Guide Pyramid and the Dietary Guidelines for Americans. Experience unfamiliar and culturally diverse foods.
        
        1.5-6.4: Explain the effects of diet and physical activity on immediate and future health (e.g., current health, physical appearance, obesity, eating disorders, sense of well-being and capacity for physical activity, etc.).
        
        1.5-6.5: Calculate the relationship between caloric intake and energy expenditure. Demonstrate understanding of individual variations in body size (height/weight) and energy needs.
        
        1.5-6.8: Describe and practice safe and sanitary food preparation and storage techniques.
      - 2.5-6: Injury and Disease Prevention
        
        2.5-6.1: Develop an action plan that will minimize personal risk and injuries at school, home, in a vehicle, and in the greater community.
        
        2.5-6.10: Identify and demonstrate actions that show sensitivity and respect toward others.
        
        2.5-6.2: Practice skills necessary to avoid dangerous situations (eg: decision making, refusal skills, decision making).
        
        2.5-6.3: Review steps of an Emergency Action Plan and safely apply basic first aid skills to urgent situations.
        
        2.5-6.4: Describe modes of transmission and identify prevention strategies for a variety of communicable diseases (eg: HIV, Influenza, Strep). Identify causes, symptoms, and prevention strategies for a variety of non communicable diseases (eg: lung disease, heart disease, cancer).
        
        2.5-6.5: Peacefully and constructively express and resolve conflicts with or without adult supervision. Express anger in constructive ways, reducing hostility, violence, and vandalism.
        
        2.5-6.6: Define sexual harassment, abuse and assault. Describe and implement strategies to reduce, avoid and report threatening situations.
        
        2.5-6.7: Express and practice conflict resolution skills that can prevent escalation.
        
        2.5-6.8: Demonstrate effective interpersonal skills (e.g., refusal skills, negotiation, assertiveness, self-talk, anger management, etc.).
        
        2.5-6.9: Identify the warning signs for suicide and how to get help when needed.
      - 3.5-6: Human Growth and Development
        
        3.5-6.1: Describe/define what behaviors communicate care, self- respect, respect of others, and apply those skills to appropriate situations related to human growth and development.
        
        3.5-6.2: Generate a topic list and correlating/corresponding list of resources related to information on puberty, and demonstrate the ability to access information from one or more of these resources.
        
        3.5-6.3: Identify the structure and function of the male and female anatomy as related to puberty and human reproduction.
        
        3.5-6.4: Define/describe abstinence and its relationship to a healthy lifestyle.
        
        3.5-6.5: Identify and practice decision making and refusal skills as they relate to prevention of pregnancy, HIV & STD’S.
        
        3.5-6.6: Explore and describe ways to build positive relationships that do not put individuals at risk for pregnancy HIV & STD’S.
        
        3.5-6.7: Generate a list of responsibilities associated with parenthood and evaluate their own ability to meet needs at this time.
        
        3.5-6.8: Examine and discuss ways the media influence our thoughts and feelings regarding body image and healthy lifestyles.
      - 4.5-6: Substance Abuse Prevention
        
        4.5-6.1: List/describe cognitive, emotional and physical effects of drugs based on classification (stimulants, depressants, hallucinogens, narcotics) Included are alcohol, tobacco, marijuana, inhalants and other drugs (drug interaction.)
        
        4.5-6.2: Recognize that advertisements for nicotine and alcohol can be misleading.
        
        4.5-6.3: Practice decision-making, problem solving, and refusal skills in order to avoid ATOD use.
        
        4.5-6.4: Identify the need for self/peer referral regarding ATOD and practice accessing resources.
        
        4.5-6.5: Define addiction and its relationship to adolescent development.
        
        4.5-6.6: Acknowledge that the addictive behaviors of others is beyond your control, but recognize that helping resources are available.
    - Grades: 7-8
      - 1.7-8: Healthy and Active Life
        
        1.7-8.1: Identify and discuss national nutrition goals (Dietary Guidelines for Americans, FGP, Five a Day) important to personal health strategies. Use nutrition labels to help make healthy food choices by comparing and evaluating foods for nutrient content.
        
        1.7-8.2: Describe nutrient interactions which impact the availability of nutrients from a meal (e.g., vitamin C increases iron absorption, oxalates bind calcium, etc.) Describe preparation and cooking techniques to minimize nutrient losses in food.
        
        1.7-8.2a: Plan, select and prepare healthy meals and snacks which emphasize the principles of the Food Guide Pyramid and the Dietary Guidelines for Americans. Describe ways to modify recipes and preparation techniques to reduce fat and sodium content and to increase fiber
        
        1.7-8.3: Explain the role of diet in disease prevention (e.g., osteoporosis, heart disease, cancer, stroke, etc.). Analyze healthy and unhealthy dietary practices (e.g., vegetarianism, nutrition supplements, dieting, eating disorders, skipping meals, dietary supplements, etc.) and their temporary and long-term impact on overall health.
        
        1.7-8.4: Analyze barriers to healthy eating and physical activity and explore strategies for overcoming these barriers.
        
        1.7-8.5: Identify and discuss the influence of economic, social, cultural and emotional factors on personal eating habits. Recognize emotional and stressful eating patterns and disorders. Analyze the role/impact of the media and current culture on eating behaviors.
        
        1.7-8.6: Practice the skills needed to access nutrition and fitness information from a variety of resources. Discuss techniques to evaluate the validity of nutrition and fitness information.
        
        1.7-8.7: Explain basic food safety rules for selecting, storing, preparing, cooking, cooling, and reheating food.
      - 2.7-8: Injury and Disease Prevention
        
        2.7-8-6.: Identify strategies to protect against sexual assault, harassment and abuse.
        
        2.7-8.1: Analyze the influence of personal decisions and social pressures on participation in risk-taking behavior and develop an action plan incorporating strategies to address these pressures.
        
        2.7-8.2: Analyze the impact of influences, personal desires and social pressures on skills necessary to avoid dangerous situation and modify/adapt these skills to avoid dangerous situations.
        
        2.7-8.3: Recognize basic first aid and rescue breathing techniques and be able to apply them appropriately.
        
        2.7-8.4: Identify personal behaviors that increase the risk of developing communicable diseases and develop strategies to minimize risk.
        
        2.7-8.5: Utilize resources and skills to resolve conflicts peacefully (e.g., peer mediation, support services).
        
        2.7-8.7: Assess situations that have the potential for sexual assault, harassment, or abuse and develop strategies for prevention. Identify professional and other resources in the home, school and community which assist individuals who have experienced these crimes.
        
        2.7-8.8: Identify suicide risk factors, demonstrate intervention skills for accessing help to prevent suicide.
        
        2.7-8.9: Apply assertive and refusal skills to situations involving pressure to abuse, discriminate or harass based on, but not limited to, race, color, sex, religion, national origin and sexual orientation.
      - 3.7-8: Human Growth and Development
        
        3.7-8.1: Examine situations that manifest different communication styles and their resulting outcomes in terms of treating oneself and others with care, concern, and consideration.
        
        3.7-8.2: Generate a topic list and a correlating/corresponding list of resources related to information on adolescence and practice the skills needed to access information from a variety of resources.
        
        3.7-8.3: Explain/describe how the structure and function of male and female anatomy relates to the process of conception and reproduction and birth.
        
        3.7-8.4: Describe the growth and development of the fetus from conception to birth, (e.g., prenatal health, normal development, birth defects.)
        
        3.7-8.5: Compare and contrast abstinence with other methods of safer sex.
        
        3.7-8.6: Identify risk factors for and explain/describe skills needed to reduce these risks. risks.
        
        3.7-8.7: Examine and describe how parenthood and other consequences of sex could negatively impact personal goals and healthy lifestyles.
        
        3.7-8.8: Examine and discuss ways the media influence our behaviors and decision- making as related to sexuality.
      - 4.7-8: Substance Abuse Prevention
        
        4.7-8.1: Identify adolescent health risks situations/behaviors, and apply the skills of decision -making, conflict resolution, refusal, and goal setting to abstain from ATOD.
        
        4.7-8.2: Identify ways that decisions are influenced by self-concept, home, peer, school and community relationships.
        
        4.7-8.3: Examine factors that influence ATOD use (e.g. peers, media, social factors.
        
        4.7-8.4: Identify the use of peer intervention and its relationships to friendship.
        
        4.7-8.5: Examine the impact of ATOD use & addiction have on the society (COA) family roles, community peer groups, cost to society environment, crime.
        
        4.7-8.6: Identify the progression of the development of addiction (abstain - through- addiction) and helping resources.
        
        4.7-8.7: Identify and apply family and school rules and state and federal laws concerning ATOD use.
        
        4.7-8.8: Identify and apply strategies to advocate for abstinence from ATOD.
        
        4.7-8.9: Identify, examine and access family, school and community ATOD cessation programs.
    - Grades: 9-10
      - 1.9-10: Healthy and Active Life
        
        1.9-10.1: Relate national nutrition goals (Dietary Guidelines for Americans, FGP, Five a Day) to personal health strategies. Calculate daily grams of fat based on calorie needs. Use nutrition labels to help make healthy food choices by comparing and evaluating foods for nutrient content.
        
        1.9-10.2: Differentiate among simple and complex carbohydrates, saturated and unsaturated fats, and cholesterol. Describe other food components (e.g., phytochemicals, antioxidants and fiber) and their contribution to good health.
        
        1.9-10.3: Plan, select and prepare healthy meals and snacks which emphasize the principles of the Food Guide Pyramid and the Dietary Guidelines for Americans. Evaluate weekly meals to reduce fat and sodium content and to increase fiber content. Describe how food choices outside the home can be incorporated into a healthy eating plan (e.g., fast food, school meals, parties, vending machines, etc.).
        
        1.9-10.4: Describe the important of a personal dietary and exercise plan in relation to disease prevention and health promotion. Analyze personal dietary habits and evaluate in terms of nutritional requirements for adolescents. Develop plans to improve or maintain health.
        
        1.9-10.5: Examine the relationship between food intake, physical activity and the body.
        
        1.9-10.6: Compare and contrast the influence of economic, social, cultural and emotional factors on personal eating habits. Recognize emotional and stressful eating patterns and disorders. Analyze the role/impact of the media and current culture on eating behaviors.
        
        1.9-10.7: Use appropriate resources to evaluate nutrition and fitness claims and determine fact from fiction. Analyze the effectiveness of nutrition and fitness information from home, school and the community.
        
        1.9-10.8: Demonstrate basic food safety rules for selecting storing, preparing, cooking, cooling, and reheating food.
      - 2.9-10: Injury and Disease Prevention
        
        2.9-10-5: Examine and discuss the value of negotiation and conflict resolution skills. Evaluate and explore effective techniques for conflict resolution in a variety of situations.
        
        2.9-10.1: Demonstrate skills required for taking responsibility associated with personal decisions and behaviors at home, school, work and community (e.g., interpersonal relationships, vehicles and recreational activities).
        
        2.9-10.10: Identify, locate and access resources available to assist in situations of bias, abuse discrimination or harassment.
        
        2.9-10.2: Identify, locate and access resources for social, emotional and physical well being.
        
        2.9-10.3: Recognize and demonstrate first aid and rescue breathing techniques and be able to apply them appropriately.
        
        2.9-10.4: Examine and discuss the correlation between risky behaviors and communicable and non communicable diseases.
        
        2.9-10.6: Identify and describe strategies to reduce and or avoid threatening situations including harassment abuse and assault.
        
        2.9-10.7: Illustrate factors that contribute to feelings of isolation and depression. Develop coping strategies and explain how to access resources to prevent suicide. List the warning signs for self harm and suicide. Discuss and describe prevention strategies including how to access help.
        
        2.9-10.8: Discuss the origins of bias and discrimination and analyze its effect. Examine the relationship between lack of respect and negative consequences.
        
        2.9-10.9: Demonstrate strategies which promote respect for and responsibility to others.
      - 3.9-10: Human Growth and Development
        
        3.9-10.1: Identify the physical, sexual, mental, emotional and social changes that occur at different life stages and transitions during a lifetime. Discuss how they interrelate and impact one’s life. (To include: birth – 3, preschool – elementary, middle, high school, post high school, adults, senior adults).
        
        3.9-10.2: Identify, locate wellness resources within the home, school, workplace and community. Practice the skills needed to access information from a variety of resources.
        
        3.9-10.3: Examine and discuss the dynamics of interpersonal relationships and the correlation with one’s well being.
        
        3.9-10.4: Recognize the power of choice with inter/intra- personal relationships and the ensuing responsibility and consequences regarding actions/behaviors related to sexuality: e.g., (abstinence, postponing (continued) sexual activity, skills necessary to prevent STD’S /HIV pregnancy …).
        
        3.9-10.5: Understand the underlying purpose of the media and be able to discriminate their use of propaganda, exploitation and subliminal messages.
        
        3.9-10.6: Integrate knowledge, skills and attitudes in communication and the decision making process resulting in greater self- acceptance and a positive approach to health issues.
      - 4.9-10: Substance Abuse Prevention
        
        4.9-10.1: Analyze experiences and use refusal skills, decision making problem solving.
        
        4.9-10.2: Examine the process of addiction and recovery.
        
        4.9-10.3: Demonstrate intervention skills and identify helping resources. (school/ community state).
        
        4.9-10.4: Analyze the effects of ATOD use on personal, family and community responsibilities.
        
        4.9-10.5: Identify school rules, state and federal laws concerning the use of ATOD.
        
        4.9-10.6: Identify and apply strategies to advocate for abstinence from ATOD.
        
        4.9-10.7: Identify and apply family and school rules and state and federal laws concerning ATOD use.
    - Grades: K-2
      - 1.K-2: Healthy and Active Life
        
        1.K-2.1: Identify sources of food. Identify the food groups of the Food Guide Pyramid (FGP) and classify foods into appropriate food groups. Identify the serving size and number of daily servings needed from each food group of the FGP. Distinguish between “nutrient-dense” (nutritious) and “nutrient-poor” snacks (foods of minimal nutritional value.
        
        1.K-2.2: Recognize that foods provide nutrients to keep bodies healthy: energy (calories) for growth, maintenance and activity provided by carbohydrate, fat and protein; and vitamins, minerals and water for healthy body functioning.
        
        1.K-2.3: Recognize and eat a variety of foods for good health, including unfamiliar and culturally diverse foods. Identify the components of and be able to plan healthy meals and snacks.
        
        1.K-2.4: Identify foods that are needed to help our bodies grow and stay healthy. Identify why regular physical activity is important.
        
        1.K-2.5: Identify the importance of balancing food intake and physical activity. Demonstrate and participate in appropriate daily physical activity.
        
        1.K-2.6: Discuss and explain the various foods we eat and why.
        
        1.K-2.7: Identify that resources exist for obtaining reliable nutrition and fitness information.
        
        1.K-2.8: Recognize the role of proper food storage and handling in the prevention of illness.
      - 2.K-2: Injury and Disease Prevention
        
        2.K-2.1: Describe ways to be safe in different situations with strangers and others at home, school, community (eg: when alone, lost, in groups). Identify and practice positive strategies for interacting with others to resolve conflicts. Recognize and respect similarities and differences with the ways people think, act, look, and live.
        
        2.K-2.10: Identify when its appropriate to tell a trusted adult when peers behave in ways that may be harmful to themselves or others.
        
        2.K-2.2: Recognize and list places/situations in the community, at home, or school where accidents could occur and describe ways to stay safe.
        
        2.K-2.3: Identify people in the home, school, or community who can assist in case of accident or injury, real or potential.
        
        2.K-2.4: Recognize emergencies and identify appropriate action steps. Know when, where, and how to access help and what to say to and do when needing help in home, school, and community (e.g., giving first aid, seeking help, assessing 911).
        
        2.K-2.5: Explain the difference between an accident and an injury.
        
        2.K-2.6: Identify and practice behaviors that promote good personal hygiene.
        
        2.K-2.7: Identify and practice positive strategies for interacting with others to resolve conflicts.
        
        2.K-2.8: Identify and practice ways to assertively say NO in personal safety situations.
        
        2.K-2.9: Identify and explain the difference between appropriate and inappropriate touch and behavior. List trusted adults with whom one could discuss concerns or questions regarding inappropriate touch or uncomfortable behavior.
      - 3.K-2: Human Growth and Development
        
        3.K-2.1: Identify and demonstrate positive ways to show care, consideration and concern for self and others.
        
        3.K-2.2: Identify the people who could provide appropriate information on human growth and development and discuss reasons for accessing these people. e.g.,school nurse, parents, MD, teachers…).
        
        3.K-2.3: Demonstrate communication skills used to obtain information on human growth and development such as maintenance of body systems, hygiene, illness.
        
        3.K-2.4: Name major body systems, how they work and describe how to keep them healthy. (e.g., respiratory, circulatory, immune)
        
        3.K-2.5: Describe the similarities and differences between males and females.
        
        3.K-2.6: Identify choices and practice behaviors that promote wellness (e.g., hygiene, washing hands...).
      - 4.K-2: Substance Abuse Prevention
        
        4.K-2.1: Identify alcohol, tobacco, and other substances that change behavior or affect body functions.
        
        4.K-2.2: Identify risky situations.
        
        4.K-2.3: List helping resources.
        
        4.K-2.4: Identify communication strategies used to avoid problem and solve.
        
        4.K-2.5: Identify positive qualities in self and others.
        
        4.K-2.6: Discuss and describe school and family rules concerning ATOD use.
  - Language Arts (2001)
    - Grades: 11-12
      - 1: Students will read and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts.
        
        1.1: Describe the text by giving an initial reaction to the text and describing its general content and purpose.
        
        1.11-12.1: Students will describe their thoughts and opinions and questions that arise as they read, view or listen to a text , demonstrate understanding and identify inconsistencies and ambiguities
        
        1.10: Use a variety of strategies to develop an extensive vocabulary.
        
        1.11-12.10: Students will proficiently apply vocabulary strategies to read and comprehend complex texts and continue to use vocabulary in varying forms (debate, speech, etc.).
        
        1.11: Identify and use main ideas and supporting details in informational texts or elements, such as key events, main characters and setting in narratives.
        
        1.11-12.11: Students will describe theme, symbolism, tone and other complex elements of fiction, and identify point of view, manipulative language and other elements of bias in non-fiction materials to synthesize and evaluate.
        
        1.12: Make inferences about ideas implicit in narrative, expository, persuasive and poetic texts.
        
        1.11-12.12: Students will use the literary elements (theme, symbolism, imagery, conflict, etc.) to draw conclusions about more complex text.
        
        1.13: Understand that a single text may elicit a wide variety of responses.
        
        1.11-12.13: Students will entertain, explore and defend multiple interpretations of all fiction and non-fiction they read.
        
        1.14: Interact with others in creating, interpreting and evaluating written, oral or visual texts.
        
        1.11-12.14: Students will apply collaborative skills to elaborate on concepts being addressed and to describe processes used in achieving results.
        
        1.2: Interpret the text by using prior knowledge and experiences
        
        1.11-12.2: Students will proficiently use prior knowledge and experience to examine, analyze and evaluate text as they formulate an enhanced critical stance.
        
        1.3: Reflect on the text to make judgments about its meaning and quality
        
        1.11-12.3: Students will demonstrate an understanding of literary and aesthetic appreciation of text, awareness and understanding of authors' style, textual features, will evaluate, think divergently and respond critically with greater comprehension.
        
        1.4: Analyze text and task, set purpose and plan appropriate strategies for comprehending, interpreting and evaluating texts.
        
        1.11-12.4: Students will innovatively apply strategies to comprehend , interpret and evaluate a variety of texts.
        
        1.5: Generate questions before, during and after reading, writing, listening and viewing.
        
        1.11-12.5: Students will use a variety of questions and skills to enhance learning and understanding.
        
        1.6: Make and confirm or revise predictions.
        
        1.11-12.6: Students will predict outcomes of the texts they read, listen to and view, then assess the validity of their predictions with increased accuracy.
        
        1.7: Use a variety of monitoring and self-correcting methods (skimming, scanning, reading ahead, re-reading, using resources, summarizing, retelling, readjusting speed).
        
        1.11-12.7: Students will independently evaluate and select the most effective strategies to monitor and self-correct all texts read, listened to and viewed.
        
        1.8: Use the structure of narrative, expository, persuasive, poetic and visual text to interpret and extend meaning.
        
        1.11-12.8: Students will apply their understanding of textual features of each text form as they interpret with mastery.
        
        1.9: Select and apply efficient and effective word recognition strategies, including contextual clues, picture clues, phonics and structural analysis.
        
        1.11-12.9: Students will use word recognition strategies independently to perfect reading fluency and enhance comprehension across all content areas and all levels of text.
      - 2: Students will produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        2.1: Communicate effectively by determining the appropriate text structure on the basis of audience, purpose and point of view.
        
        2.11-12.1: Students will select from the complete variety of text structures, (essay, persuasive, narrative, expository, short story, poetry, literary criticism, analytical essay, report, research paper etc.) the appropriate organizational pattern for addressing aud
        
        2.2: Communicate effectively in descriptive, narrative, expository and persuasive modes.
        
        2.11-12.2: Students will demonstrate through understanding of the use of effective salient features of all appropriate oral, visual, and written discourse.
        
        2.3: Gather, select, organize and analyze information from primary and secondary sources.
        
        2.11-12.3: Students will determine, access and evaluate the primary and secondary sources appropriate to the task (research paper, fiction, school newspaper, video) and will integrate and elaborate upon information effectively in the final product.
        
        2.4: Engage in a process of generating ideas, drafting, revising, editing and publishing or presenting.
        
        2.11-12.4: Students will utilize the most effective process to create and present a written, oral or visual piece at a mastery level.
        
        2.5: Engage in writing, speaking and developing visual texts through frequent reflection, reevaluation and revision.
        
        2.11-12.5: Students will keep a portfolio, which may be multimedia, which, along with providing a means for collecting their work, provides opportunities for student reflection and teacher/student dialogue regarding processes and growth.
      - 3: Students will apply the conventions of standard English language in oral and written communication.
        
        3.1: Proofread and edit for grammar, spelling, punctuation and capitalization.
        
        3.11-12.1: Students will demonstrate command of mechanics: usage, sentence structure, punctuation, usage and variety of spelling skills, and utilize effective strategies and appropriate resources for proofreading and editing in more complex forms.
        
        3.2: Speak and write using conventional patterns of syntax and diction.
        
        3.11-12.2: Students will master the use of conventional patterns of spoken and written syntax in oral and written communication.
        
        3.3: Use variations of language appropriate to purpose, audience and task.
        
        3.11-12.3: Students will analyze and evaluate the language used in both written and oral tasks for its suitability for audience and purpose and apply appropriately.
        
        3.4: Develop fluency and competency in the English language arts by using and building upon the strengths of the learner's language and culture.
        
        3.11-12.4: Students will examine and compare the forms of the English language as they vary across linguistic communities and will use the accepted features of standard English and other linguistic communities, where appropriate, to create original written and oral
        
        3.5: Understand that an accepted practice in spoken and written language may change over time.
        
        3.11-12.5: Students will draw conclusions regarding the evolution of language and how it influences and reflects societal changes, and will apply this knowledge to help them interpret oral and written language in various settings.
      - 4: Students will use the language arts to explore and respond to classical and contemporary texts from many cultures and literary periods.
        
        4.1: Explore and respond to classic literary text that has shaped Western thought.
        
        4.11-12.1: Students will read the important classics of their grade level, determine the ways in which they have shaped Western culture, and analyze the reasons for their being considered "classics," and continue to extend their view of good literature.
        
        4.10: Explore and respond to text representing both the literary tradition and the diversity of the American cultural heritage.
        
        4.11-12.10: Students will identify various influences on authors and readers and analyze the influence on the text taking a critical stance on the interplay.
        
        4.2: Explore and respond to contemporary literature.
        
        4.11-12.2: Students will read, view and listen to key works of contemporary literature and create responses that critique the works' principal elements.
        
        4.3: Evaluate the merit of literary text on the basis of individual preferences and established standards.
        
        4.11-12.3: Students will be proficient at analyzing the appeal of various works and determine their literary value.
        
        4.4: Examine the ways readers and writers are influenced by individual, social, cultural and historical context.
        
        PLEASE REFER TO CONTENT STANDARD 4, SECTION 4.9
        
        4.5: Recognize literary conventions and devices and understand how they convey meaning.
        
        4.11-12.5: Students will explain how all of the literary conventions and devices in a text or performance are used by an author.
        
        4.6: Demonstrate an understanding that literature represents, recreates, shapes and explores human experience through language and imagination.
        
        4.11-12.6: Students will read, listen to and view, literary texts and identify and explain, with greater understanding, the human experiences they convey.
        
        4.7: explore and respond to the aesthetic elements of literature, including spoken, visual and written texts.
        
        4.11-12.7: Students will interpret and respond to their aesthetic reactions to literary works.
        
        4.8: Use literature as a resource to explore ideas and decisions, as well as political and social issues.
        
        4.11-12.8: Students will read and respond to classic and contemporary literature, identify, analyze and evaluate to determine political and social ideas which characterize those works.
        
        4.9: Identify, explore and respond to the unique and shared qualities of voices, cultures and historical periods in literature.
        
        4.11-12.9: Students will be proficient at analyzing the various influences on authors and the impact of those influences on the text.
    - Grades: 3-4
      - 1: Students will read and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts.
        
        1.1: Describe the text by giving an initial reaction to the text and describing its general content and purpose.
        
        1.3-4.1: Students will express thoughts, opinions and generate questions that arise as they read, view or listen to a text and use relevant information to summarize and respond to questions.
        
        1.10: Use a variety of strategies to develop an extensive vocabulary.
        
        1.3-4.10: Students will continue to use a variety of vocabulary strategies to build vocabulary and enhance comprehension.
        
        1.11: Identify and use main ideas and supporting details in informational texts or elements, such as key events, main characters and setting in narratives.
        
        1.3-4.11: Students will retell, analyze and evaluate stories and select the most important facts from informational texts.
        
        1.12: Make inferences about ideas implicit in narrative, expository, persuasive and poetic texts.
        
        1.3-4.12: Students will support their inferences, orally and /or in writing, by referring to the materials read.
        
        1.13: Understand that a single text may elicit a wide variety of responses.
        
        1.3-4.13: Students will reflect on their learning after reading and will formulate ideas and personal responses to text.
        
        1.14: Interact with others in creating, interpreting and evaluating written, oral or visual texts.
        
        1.3-4.14: Students will participate in a variety of cooperative team activities to apply collaborative skills (e.g. making eye contact, waiting turns, listening, taking others' ideas into account, explaining clearly, restating) to their reading, writing, listening
        
        1.2: Interpret the text by using prior knowledge and experiences
        
        1.3-4.2: Students will independently access and apply prior knowledge to interpret text elements such as characters, setting, events, ideas, relationships or details within a work.
        
        1.3: Reflect on the text to make judgments about its meaning and quality
        
        1.3-4.3: Students will react, elaborate on and respond to works with supporting, critical details based on quality and meaning.
        
        1.4: Analyze text and task, set purpose and plan appropriate strategies for comprehending, interpreting and evaluating texts.
        
        1.3-4.4: Students will identify and classify types of text patterns and genres, interpret and evaluate text and learn to use appropriate strategies to accomplish a range of reading tasks.
        
        1.5: Generate questions before, during and after reading, writing, listening and viewing.
        
        1.3-4.5: Students will generate literal and inferential questions for purposeful understanding.
        
        1.6: Make and confirm or revise predictions.
        
        1.3-4.6: Students will clarify and revise predictions during interaction with text.
        
        1.7: Use a variety of monitoring and self-correcting methods (skimming, scanning, reading ahead, re-reading, using resources, summarizing, retelling, readjusting speed).
        
        1.3-4.7: Students will practice using a variety of developmentally appropriate strategies to monitor and self-correct comprehension as they read, listen to and view text.
        
        1.8: Use the structure of narrative, expository, persuasive, poetic and visual text to interpret and extend meaning.
        
        1.3-4.8: Students will identify a variety of text forms and structures and begin to compare structures.
        
        1.9: Select and apply efficient and effective word recognition strategies, including contextual clues, picture clues, phonics and structural analysis.
        
        1.3-4.9: Students will be familiar with a variety of word recognition strategies and select appropriate strategies independently.
      - 2: Students will produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        2.1: Communicate effectively by determining the appropriate text structure on the basis of audience, purpose and point of view.
        
        2.3-4.1: Students will be introduced to point of view, will continue to explore purpose, audience and text structures and will independently select the appropriate text structure for their purpose.
        
        2.2: Communicate effectively in descriptive, narrative, expository and persuasive modes.
        
        2.3-4.2: Students will speak and write in a variety of modes (narrative, explanatory, expository, poetry, and simple persuasion) at the appropriate level of elaboration and fluency.
        
        2.3: Gather, select, organize and analyze information from primary and secondary sources.
        
        2.3-4.3: Students will independently generate questions for gathering data from appropriate first-hand, visual and print sources, use reference materials to access information and categorize the data to produce a product.
        
        2.4: Engage in a process of generating ideas, drafting, revising, editing and publishing or presenting.
        
        2.3-4.4: Students will compose a piece of writing based on ideas generated through any of a variety of ways (writing, drawing, talking, webbing, listing, brainstorming), revise and proofread with assistance, and present it to an audience.
        
        2.5: Engage in writing, speaking and developing visual texts through frequent reflection, reevaluation and revision.
        
        2.3-4.5: Students will learn and apply a variety of revision strategies individually or with classmates, an array of their own work and drawings, discuss the features they like, and set personal goals for writing.
      - 3: Students will apply the conventions of standard English language in oral and written communication.
        
        3.1: Proofread and edit for grammar, spelling, punctuation and capitalization.
        
        3.3-4.1: Students will develop proficiency in using capitalization, punctuation, usage and spelling skills appropriate for their grade level.
        
        3.2: Speak and write using conventional patterns of syntax and diction.
        
        3.3-4.2: Students will use the conventional patterns of spoken and written syntax in oral and written communication.
        
        3.3: Use variations of language appropriate to purpose, audience and task.
        
        3.3-4.3: Students will compare the language used by various speakers and writers and determine when the language is and is not fitting.
        
        3.4: Develop fluency and competency in the English language arts by using and building upon the strengths of the learner's language and culture.
        
        3.3-4.4: Students will read, listen to and tell stories from a variety of cultures, including their own, and identify the similarities and differences in the way the language is used.
        
        3.5: Understand that an accepted practice in spoken and written language may change over time.
        
        3.3-4.5: Students will understand that words and expressions with which they are familiar have evolved and changed form over time.
      - 4: Students will use the language arts to explore and respond to classical and contemporary texts from many cultures and literary periods.
        
        4.1: Explore and respond to classic literary text that has shaped Western thought.
        
        4.3-4.1: Students will read/listen to/view a variety of children's classics and note connections to our world.
        
        4.10: Explore and respond to text representing both the literary tradition and the diversity of the American cultural heritage.
        
        4.3-4.10: Students will read and respond to texts from traditional and culturally diverse sources, identify characteristics, similarities and differences.
        
        4.2: Explore and respond to contemporary literature.
        
        4.3-4.2: Students will read, view and listen to a variety of recent children's literature and respond critically.
        
        4.3: Evaluate the merit of literary text on the basis of individual preferences and established standards.
        
        4.3-4.3: Students will express their opinions about each of the works they read, listen to and view, then assess each according to such features as character development, conflict and theme, and support with data from the text.
        
        4.4: Examine the ways readers and writers are influenced by individual, social, cultural and historical context.
        
        PLEASE REFER TO CONTENT STANDARD 4, SECTION 4.9
        
        4.5: Recognize literary conventions and devices and understand how they convey meaning.
        
        4.3-4.5: Students will expand their knowledge of the literary conventions and devices used, and tell how those conventions and devices help the reader understand the text.
        
        4.6: Demonstrate an understanding that literature represents, recreates, shapes and explores human experience through language and imagination.
        
        4.3-4.6: Students will identify and respond to various aspects of literary works that connect to their own lives.
        
        4.7: explore and respond to the aesthetic elements of literature, including spoken, visual and written texts.
        
        4.3-4.7: Students will respond to the elements they like and dislike in their reading
        
        4.8: Use literature as a resource to explore ideas and decisions, as well as political and social issues.
        
        4.3-4.8: Students will recognize and develop awareness of messages conveyed through a wider range of literary sources.
        
        4.9: Identify, explore and respond to the unique and shared qualities of voices, cultures and historical periods in literature.
        
        4.3-4.9: Students will expand their understanding and extend their discussion of how the works they read and write are dependent upon factors such as time, culture and personal experience of the readers and writers.
    - Grades: 5-6
      - 1: Students will read and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts.
        
        1.1: Describe the text by giving an initial reaction to the text and describing its general content and purpose.
        
        1.5-6.1: Students will express thoughts, and opinions and generate questions that arise as they read, view or listen to a text, then begin to identify the central idea, the author's message, purpose and theme of a work.
        
        1.10: Use a variety of strategies to develop an extensive vocabulary.
        
        1.5-6.10: Students will read a variety of texts and practice applying varying vocabulary strategies to foster advanced levels of comprehension.
        
        1.11: Identify and use main ideas and supporting details in informational texts or elements, such as key events, main characters and setting in narratives.
        
        1.5-6.11: With support, students will use the elements of narrative text to understand fiction and will use the elements of non-fiction to identify pertinent data.
        
        1.12: Make inferences about ideas implicit in narrative, expository, persuasive and poetic texts.
        
        1.5-6.12: Students will learn to substantiate their inferences by identifying the specific passages from both fiction and non-fiction.
        
        1.13: Understand that a single text may elicit a wide variety of responses.
        
        1.5-6.13: Students will begin to judge the plausibility of several interpretations of a text.
        
        1.14: Interact with others in creating, interpreting and evaluating written, oral or visual texts.
        
        1.5-6.14: Students will interact in a variety of groupings, including productive teams, to develop further the skills of collaboration to enhance their understanding of works read, written and viewed.
        
        1.2: Interpret the text by using prior knowledge and experiences
        
        1.5-6.2: Students will independently access and apply prior knowledge to interpret text elements such as characters, setting, events, ideas, relationships and details and begin to draw conclusions about author's purpose.
        
        1.3: Reflect on the text to make judgments about its meaning and quality
        
        1.5-6.3: Students will begin to identify critical, defining elements of quality literature such as topic, strong character development, descriptive settings, well developed plots and problem etc.
        
        1.4: Analyze text and task, set purpose and plan appropriate strategies for comprehending, interpreting and evaluating texts.
        
        1.5-6.4: Students will use their knowledge of text patterns and genres and select developmentally appropriate comprehension tools and strategies to construct meaning through guided practice.
        
        1.5: Generate questions before, during and after reading, writing, listening and viewing.
        
        1.5-6.5: Students will generate evaluative and interpretive questions.
        
        1.6: Make and confirm or revise predictions.
        
        1.5-6.6: Students will substantiate their predictions as they read, listen to and view text.
        
        1.7: Use a variety of monitoring and self-correcting methods (skimming, scanning, reading ahead, re-reading, using resources, summarizing, retelling, readjusting speed).
        
        1.5-6.7: Students will determine and use appropriate strategies to monitor and self-correct all texts read, listened to and viewed.
        
        1.8: Use the structure of narrative, expository, persuasive, poetic and visual text to interpret and extend meaning.
        
        1.5-6.8: Students will practice applying their knowledge of text forms to construct meaning.
        
        1.9: Select and apply efficient and effective word recognition strategies, including contextual clues, picture clues, phonics and structural analysis.
        
        1.5-6.9: Students will practice and apply appropriate word recognition strategies in more sophisticated contexts to extend reading fluency.
      - 2: Students will produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        2.1: Communicate effectively by determining the appropriate text structure on the basis of audience, purpose and point of view.
        
        2.5-6.1: Students will continue to explore purpose, point of view and audience and use the appropriate features of persuasive, narrative, expository and poetic forms to achieve desired results.
        
        2.2: Communicate effectively in descriptive, narrative, expository and persuasive modes.
        
        2.5-6.2: Students will plan, organize, create and revise visual, written and oral pieces (descriptive, narrative, expository, explanatory, and persuasive) with an appropriate level of elaboration and fluency.
        
        2.3: Gather, select, organize and analyze information from primary and secondary sources.
        
        2.5-6.3: Students will explore the definition and use of primary and secondary sources paraphrase, elaborate on and integrate information into a final product, e.g., I-Search paper, historical fiction, news article, research paper, documentary.
        
        2.4: Engage in a process of generating ideas, drafting, revising, editing and publishing or presenting.
        
        2.5-6.4: Students will evaluate the effectiveness of multiple ways of generating ideas through patterns of organization and graphic organizers compose, revise, edit and publish a variety of their work.
        
        2.5: Engage in writing, speaking and developing visual texts through frequent reflection, reevaluation and revision.
        
        2.5-6.5: Students will keep and collect a variety of their products for the purpose of analyzing effectiveness of composing and revising texts and will plan ways to improve future work.
      - 3: Students will apply the conventions of standard English language in oral and written communication.
        
        3.1: Proofread and edit for grammar, spelling, punctuation and capitalization.
        
        3.5-6.1: Students will demonstrate proficient use of capitalization, punctuation, usage and spelling skills and develop proficiency in the use of resources for proofreading and editing - all appropriate for their grade level, and individual goals.
        
        3.2: Speak and write using conventional patterns of syntax and diction.
        
        3.5-6.2: Students will recognize conventional patterns of spoken and written English and will choose the most appropriate words for the particular purpose.
        
        3.3: Use variations of language appropriate to purpose, audience and task.
        
        3.5-6.3: Students will begin to recognize the difference between formal and informal language and apply this knowledge to oral and written tasks according to purpose.
        
        3.4: Develop fluency and competency in the English language arts by using and building upon the strengths of the learner's language and culture.
        
        3.5-6.4: Students will examine and reflect upon the variations of language patterns in different cultural groups as they read and write.
        
        3.5: Understand that an accepted practice in spoken and written language may change over time.
        
        3.5-6.5: Students will explore works to identify and analyze words and conventions not currently used in everyday language.
      - 4: Students will use the language arts to explore and respond to classical and contemporary texts from many cultures and literary periods.
        
        4.1: Explore and respond to classic literary text that has shaped Western thought.
        
        4.5-6.1: Students will read an array of literary classics and note themes, issues and ideas in the texts that are still influential in our present world, and will make perceptive connections to our world.
        
        4.10: Explore and respond to text representing both the literary tradition and the diversity of the American cultural heritage.
        
        4.5-6.10: Students will read, respond to and evaluate texts from traditional and culturally diverse sources, identify characteristics, similarities and differences.
        
        4.2: Explore and respond to contemporary literature.
        
        4.5-6.2: Students will read view and listen to current works appropriate for their age level, then discuss and respond to the issues raised.
        
        4.3: Evaluate the merit of literary text on the basis of individual preferences and established standards.
        
        4.5-6.3: Students will examine the individual appeal of the works they read, listen to or view, and begin to determine the author's effectiveness in using literary elements such as setting, point of view, theme, conflict and character development.
        
        4.4: Examine the ways readers and writers are influenced by individual, social, cultural and historical context.
        
        PLEASE REFER TO CONTENT STANDARD 4, SECTION 4.9
        
        4.5: Recognize literary conventions and devices and understand how they convey meaning.
        
        4.5-6.5: Students will explore how literary conventions and literary devices such as figures of speech, imagery and symbolism, contribute to their understanding of the text.
        
        4.6: Demonstrate an understanding that literature represents, recreates, shapes and explores human experience through language and imagination.
        
        4.5-6.6: Students will read works from different literary periods to discover recurring themes that represent the human experience.
        
        4.7: explore and respond to the aesthetic elements of literature, including spoken, visual and written texts.
        
        4.5-6.7: Students will identify and discuss the aesthetic attributes of literary works.
        
        4.8: Use literature as a resource to explore ideas and decisions, as well as political and social issues.
        
        4.5-6.8: Students will read and respond to literature from various periods and cultures, identify and interpret archetypal characters and settings.
        
        4.9: Identify, explore and respond to the unique and shared qualities of voices, cultures and historical periods in literature.
        
        4.5-6.9: Students will understand that authors and readers are influenced by their times and experiences and begin to identify those influences in the works they read, listen to and view.
    - Grades: 7-8
      - 1: Students will read and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts.
        
        1.1: Describe the text by giving an initial reaction to the text and describing its general content and purpose.
        
        1.7-8.1: Students will extend their ability to express thoughts, and opinions and generate questions that arise as they read, view or listen to a text and identify the central idea, author's message, purpose and theme of a work with increased independence.
        
        1.10: Use a variety of strategies to develop an extensive vocabulary.
        
        1.7-8.10: Students will continue to read a variety of texts and use vocabulary strategies to enhance advanced levels of comprehension and use vocabulary extensively.
        
        1.11: Identify and use main ideas and supporting details in informational texts or elements, such as key events, main characters and setting in narratives.
        
        1.7-8.11: With support, students will recognize complex elements (i.e., cause-effect relationships, conflict and resolution) of narrative text to understand fiction and will use the elements of non-fiction (i.e., manipulative language, point of view) to identify pe
        
        1.12: Make inferences about ideas implicit in narrative, expository, persuasive and poetic texts.
        
        1.7-8.12: Students will independently apply the ability to substantiate their inferences by identifying the specific passages from both fiction and non-fiction.
        
        1.13: Understand that a single text may elicit a wide variety of responses.
        
        1.7-8.13: Students will judge the plausibility of several interpretations of a text in order to understand divergent viewpoints.
        
        1.14: Interact with others in creating, interpreting and evaluating written, oral or visual texts.
        
        1.7-8.14: Students will interact in a variety of groupings, including productive teams, to develop further the skills of collaboration to enhance their understanding of works read, written and viewed.
        
        1.2: Interpret the text by using prior knowledge and experiences
        
        1.7-8.2: Students will independently access and apply prior knowledge to interpret text elements such as characters, setting, events, ideas, relationships and details and begin to draw conclusions about author's purpose with more perceptive viewpoint.
        
        1.3: Reflect on the text to make judgments about its meaning and quality
        
        1.7-8.3: Students will evaluate explicit and implicit information within a work and compare and contrast the work to others with similar topics, themes, characters or problems.
        
        1.4: Analyze text and task, set purpose and plan appropriate strategies for comprehending, interpreting and evaluating texts.
        
        1.7-8.4: Approaching independence, students will use their knowledge of text patterns and genres and select appropriate comprehension tools and strategies to construct meaning.
        
        1.5: Generate questions before, during and after reading, writing, listening and viewing.
        
        1.7-8.5: Students will independently generate evaluative and interpretive questions to enhance learning and understanding.
        
        1.6: Make and confirm or revise predictions.
        
        1.7-8.6: Student will predict as they read, listen to and view texts, then review the texts to assess the plausibility of their predictions
        
        1.7: Use a variety of monitoring and self-correcting methods (skimming, scanning, reading ahead, re-reading, using resources, summarizing, retelling, readjusting speed).
        
        1.7-8.7: Students will select and apply a variety of methods for monitoring comprehension and self-correcting texts viewed, listened to and read.
        
        1.8: Use the structure of narrative, expository, persuasive, poetic and visual text to interpret and extend meaning.
        
        1.7-8.8: Students will apply their knowledge of text forms to construct and extend meaning.
        
        1.9: Select and apply efficient and effective word recognition strategies, including contextual clues, picture clues, phonics and structural analysis.
        
        1.7-8.9: Students will apply with greater competence, appropriate word recognition strategies in more sophisticated contexts to ensure reading fluency.
      - 2: Students will produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        2.1: Communicate effectively by determining the appropriate text structure on the basis of audience, purpose and point of view.
        
        2.7-8.1: With increasing sophistication, students will explore and determine purpose, point of view and audience and use the appropriate features of persuasive, narrative, expository and poetic forms to achieve desired results.
        
        2.2: Communicate effectively in descriptive, narrative, expository and persuasive modes.
        
        2.7-8.2: Students will plan, organize, create and revise visual, written and oral pieces (descriptive, narrative, expository, explanatory, and persuasive) at an appropriate level of elaboration and fluency.
        
        2.3: Gather, select, organize and analyze information from primary and secondary sources.
        
        2.7-8.3: Students will identify and use primary and secondary sources to paraphrase, elaborate on and integrate information into a final product, e.g., I-Search paper, historical fiction, news article, research paper, documentary.
        
        2.4: Engage in a process of generating ideas, drafting, revising, editing and publishing or presenting.
        
        2.7-8.4: Students will refine the use and effectiveness of multiple ways of generating ideas, compose, revise, edit and publish a range of purposes and audiences.
        
        2.5: Engage in writing, speaking and developing visual texts through frequent reflection, reevaluation and revision.
        
        2.7-8.5: Students will collect a variety of their products for the purpose of examining, analyzing, reflecting and revising as appropriate for academic growth and plan ways to improve future work.
      - 3: Students will apply the conventions of standard English language in oral and written communication.
        
        3.1: Proofread and edit for grammar, spelling, punctuation and capitalization.
        
        3.7-8.1: Students will demonstrate proficient use of capitalization, punctuation, usage and spelling skills and develop proficiency in the use of resources for proofreading and editing - all appropriate for their grade level, and individual goals.
        
        3.2: Speak and write using conventional patterns of syntax and diction.
        
        3.7-8.2: Students will recognize conventional patterns of spoken and written English and will choose the most appropriate words for the particular purpose.
        
        3.3: Use variations of language appropriate to purpose, audience and task.
        
        3.7-8.3: Students will determine the variations of language used by speakers and writers in various contexts and will incorporate suitable language in their own writing and speaking.
        
        3.4: Develop fluency and competency in the English language arts by using and building upon the strengths of the learner's language and culture.
        
        3.7-8.4: Students will continue to examine and reflect upon the variations of language patterns in different cultural groups as they read and write.
        
        3.5: Understand that an accepted practice in spoken and written language may change over time.
        
        3.7-8.5: Students will explore works to identify and analyze words and conventions not currently used in everyday language.
      - 4: Students will use the language arts to explore and respond to classical and contemporary texts from many cultures and literary periods.
        
        4.1: Explore and respond to classic literary text that has shaped Western thought.
        
        4.7-8.1: Students will read an array of literary classics and note themes, issues and ideas in the texts that are still influential in our present world, and will make perceptive connections to our world and formulate a critical stance toward the subject.
        
        4.10: Explore and respond to text representing both the literary tradition and the diversity of the American cultural heritage.
        
        4.7-8.10: Students will read, respond to and evaluate traditional, and culturally diverse sources, identify characteristics, similarities and differences and examine ways readers and writers are influenced by individual, social, cultural and historical contexts.
        
        4.2: Explore and respond to contemporary literature.
        
        4.7-8.2: Students will read, view and listen to current works appropriate for their age level, then respond with increased sophistication to the issues raised.
        
        4.3: Evaluate the merit of literary text on the basis of individual preferences and established standards.
        
        4.7-8.3: Students will examine the individual appeal of the works they read, listen to or view, and respond with increasing insight to the author's effectiveness in using literary elements such as setting, point of view, irony, theme and conflict.
        
        4.4: Examine the ways readers and writers are influenced by individual, social, cultural and historical context.
        
        PLEASE REFER TO CONTENT STANDARD 4, SECTION 4.9
        
        4.5: Recognize literary conventions and devices and understand how they convey meaning.
        
        4.7-8.5: Students will reflect on how their understanding of text is enhanced by their expanded knowledge of literary conventions and devices.
        
        4.6: Demonstrate an understanding that literature represents, recreates, shapes and explores human experience through language and imagination.
        
        4.7-8.6: Students will read works from different literary periods to discover recurring themes that represent the human experience.
        
        4.7: explore and respond to the aesthetic elements of literature, including spoken, visual and written texts.
        
        4.7-8.7: Students will identify and discuss the aesthetic attributes of literary works.
        
        4.8: Use literature as a resource to explore ideas and decisions, as well as political and social issues.
        
        4.7-8.8: Students will read and respond to literature to identify and interpret archetypal characters, setting and theme.
        
        4.9: Identify, explore and respond to the unique and shared qualities of voices, cultures and historical periods in literature.
        
        4.7-8.9: Students will understand that authors and readers are influenced by their times and experiences and identify those influences in the works they read, listen to and view.
    - Grades: 9-10
      - 1: Students will read and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts.
        
        1.1: Describe the text by giving an initial reaction to the text and describing its general content and purpose.
        
        1.9-10.1: Students will express thoughts, opinions and generate questions that arise as they read, listen to or view a text and identify the central idea, author's message, purpose of a work and compare varying viewpoints about and between characters' words and act
        
        1.10: Use a variety of strategies to develop an extensive vocabulary.
        
        1.9-10.10: Students will readily and independently apply vocabulary strategies to read and comprehend more complex texts and continue to use vocabulary in varying forms (debate, speech, etc.).
        
        1.11: Identify and use main ideas and supporting details in informational texts or elements, such as key events, main characters and setting in narratives.
        
        1.9-10.11: Students will independently manipulate, use and analyze the effectiveness of complex elements of fiction and non-fiction.
        
        1.12: Make inferences about ideas implicit in narrative, expository, persuasive and poetic texts.
        
        1.9-10.12: Students will use the literary elements (theme, symbolism, imagery, conflict, etc.) to draw conclusions about a text.
        
        1.13: Understand that a single text may elicit a wide variety of responses.
        
        1.9-10.13: Students will understand varying readers' responses to a text (i.e., personal values, perspectives and experiences) and defend multiple interpretations of all fiction and non-fiction they read.
        
        1.14: Interact with others in creating, interpreting and evaluating written, oral or visual texts.
        
        1.9-10.14: Students will apply collaborative skills to elaborate on concepts being addressed and to describe processes used in achieving results.
        
        1.2: Interpret the text by using prior knowledge and experiences
        
        1.9-10.2: Students will examine the fit between the text and prior knowledge by reconciling differences, extracting clues or evidence, making inferences, drawing conclusions, predicting events, inferring motives and generalizing beyond the text.
        
        1.3: Reflect on the text to make judgments about its meaning and quality
        
        1.9-10.3: Students will demonstrate an understanding of literary and aesthetic appreciation of text, awareness and understanding of authors' style, textual features and support their opinion with examples from the text.
        
        1.4: Analyze text and task, set purpose and plan appropriate strategies for comprehending, interpreting and evaluating texts.
        
        1.9-10.4: Students will independently adapt appropriate tools and strategies to deepen understanding.
        
        1.5: Generate questions before, during and after reading, writing, listening and viewing.
        
        1.9-10.5: Students will ask text related critical and analytical questions.
        
        1.6: Make and confirm or revise predictions.
        
        1.9-10.6: Students will independently predict outcomes of the texts they read, listen to and view, then assess the validity of their predictions.
        
        1.7: Use a variety of monitoring and self-correcting methods (skimming, scanning, reading ahead, re-reading, using resources, summarizing, retelling, readjusting speed).
        
        1.9-10.7: Students will independently evaluate and select the most effective strategies to monitor and self-correct all texts read, listened to and viewed.
        
        1.8: Use the structure of narrative, expository, persuasive, poetic and visual text to interpret and extend meaning.
        
        1.9-10.8: Students will independently apply their understanding of various forms of text.
        
        1.9: Select and apply efficient and effective word recognition strategies, including contextual clues, picture clues, phonics and structural analysis.
        
        1.9-10.9: Students will use word recognition strategies independently to perfect reading fluency and enhance comprehension across all content areas and all levels of text.
      - 2: Students will produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        2.1: Communicate effectively by determining the appropriate text structure on the basis of audience, purpose and point of view.
        
        2.9-10.1: Students will select from the complete variety of text structures (essay, short story, poetry, persuasive, narrative, expository, report, research paper, response to literature, documentary, etc.) the appropriate organizational pattern for addressing audi
        
        2.2: Communicate effectively in descriptive, narrative, expository and persuasive modes.
        
        2.9-10.2: Students will identify and refine the effective use of the salient features of all appropriate oral, visual, and written discourse.
        
        2.3: Gather, select, organize and analyze information from primary and secondary sources.
        
        2.9-10.3: Students will determine and access which primary and secondary sources are appropriate to the task (research paper, fiction, school newspaper, video) and will integrate and elaborate upon information effectively in the final product.
        
        2.4: Engage in a process of generating ideas, drafting, revising, editing and publishing or presenting.
        
        2.9-10.4: Students will identify, evaluate and use the most effective process to create and present a written, oral or visual piece.
        
        2.5: Engage in writing, speaking and developing visual texts through frequent reflection, reevaluation and revision.
        
        2.9-10.5: Students will examine their work, which may be multimedia, reflect on and engage in dialogue regarding processes and growth.
      - 3: Students will apply the conventions of standard English language in oral and written communication.
        
        3.1: Proofread and edit for grammar, spelling, punctuation and capitalization.
        
        3.9-10.1: Students will demonstrate command of mechanics: usage, sentence structure, punctuation, usage and variety of spelling skills, and utilize effective strategies and appropriate resources for proofreading and editing.
        
        3.2: Speak and write using conventional patterns of syntax and diction.
        
        3.9-10.2: Students will master the use of conventional patterns of spoken and written syntax in oral and written communication.
        
        3.3: Use variations of language appropriate to purpose, audience and task.
        
        3.9-10.3: Students will analyze and evaluate language used in both oral and written tasks for its suitability for audience and purpose.
        
        3.4: Develop fluency and competency in the English language arts by using and building upon the strengths of the learner's language and culture.
        
        3.9-10.4: Students will examine and compare the forms of the English language as they vary across linguistic communities and will use the accepted features of standard English and other linguistic communities, where appropriate, to create original written and oral
        
        3.5: Understand that an accepted practice in spoken and written language may change over time.
        
        3.9-10.5: Students will draw conclusions regarding the evolution of language and how it influences and reflects societal changes, and will apply this knowledge to help them interpret oral and written language in various settings.
      - 4: Students will use the language arts to explore and respond to classical and contemporary texts from many cultures and literary periods.
        
        4.1: Explore and respond to classic literary text that has shaped Western thought.
        
        4.9-10.1: Students will read the important classics of their grade level, determine the ways in which they have shaped Western culture and analyze the reasons for their being considered "classics," and extend their view of good literature.
        
        4.10: Explore and respond to text representing both the literary tradition and the diversity of the American cultural heritage.
        
        4.9-10.10: Students will identify various influences on authors and readers and analyze the influence on the text.
        
        4.2: Explore and respond to contemporary literature.
        
        4.9-10.2: Students will read, view and listen to key works of contemporary literature and create responses that identify and examine the works' principal elements.
        
        4.3: Evaluate the merit of literary text on the basis of individual preferences and established standards.
        
        4.9-10.3: Students will analyze the appeal of various works and determine their literary value based upon individual preferences and established standards.
        
        4.4: Examine the ways readers and writers are influenced by individual, social, cultural and historical context.
        
        PLEASE REFER TO CONTENT STANDARD 4, SECTION 4.9
        
        4.5: Recognize literary conventions and devices and understand how they convey meaning.
        
        4.9-10.5: Students will identify how all of the literary conventions and devices in a text or performance are used by an author.
        
        4.6: Demonstrate an understanding that literature represents, recreates, shapes and explores human experience through language and imagination.
        
        4.9-10.6: Students will read, listen to and view, literary texts and identify and explain the human experiences they convey.
        
        4.7: explore and respond to the aesthetic elements of literature, including spoken, visual and written texts.
        
        4.9-10.7: Students will interpret and respond to their aesthetic reactions to literary works.
        
        4.8: Use literature as a resource to explore ideas and decisions, as well as political and social issues.
        
        4.9-10.8: Students will read and respond to classic and contemporary literature, identify and evaluate political and social ideas which characterize those works.
        
        4.9: Identify, explore and respond to the unique and shared qualities of voices, cultures and historical periods in literature.
        
        4.9-10.9: Students will begin to critically analyze the various influences on authors and the impact of those influences on the text.
    - Grades: K-2
      - 1: Students will read and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts.
        
        1.1: Describe the text by giving an initial reaction to the text and describing its general content and purpose.
        
        1.K-2.1: Students will express thoughts, opinions and generate questions that arise as they read, view or listen to a text and use relevant information to produce a retelling (fiction and non-fiction) and express their ideas in response to questions.
        
        1.10: Use a variety of strategies to develop an extensive vocabulary.
        
        1.K-2.10: Students will be exposed to a variety of vocabulary strategies (webbing, brainstorming, prior knowledge, etc.) to build their comprehensions skills.
        
        1.11: Identify and use main ideas and supporting details in informational texts or elements, such as key events, main characters and setting in narratives.
        
        1.K-2.11: Students will learn the elements of story grammar (character, setting, plot and ending), identify the main idea and use these elements in the retelling of a story.
        
        1.12: Make inferences about ideas implicit in narrative, expository, persuasive and poetic texts.
        
        1.K-2.12: Students will learn to make valid inferences about characters and events using supporting details from the text
        
        1.13: Understand that a single text may elicit a wide variety of responses.
        
        1.K-2.13: Students will develop individual responses to text and learn to honor the differing opinions and views of others.
        
        1.14: Interact with others in creating, interpreting and evaluating written, oral or visual texts.
        
        1.K-2.14: Students will participate in a variety of cooperative team activities to apply collaborative skills (e.g. making eye contact, waiting turns, listening, taking others' ideas into account, explaining clearly, restating) to their reading, writing, listening
        
        1.2: Interpret the text by using prior knowledge and experiences
        
        1.K-2.2: Students will relate their own experiences to understand and identify important characters, settings, events, ideas and relationships or details within a work.
        
        1.3: Reflect on the text to make judgments about its meaning and quality
        
        1.K-2.3: Students will react and respond to the quality and meaning of works.
        
        1.4: Analyze text and task, set purpose and plan appropriate strategies for comprehending, interpreting and evaluating texts.
        
        1.K-2.4: Students will begin to learn the elements of text patterns and genres and strategies to accomplish a range of reading tasks.
        
        1.5: Generate questions before, during and after reading, writing, listening and viewing.
        
        1.K-2.5: Students will learn the elements of a question and generate literal questions.
        
        1.6: Make and confirm or revise predictions.
        
        1.K-2.6: Students will make predictions prior to listening, reading or viewing text then decide accuracy of predictions
        
        1.7: Use a variety of monitoring and self-correcting methods (skimming, scanning, reading ahead, re-reading, using resources, summarizing, retelling, readjusting speed).
        
        1.K-2.7: Students will learn a variety of strategies to monitor and self-correct their comprehension as they read, listen to and view text.
        
        1.8: Use the structure of narrative, expository, persuasive, poetic and visual text to interpret and extend meaning.
        
        1.K-2.8: Students will begin to learn the elements of a variety of text forms.
        
        1.9: Select and apply efficient and effective word recognition strategies, including contextual clues, picture clues, phonics and structural analysis.
        
        1.K-2.9: Students will learn to recognize and begin to use word recognition strategies to aid in comprehension.
      - 2: Students will produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
        
        2.1: Communicate effectively by determining the appropriate text structure on the basis of audience, purpose and point of view.
        
        2.K-2.1: Students will be introduced to purpose, audience and text structures and with guidance, will decide the most appropriate text structure for their purpose.
        
        2.2: Communicate effectively in descriptive, narrative, expository and persuasive modes.
        
        2.K-2.2: Students will speak, write or draw in a variety of modes (narratives, "all-about" nonfiction pieces, poetry) to tell stories that their audience understands.
        
        2.3: Gather, select, organize and analyze information from primary and secondary sources.
        
        2.K-2.3: Students will generate questions for gathering data from appropriate first-hand, visual and print sources, and categorize the data to produce a product.
        
        2.4: Engage in a process of generating ideas, drafting, revising, editing and publishing or presenting.
        
        2.K-2.4: Students will compose a piece of writing based on ideas generated through any of a variety of ways (writing, drawing, talking, webbing, listing, brainstorming), revise and proofread their work and present it to an audience.
        
        2.5: Engage in writing, speaking and developing visual texts through frequent reflection, reevaluation and revision.
        
        2.K-2.5: Students will begin to look at an array of their own work (stories, drawings) and with assistance, and revise, discussing the features they like, and say what they might do differently the next time.
      - 3: Students will apply the conventions of standard English language in oral and written communication.
        
        3.1: Proofread and edit for grammar, spelling, punctuation and capitalization.
        
        3.K-2.1: Students will learn to use capitalization, punctuation, usage and spelling skills appropriate for their grade level.
        
        3.2: Speak and write using conventional patterns of syntax and diction.
        
        3.K-2.2: Students will learn conventional patterns of spoken and written syntax.
        
        3.3: Use variations of language appropriate to purpose, audience and task.
        
        3.K-2.3: Students will be exposed to variations of language through written and spoken communication and recognize the difference between standard and non-standard English.
        
        3.4: Develop fluency and competency in the English language arts by using and building upon the strengths of the learner's language and culture.
        
        3.K-2.4: Students will read, listen to and tell stories from a variety of cultures, including their own.
        
        3.5: Understand that an accepted practice in spoken and written language may change over time.
        
        3.K-2.5: Students will be introduced to words and expressions that have evolved and changed form over time.
      - 4: Students will use the language arts to explore and respond to classical and contemporary texts from many cultures and literary periods.
        
        4.1: Explore and respond to classic literary text that has shaped Western thought.
        
        4.K-2.1: Students will read/listen to/view a variety of children's classics and note connections to our world.
        
        4.10: Explore and respond to text representing both the literary tradition and the diversity of the American cultural heritage.
        
        4.K-2.10: Students will read listen to or view texts written by authors reflecting a range of diverse cultural backgrounds. They will identify similarities and differences among stories and between their own experiences.
        
        4.2: Explore and respond to contemporary literature.
        
        4.K-2.2: Students will read, view and listen to a variety of recent children's literature and react to it in a variety of ways.
        
        4.3: Evaluate the merit of literary text on the basis of individual preferences and established standards.
        
        4.K-2.3: Students will express their opinions about each of the works they read, listen to and view, and support their opinions with data from the text.
        
        4.4: Examine the ways readers and writers are influenced by individual, social, cultural and historical context.
        
        PLEASE REFER TO CONTENT STANDARD 4, SECTION 4.9
        
        4.5: Recognize literary conventions and devices and understand how they convey meaning.
        
        4.K-2.5: Students will be introduced to basic literary conventions and devices such as morals of stories, exaggeration and repetition used in such genres text types, and tell how those conventions and devices help the reader understand the text.
        
        4.6: Demonstrate an understanding that literature represents, recreates, shapes and explores human experience through language and imagination.
        
        4.K-2.6: Students will identify various aspects of literary works that connect to their own lives.
        
        4.7: explore and respond to the aesthetic elements of literature, including spoken, visual and written texts.
        
        4.K-2.7: Students will identify and share elements they like and dislike in their reading.
        
        4.8: Use literature as a resource to explore ideas and decisions, as well as political and social issues.
        
        4.K-2.8: Students will explore ways messages are conveyed through literature as they listen to, view or read texts, i.e., pictures, fables, children's stories.
        
        4.9: Identify, explore and respond to the unique and shared qualities of voices, cultures and historical periods in literature.
        
        4.K-2.9: Students will develop an understanding and discuss the impact of time, culture and personal experience on what they read and write
  - Learning Resources & Information Technology (2001)
    - Grades: 11-12
      - 1.11-12: Defining Information Needs
        
        1.11-12.1: develop essential questions related to a topic and formulate alternative research hypothesis related to the topic
        
        1.11-12.1: further development and application of previous performance standard
        
        1.11-12.1: further development and application of previous performance standard
        
        1.11-12.1: further development and application of previous performance standard
        
        1.11-12.1: further development and application of previous performance standard
        
        1.11-12.1: independently search print, nonprint, electronic and human resources within and outside their school
      - 2.11-12: Information Systems
        
        2.11-12.1: further development and application of previous performance standard
        
        2.11-12.1: further development and application of previous performance standard
        
        2.11-12.1: further development and application of previous performance standard
        
        2.11-12.1: further development and application of previous performance standard
        
        2.11-12.2: further development and application of previous performance standard
      - 3.11-12: Information Strategies
        
        3.11-12.1: further development and application of previous performance standard
        
        3.11-12.1: further development and application of previous performance standard
        
        3.11-12.1: further development and application of previous performance standard
        
        3.11-12.1: independently select and use appropriate connectivity with resources related to a task (e.g., telephone, e-mail, fax
        
        3.11-12.1: independently use the full range of print, non- print electronic and human resources available within and outside of the school community
        
        3.11-12.1: use correct library/ information/technology terminology
      - 4.11-12: Information Processing
        
        4.11-12.1: consistently apply evaluative criteria in using Internet resources
        
        4.11-12.1: further development and application of previous performance standard
        
        4.11-12.1: further development and application of previous performance standard
        
        4.11-12.1: further development and application of previous performance standard
        
        4.11-12.1: further development and application of previous performance standard
        
        4.11-12.1: use sources of information and independently apply evaluative criteria, including movie, point of view, biases and stereotypes, accuracy, continuity and currency in student selected activities
      - 5.11-12: Application
        
        5.11-12.1: consistently demonstrate the ability to take notes from a variety of media formats
        
        5.11-12.1: create databases and spreadsheets and a variety of graphic presentations to clearly communicate numeric information and opinion in an organized form in student selected activities
        
        5.11-12.1: demonstrate operation of equipment needed for information access, organization and presentation
        
        5.11-12.1: further development and application of previous performance standard
        
        5.11-12.1: independently determine the most appropriate technologies and formats to use in presenting materials gathered from a variety of print, nonprint, and electronic sources and to create a presentation that clearly communicates information, new knowledge and o
        
        5.11-12.1: independently use telecommunication to search for, evaluate and obtain work, study or career opportunities
      - 6.11-12: Evaluation
        
        6.11-12.1: further develop the ability to independently and continuously assess the quantity and quality (relevance, credibility) of retrieved information
        
        6.11-12.1: further develop the ability to monitor and adjust search process continuously to improve its efficiency
        
        6.11-12.1: independently and continually assess the effectiveness and efficiency of their processes, products, presentation and audience impact
      - 7.11-12: Responsible Information Use
        
        7.11-12.1: demonstrate responsible and ethical use of hardware and networks with an understanding of legal implications
        
        7.11-12.1: further development and application of previous performance standard
        
        7.11-12.1: give complete bibliographic credit to original sources when using or transmitting information to others
        
        7.11-12.1: observe all ethical and all restraints in copying or using material from any print, nonprint or electronic resources
    - Grades: 3-4
      - 1.3-4: Defining Information Needs
        
        1.3-4.1: clearly restate the scope and ground rules of a task (such as time line, length, audience and presentation mode) with minimal prompting
        
        1.3-4.1: describe a course of action for addressing the essential question and completing the task
        
        1.3-4.1: frame an essential question related to a topic of interest or assignment with minimal assistance
        
        1.3-4.1: identify keywords for searching for information with assistance
        
        1.3-4.1: identify their existing knowledge and independently list areas where more information is needed
        
        1.3-4.1: identify, locate and use appropriate print, nonprint and/or electronic resources available through their school library media center with assistance
      - 2.3-4: Information Systems
        
        2.3-4.1: alphabetize by second letter to find information in resources
        
        2.3-4.1: demonstrate the ability to locate information from various areas of the library media center, such as fiction, nonfiction and reference
        
        2.3-4.1: perform simple key word searches
        
        2.3-4.1: use simple graphic and text menus to locate information from electronic media
        
        2.3-4.1: use the on-line catalog or card catalog with assistance to locate resources
      - 3.3-4: Information Strategies
        
        3.3-4.1: further development and application of previous performance standard
        
        3.3-4.1: identify basic print, nonprint and electronic media formats and their characteristics, advantages and disadvantages
        
        3.3-4.1: interpret more complex charts, graphs, tables
        
        3.3-4.1: select appropriate resources from a variety of media formats
        
        3.3-4.1: use correct library/ information/technology terminology
        
        3.3-4.1: with assistance use resources outside school including electronic sources
      - 4.3-4: Information Processing
        
        4.3-4.1: describe types of fiction (e.g., mystery, historical fiction)
        
        4.3-4.1: differentiate intent and details from audio and visual presentations
        
        4.3-4.1: identify appropriate sources of information for a specific purpose
        
        4.3-4.1: organize information for application by using a variety of organizational styles
        
        4.3-4.1: understand Internet vocabulary and basic access to Internet information
        
        4.3-4.1: use simple evaluative criteria to select materials of interest at an appropriate ability level
      - 5.3-4: Application
        
        5.3-4.1: demonstrate operation of equipment needed for information access, organization and presentation
        
        5.3-4.1: develop an awareness of the characteristics of various media formats
        
        5.3-4.1: use appropriate software (e.g., word processing, desktop publishing, graphing or charting) to create clear and organized presentations of ideas and conclusions
        
        5.3-4.1: with assistance demonstrate an ability to take notes from a variety of media
        
        5.3-4.1: with assistance use video, audio and multimedia tools to communicate ideas
        
        5.3-4.1: with assistance, use telecommunications, to post queries and present responses and new information to the electronic learning community
      - 6.3-4: Evaluation
        
        6.3-4.1: assess, with assistance, the relevancy (quality) of retrieved information to the assigned need and the completeness (quantity) of information for the assignment
        
        6.3-4.1: with assistance apply process and content standards for searching
        
        6.3-4.1: with assistance create products which meet conventional standards, express ideas clearly to diverse audiences and use a variety of appropriate technologies
      - 7.3-4: Responsible Information Use
        
        7.3-4.1: apply established bibliographic standards for giving credit for information or ideas used
        
        7.3-4.1: demonstrate an understanding of the concept of ownership of ideas and information by respecting and observing laws and/or guidelines for using information, hardware and networks
        
        7.3-4.1: observe the legal and ethical limitations for using or copying print, nonprint or electronic information sources
        
        7.3-4.1: with guidance understand and follow guidelines for responsible use
    - Grades: 5-6
      - 1.5-6: Defining Information Needs
        
        1.5-6.1: describe more than one course of action for addressing the essential question and select the most effective one with assistance
        
        1.5-6.1: frame an essential question using given information, and pose additional questions related to completion of the task
        
        1.5-6.1: identify and discuss existing knowledge concerning a given task without prompting
        
        1.5-6.1: identify keywords for searching information sources with minimal assistance
        
        1.5-6.1: identify, locate and use an array of print, nonprint and electronic resources available through their library media center with assistance, access resources outside the school
        
        1.5-6.1: independently and clearly restate the scope and ground rules for a given task
      - 2.5-6: Information Systems
        
        2.5-6.1: alphabetize by word to find information in resources
        
        2.5-6.1: combine keywords with simple Boolean operators to search electronic databases
        
        2.5-6.1: describe principles of library organization (e.g., Dewey Decimal System, database protocols)
        
        2.5-6.1: independently use the on-line catalog or card catalog to locate materials by author, title or subject, including cross references/links
        
        2.5-6.1: use more complex graphic and text menus to locate information from electronic media
      - 3.5-6: Information Strategies
        
        3.5-6.1: recognize wide range of tools for extracting and recording information (notetaking, video, audio)
        
        3.5-6.1: search, find, sort and evaluate database information from computers, CD-ROM
        
        3.5-6.1: select and use appropriate resources and/or equipment to accomplish a given task
        
        3.5-6.1: use correct library/ information/technology terminology
        
        3.5-6.1: use organizing features of print, nonprint and electronic materials (tables of contents, menus, indexes, bibliographies and hyperlinks) to locate and use information
        
        3.5-6.1: with guidance establish connectivity with resources outside the school
      - 4.5-6: Information Processing
        
        4.5-6.1: define stereotypes, biases and propaganda techniques in print, nonprint, and electronic resources
        
        4.5-6.1: develop an awareness of the nature of the Internet and the varied authenticity of Internet sources
        
        4.5-6.1: develop and apply criteria for aligning resources with a specific need and presentation
        
        4.5-6.1: develop critical evaluation skills in viewing and listening
        
        4.5-6.1: differentiate among fiction, nonfiction and opinion pieces in a variety of media formats
        
        4.5-6.1: with guidance synthesize information to draw meaningful conclusions and develop effective methods of presentation
      - 5.5-6: Application
        
        5.5-6.1: demonstrate an ability to take notes from a variety of media
        
        5.5-6.1: demonstrate an understanding of the strengths and weaknesses of various media formats as communications vehicles
        
        5.5-6.1: demonstrate operation of equipment needed for information access, organization and presentation
        
        5.5-6.1: use appropriate software (e.g., spreadsheet, database, hypermedia) to construct, organize, analyze and interpret ideas and data, and present conclusions
        
        5.5-6.1: with assistance select appropriate media from a variety of resources to create a clear and meaningful multimedia presentation
        
        5.5-6.1: with guidance use telecommunications to locate and correspond with peers involved in similar studies
      - 6.5-6: Evaluation
        
        6.5-6.1: assess the overall effectiveness and efficiency of their search performance upon completion of the assignment with assistance
        
        6.5-6.1: assess the quality and quantity of retrieved information and, with assistance, assess the credibility of retrieved information against the assigned need
        
        6.5-6.1: with assistance and during the process, analyze and adjust information search strategies
      - 7.5-6: Responsible Information Use
        
        7.5-6.1: demonstrate responsible and ethical use of hardware and networks
        
        7.5-6.1: observe, in all original work, the ethical restraints imposed by copyright on using and transmitting information
        
        7.5-6.1: understands concept of “fair use” guidelines for all types of protected materials
        
        7.5-6.1: understands there are different types of ownership and protection of intellectual property (e.g., trademarks, copyrights)
    - Grades: 7-8
      - 1.7-8: Defining Information Needs
        
        1.7-8.1: further development and application of previous performance standard
        
        1.7-8.1: further development and application of previous performance standard
        
        1.7-8.1: further development and application of previous performance standard
        
        1.7-8.1: independently describe more than one course of action for addressing the essential question and select the most effective one
        
        1.7-8.1: understand strategies for communicating information and knowledge concerning a given task without prompting
        
        1.7-8.1: understand strategies for communicating the scope and ground rules for a given task to others
      - 2.7-8: Information Systems
        
        2.7-8.1: demonstrate principles of library organization by independently locating materials
        
        2.7-8.1: demonstrate the ability to navigate through a variety of software menus to access information
        
        2.7-8.1: further development and application of previous performance standard
        
        2.7-8.1: understand the variety of ways indexes are used as organizers for information systems
        
        2.7-8.1: use Boolean logic to search electronic databases
      - 3.7-8: Information Strategies
        
        3.7-8.1: demonstrate the ability to establish connectivity with resources outside the school (e.g., e-mail, computer conferencing, the Internet, the Connecticut Library Network)
        
        3.7-8.1: further development and application of previous performance standard
        
        3.7-8.1: search, find, sort and evaluate database and spreadsheet information from computers, CD-ROM and on-line resources
        
        3.7-8.1: select and use multiple appropriate resources and/or equipment to accomplish a given task
        
        3.7-8.1: select the appropriate mechanism for extracting information from a wide range of sources (e.g., notetaking, video, on-line, print, interview)
        
        3.7-8.1: use correct library/ information/technology terminology
      - 4.7-8: Information Processing
        
        4.7-8.1: apply evaluative criteria in using fiction, non-fiction and opinion pieces
        
        4.7-8.1: develop and apply criteria for evaluating and using Internet resources
        
        4.7-8.1: develop and apply more complex criteria for aligning resources with a specific need and presentation
        
        4.7-8.1: discern stereotypes, biases and propaganda techniques in print, nonprint, and electronic resources
        
        4.7-8.1: independently synthesize information for applications by using an appropriate organizational style and the most effective method of presentation for the purpose and audience
        
        4.7-8.1: use critical evaluation skills in viewing and listening
      - 5.7-8: Application
        
        5.7-8.1: consistently demonstrate the ability to take notes from a variety of media formats
        
        5.7-8.1: demonstrate operation of equipment needed for information access, organization and presentation
        
        5.7-8.1: incorporate mixed media (e.g., spreadsheets, database, hypermedia to construct, organize, analyze and interpret ideas and data in a composite document
        
        5.7-8.1: independently select appropriate media from a variety of resources to create a clear and meaningful multimedia presentation
        
        5.7-8.1: independently use telecommunications to locate and correspond with peers involved in similar studies
        
        5.7-8.1: with guidance determine the most appropriate technologies and formats to use in presenting materials gathered from a variety of print, nonprint, and electronic sources and to create a presentation that clearly communicates information, new knowledge and o
      - 6.7-8: Evaluation
        
        6.7-8.1: assess the overall effectiveness and efficiency of their search performance upon completion of the assignment and with assistance understand strategies for evaluating audience impact
        
        6.7-8.1: assess the quality and quantity of retrieved information and, with assistance, assess the credibility of retrieved information against the assigned need
        
        6.7-8.1: with minimal assistance and during the process, analyze and adjust information search strategies
      - 7.7-8: Responsible Information Use
        
        7.7-8.1: able to locate established bibliographic standards for citing electronic sources
        
        7.7-8.1: demonstrate responsible and ethical use of hardware and networks with an understanding of legal implications
        
        7.7-8.1: differentiate among various types of ownership or protection of intellectual property (e.g., copyright, patents)
        
        7.7-8.1: observe educational “fair use” guidelines for all types of protected materials
    - Grades: 9-10
      - 1.9-10: Defining Information Needs
        
        1.9-10.1: develop essential questions related to a topic and formulate a research hypothesis related to the topic
        
        1.9-10.1: independently and clearly restate the scope and ground rules for a given task and demonstrate the ability to communicate them to others
        
        1.9-10.1: independently describe alternative courses of action for accomplishing a task and apply criteria for selecting a specific strategy
        
        1.9-10.1: independently identify and assess existing knowledge related to a given task and articulate information needs to information providers or peers
        
        1.9-10.1: independently identify keywords for searching information sources
        
        1.9-10.1: independently search print, nonprint and electronic resources within and outside their school
      - 2.9-10: Information Systems
        
        2.9-10.1: apply standard principles of library and information systems organization to locate resources in other libraries and databases
        
        2.9-10.1: further development and application of previous performance standard
        
        2.9-10.1: further development and application of previous performance standard
        
        2.9-10.1: independently access specific information from print and nonprint resources by using internal organizers (e.g., indexes and cross references)
        
        2.9-10.1: use Boolean logic with two or more variables to search electronic databases
      - 3.9-10: Information Strategies
        
        3.9-10.1: gather information from primary and secondary sources
        
        3.9-10.1: independently use advance references, indexes, dictionaries and abstracts
        
        3.9-10.1: independently use the full range of print, non-print electronic and human resources available within and outside of the school community
        
        3.9-10.1: independently use the full range of print, nonprint and electronic resources within the school or district
        
        3.9-10.1: use correct library/ information/technology terminology
        
        3.9-10.1: use key word descriptors and Boolean logic to perform advanced on-line and CD-ROM searches (e.g., field searches)
      - 4.9-10: Information Processing
        
        4.9-10.1: apply an expanded set of evaluative criteria in using fiction, nonfiction and opinion pieces
        
        4.9-10.1: consistently apply evaluative criteria in using Internet resources
        
        4.9-10.1: demonstrate ability to identify sources of information and apply evaluative criteria, including motive, point of view, biases and stereotypes, accuracy, continuity and currency
        
        4.9-10.1: demonstrate ability to redefine/adjust evaluative criteria applied to information during the research process and for the resulting product
        
        4.9-10.1: develop and use personal and established criteria for selecting materials of appropriate breadth and depth of detail, format, illustrations, special features, level, content and purpose
        
        4.9-10.1: further development and application of previous performance standard
      - 5.9-10: Application
        
        5.9-10.1: consistently demonstrate the ability to take notes from a variety of media formats
        
        5.9-10.1: create databases and spreadsheets and a variety of graphic presentations to clearly communicate numeric information and opinion in an organized form
        
        5.9-10.1: demonstrate operation of equipment needed for information access, organization and presentation
        
        5.9-10.1: further development and application of previous performance standard
        
        5.9-10.1: independently determine the most appropriate technologies and formats to use in presenting materials gathered from a variety of print, nonprint, and electronic sources and to create a presentation that clearly communicates information, new knowledge and o
        
        5.9-10.1: independently use telecommunications to search for and identify potential work, career or study opportunities
      - 6.9-10: Evaluation
        
        6.9-10.1: create products which meet conventional and personal strategies for process, product and presentation and with assistance develop strategies for evaluating audience impact
        
        6.9-10.1: independently and continuously assess the quantity and quality (relevance, credibility) of retrieved information
        
        6.9-10.1: monitor and adjust search process continuously to improve its efficiency
      - 7.9-10: Responsible Information Use
        
        7.9-10.1: demonstrate an understanding of the process for copyrighting/protecting their own original work
        
        7.9-10.1: demonstrate responsible and ethical use of hardware and networks with an understanding of legal implications
        
        7.9-10.1: give complete bibliographic credit to original sources when using or transmitting information to others
        
        7.9-10.1: observe all ethical and legal restraints in copying or using material from any print, nonprint or electronic resources
    - Grades: K-2
      - 1.K-2: Defining Information Needs
        
        1.K-2.1: frame an essential question related to a topic of interest or assignment with assistance
        
        1.K-2.1: describe a course of action for addressing the essential question
        
        1.K-2.1: develop awareness of print, nonprint and electronic resources available through their school library media center
        
        1.K-2.1: identify their existing knowledge and independently list areas where more information is needed
        
        1.K-2.1: restate the scope and ground rules of a task (such as time line, length, audience and presentation mode) with prompting
        
        1.K-2.1: understand concept of keywords for searching for information
      - 2.K-2: Information Systems
        
        2.K-2.1: alphabetize by first letter to find information in resources
        
        2.K-2.1: understand the purpose of on-line catalog and card catalog resources
        
        2.K-2.1: demonstrate the knowledge of various areas of the library media center
        
        2.K-2.1: understand that keywords are used in searches
        
        2.K-2.1: use simple graphic menus to locate information from electronic media
      - 3.K-2: Information Strategies
        
        3.K-2.1: understand that there is special type of terminology for library and technology resource
        
        3.K-2.1: demonstrate awareness of resources outside school (e.g. libraries, museums, people, electronic resources)
        
        3.K-2.1: describe a variety of media formats
        
        3.K-2.1: identify and describe basic print, nonprint, almanacs, encyclopedia, dictionary and electronic reference sources (e.g., atlas, almanacs, encyclopedia, dictionary)
        
        3.K-2.1: interpret simple charts, graphs and tables
        
        3.K-2.1: understand that different media have different characteristics
      - 4.K-2: Information Processing
        
        4.K-2.1: develop criteria to judge the relevance and completeness of information
        
        4.K-2.1: distinguish between fiction and nonfiction
        
        4.K-2.1: establish criteria for selecting matter of interest
        
        4.K-2.1: understanding the appropriate sources of information and their different purposes
        
        4.K-2.1: demonstrate attentive and purposeful listening and viewing skills
        
        4.K-2.1: demonstrate awareness of Internet and Internet vocabulary
      - 5.K-2: Application
        
        5.K-2.1: develop awareness of notetaking from various media
        
        5.K-2.1: develop awareness of the use of video, audio and multimedia tools for communication
        
        5.K-2.1: identify equipment needed for information access (e.g., telephone, computer)
        
        5.K-2.1: develop awareness and purpose of telecommunication for general use
        
        5.K-2.1: identifies various media formats as communication vehicles
        
        5.K-2.1: understand the mechanics of appropriate grade level software
      - 6.K-2: Evaluation
        
        6.K-2.1: awareness of the processes and skills for searching information
        
        6.K-2.1: define the concepts of quality and quantity of information resources related to an information need
        
        6.K-2.1: understand importance of considering audience when producing information products
      - 7.K-2: Responsible Information Use
        
        7.K-2.1: demonstrate awareness for giving credit for information
        
        7.K-2.1: demonstrate an understanding of the concept of ownership of ideas and information
        
        7.K-2.1: develop awareness of concept of fair use
        
        7.K-2.1: develop awareness of the concept of responsible use
  - Mathematics (2001)
    - Grades: 11-12
      - 1: Number Sense
        
        1.1: Use real life experiences, physical materials, and technology to construct number meanings for complex numbers.
      - 2: Operations
        
        2.1: Select and apply appropriate procedures for computation from among mental math, estimation, paper and pencil, and technology in real-world problem situations.
      - 3: Estimation and Approximation
        
        3.1: Make reasonable estimates when evaluating formulas, functions, and roots.
        
        3.2: Use estimation to assess the reasonableness of answers to problems.
        
        3.3: Recognize the limitations of estimation and assess the amount of error resulting from estimation.
      - 4: Ratios, Proportions, and Percents
        
        4.1: Solve real-world problems involving ratio, proportion, and percent, including percentage of error, percentage of yield, etc.
        
        4.2: Develop use and explain applications of trigonometric ratios including Laws of Sines and Cosines and inverses of trig functions.
        
        4.3: Use dimensional analysis to solve real-world problems related to other disciplines.
        
        4.4: Use appropriate technology to enhance development of concepts of ratio, proportion, and percent.
      - 5: Measurement
        
        5.1: Use techniques of algebra, geometry, and trigonometry to measure objects indirectly.
        
        5.2: Develop strategies to extend, apply, and formalize understandings of measurement and dimensional relationships.
        
        5.3: Use appropriate technology to enhance understanding of measurement concepts.
      - 6: Spatial Relationships and Geometry
        
        6.1: Represent algebraic equations and inequalities geometrically and describe geometric objects algebraically.
        
        6.2: Use vectors and simple operations on vectors (addition, scalar multiplication) to solve real-world problems.
        
        6.3: Develop, use, and explain basic properties of conic sections.
        
        6.4: Extend the understanding of the properties of transformations to relate transformations to vectors.
      - 7: Probability and Statistics
        
        7.1: Design, conduct, interpret, and communicate the results of a statistical experiment.
        
        7.2: Use linear and nonlinear models to formulate predictions from data.
        
        7.3: Recognize the limitations of mathematical models as representations of real-world situations.
        
        7.4: Transform data to aid in data interpretation and prediction.
        
        7.5: Understand and use the law of large numbers.
        
        7.6: Understand and apply correlation.
        
        7.7: Use technology to reinforce, enhance, and extend understanding and applications of probability and statistics.
      - 8: Patterns
        
        8.1: Describe, extend, analyze, and create numeric, geometric, and statistical patterns.
        
        8.2: Develop, explain, and use patterns to make and justify predictions.
        
        8.3: Use mathematical models to simulate how a proposed system might behave.
        
        8.4: Recognize and communicate the restrictions of mathematical models based on patterns.
        
        8.5: Use appropriate technology to extend understanding of patterns.
      - 9: Algebra and Functions
        
        9.1: Model and solve problems that involve matrices and vectors.
        
        9.2: Use technology to explore and draw reasonable conclusions about the behavior of various classes of functions, including exponential, polynomial, rational, logarithmic, and trigonometric.
        
        9.3: Translate among and use tabular, symbolic, and graphical representations of relations and functions.
        
        9.4: Model real-world phenomena using exponential, polynomial, rational, logarithmic, and trigonometric functions.
        
        9.5: Explore rate of change of various functions at selected points.
        
        9.6: Explore concept of limits using concrete models and real-world situations.
      - 10: Discrete Mathematics
        
        10.1: Understand and use fundamental strategies of optimization to solve problems.
        
        10.2: Use matrices to represent situations and solve problems.
        
        10.3: Represent problem situations using networks, sequences, and recurrence relations.
        
        10.4: Develop, extend, and analyze algorithms.
        
        10.5: Understand and use permutations, combinations, mathematical induction, and recursion to solve problems.
    - Grades: 2-3
      - 1: Number Sense
        
        1.1: Construct number meanings through real-world experiences, the use of physical materials such as Base 10 Blocks and pictorial representations.
        
        1.10: Use numbers to count, compare, locate, measure, and label.
        
        1.11: Determine the value and compare sets of coins.
        
        1.12: Order whole numbers.
        
        1.13: Identify points representing whole numbers on a number line and vice versa.
        
        1.14: Use appropriate technology to enhance development of number sense.
        
        1.2: Solve problems involving 1 more or less and 10 more or less.
        
        1.3: Identify alternative forms of expressing whole numbers using expanded notations.
        
        1.4: Identify alternative forms of expressing whole numbers using regrouping.
        
        1.5: Use place value concepts to interpret the meaning of numbers.
        
        1.6: Use place value concepts to interpret the meaning of numbers.
        
        1.7: Identify, label, and construct common fractional parts of regions and sets and understand their relationship to the whole.
        
        1.8: Use visual models to order and compare commonly used fractions.
        
        1.9: Use concrete materials to classify numbers as odd or even.
      - 2: Operations
        
        2.1: Solve addition problems using regrouping.
        
        2.10: Develop fluency with basic facts of addition and subtraction.
        
        2.11: Develop fluency with both multiplication and division by 2, 3, 4, 5, and 10 (by end of grade 3).
        
        2.12: Select and apply appropriate procedures for computation such as mental math, estimation, pencil and aper, and calculator, and check the reasonableness of the response.
        
        2.13: Use appropriate technology to reinforce and enhance understanding of operations.
        
        2.2: Develop concept of regrouping in subtraction.
        
        2.3: Develop and verbalize various meanings of multiplication and division.
        
        2.4: Engage in activities involving operations using concrete, pictorial, and symbolic models.
        
        2.5: Solve problems that relate operations to real-world experiences, and explain how the solutions were determined.
        
        2.6: Write story problems that can be solved from addition and subtraction number sentences.
        
        2.7: Develop and use a variety of mental computation strategies.
        
        2.8: Develop and use a variety of estimation strategies.
        
        2.9: Use mathematical language and symbols related to operations.
      - 3: Estimation and Approximation
        
        3.1: Recognize when an estimate is appropriate, as distinct from the calculated response.
        
        3.2: Develop, use, and verbalize a variety of estimation strategies.
        
        3.3: Use standard and non-standard units for estimating measures of length, area, mass, weight, and volume.
        
        3.4: Use estimations in problem solving activities.
        
        3.5: Use estimation strategies to determine and justify the reasonableness of an answer.
      - 4: Ratios, Proportions, and Percents
        
        4.1: Use concrete models and pictorial representations to develop an understanding of proportions (e.g., if 3 candies cost 5 cents, how many candies can you buy for 10 cents, 20 cents, etc.?).
      - 5: Measurement
        
        5.1: Tell time to the nearest hour, half-hour, and quarter-hour using analog and digital clocks and express the given time in a variety of ways.
        
        5.2: Write, solve, and discuss story problems involving time, elapsed time, and calendars.
        
        5.3: Use standard and non-standard measurements to develop concepts of length, temperature, mass, weight, perimeter, area, and volume/capacity.
        
        5.4: Estimate lengths and areas.
        
        5.5: Use measurement tools such as rulers, scales, and thermometers.
        
        5.6: Measure geometric figures and shapes.
        
        5.7: Identify an appropriate, customary, or metric measure for a given situation.
      - 6: Spatial Relationships and Geometry
        
        6.1: Identify, classify, model, describe, discuss, and compare the properties of plane and solid shapes, using concrete and pictorial models.
        
        6.2: Identify line symmetry using concrete and pictorial models.
        
        6.3: Identify similar and congruent figures, using concrete and pictorial models.
        
        6.4: Create and describe mental images of geometric shapes and figures.
        
        6.5: Construct models of plane and solid shapes.
        
        6.6: Use geometric shapes to explore mathematical concepts such as area and perimeter.
        
        6.7: Recognize and extend geometric patterns involving transformations (rotations, translations, and reflections).
        
        6.8: Investigate, explore, and describe the geometry in nature and real-world applications using models and manipulatives.
      - 7: Probability and Statistics
        
        7.1: Discuss the likelihood that various events will occur.
        
        7.2: Make and test predictions.
        
        7.3: Explore the fairness of games involving spinners and dice.
        
        7.4: Explore a variety of ways for systematically recording, organizing, and analyzing data.
        
        7.5: Identify information from tables, graphs, and charts.
        
        7.6: Construct and interpret bar graphs and pictographs.
        
        7.7: Draw reasonable conclusions from tables, graphs, and charts.
      - 8: Patterns
        
        8.1: Use a variety of materials to construct, reproduce, describe, and extend numeric and geometric patterns as well as patterns involving one or more attributes.
        
        8.2: Identify and state rules for patterns in oral and written forms.
        
        8.3: Explore patterns and sequences using tables, graphs, and charts such as function tables and hundreds charts.
        
        8.4: Construct, reproduce, and extend patterns using geometric transformations (rotations, translations, and reflections).
        
        8.5: Recognize and describe patterns that exist in a variety of contexts, such as poetry, art, music, body movement, shape, and color.
        
        8.6: Use appropriate technology to enhance understanding of patterns.
      - 9: Algebra and Functions
        
        9.1: Use the concepts of equality and inequality of numbers and number sentences.
        
        9.2: Understand and use the commutative properties of addition and multiplication.
        
        9.3: Construct and solve open sentences that describe real-life situations.
        
        9.4: Explore function activities and establish rules for functions.
      - 10: Discrete Mathematics
        
        10.1: Identify objects that are the same or different by one attribute.
        
        10.2: Sort and classify objects based on attributes and explain the rule for each sort.
        
        10.3: Organize data tables, charts, arrays, and diagrams.
        
        10.4: Create and follow practical sets of instructions, including simple flow charts.
        
        10.5: Investigate simple combining and arranging activities.
        
        10.6: Explore mathematical ideas through a variety of games, puzzles, and counting problems.
        
        10.7: Investigate simple networks (paths).
    - Grades: 4-5
      - 1: Number Sense
        
        1.1: Solve problems involving 100 more or less and 1000 more or less.
        
        1.10: Locate, identify, and order whole numbers, fractions, and decimals on number lines and scales.
        
        1.11: Round whole numbers and decimals in context.
        
        1.12: Develop an understanding of prime numbers.
        
        1.13: Estimate a reasonable answer and solve problems involving money and making change.
        
        1.14: Use appropriate technology to enhance development of number sense.
        
        1.2: Identify alternative forms of expressing whole numbers less than 10,000 using expanded notation.
        
        1.3: Identify alternative forms of expressing whole numbers less than 10,000 using regrouping.
        
        1.4: Use place value concepts to interpret the meaning of numbers.
        
        1.5: Solve multi-step problems that relate operations to real-world experiences and justify solutions.
        
        1.6: Develop an understanding of fractions as parts of a unit whole and as parts of a set.
        
        1.7: Develop an understanding of fractions as points on a number line.
        
        1.8: Develop an understanding of fractions as division of whole numbers.
        
        1.9: Recognize and generate equivalent forms of commonly used fractions, decimals, and percents.
      - 2: Operations
        
        2.1: Develop and verbalize various meanings of addition and subtraction with fractions and decimals, using concrete, pictorial, and symbolic models.
        
        2.10: Add and subtract fractions and mixed numbers with like denominators.
        
        2.11: Explore the concept of order of operations (by end of grade 5).
        
        2.12: Use appropriate technology to reinforce and enhance understanding of operations.
        
        2.2: Understand and use the relationships among the four basic operations.
        
        2.3: Write story problems that can be solved from multiplication and division number sentences.
        
        2.4: Solve multi-step problems that relate operations to real-world experiences and justify solutions.
        
        2.5: Develop and explain a variety of mental computation and estimation strategies.
        
        2.6: Use appropriate mathematical language and symbols related to operations.
        
        2.7: Select and apply appropriate procedures for computation such as mental math, estimation, pencil and paper, and calculator, and check the reasonableness of the response.
        
        2.8: Develop fluency with basic facts of multiplication and division.
        
        2.9: Multiply and divide whole numbers by 10 and 100.
      - 3: Estimation and Approximation
        
        3.1: Develop, apply, and explain a variety of estimation strategies in problem situations involving quantities and measures.
        
        3.2: Use estimation to check the reasonableness of answers to whole number, fraction, and decimal computations.
        
        3.3: Estimate lengths, areas, perimeters, volumes, mass, weight, and angle measures (greater than, equal to, or less than 90°).
        
        3.4: Recognize when estimation is appropriate and understand the usefulness of an estimate.
        
        3.5: Explain why a particular strategy will result in an underestimate or overestimate.
      - 4: Ratios, Proportions, and Percents
        
        4.1: Use units to identify and find equivalent rates (e.g., 5 girls out of 15 students is equivalent to 1 girl out of 3 students).
        
        4.2: Use concrete models and pictorial representation to develop an understanding of percent.
      - 5: Measurement
        
        5.1: Tell time to the nearest minute and second on analog and digital clocks.
        
        5.2: Solve problems involving the conversion of measures of time.
        
        5.3: Solve problems involving elapsed time measured in days, hours, and minutes, and seconds.
        
        5.4: Identify and use appropriate tools to measure in customary and metric units.
        
        5.5: Identify and use appropriate customary and metric units of measure.
        
        5.6: Develop multiple strategies to estimate and measure length, perimeter, area, volume, capacity, mass, weight, temperature, and angles.
        
        5.7: Solve problems involving conversions of measures within customary and metric systems.
        
        5.8: Solve measurement problems using length, perimeter, area, volume, capacity, mass, weight, temperature, and angle measure.
        
        5.9: Use appropriate technology to enhance development of measurement concepts.
      - 6: Spatial Relationships and Geometry
        
        6.1: Identify, describe, model, classify, discuss, and compare shapes and properties of shapes.
        
        6.10: Make and use coordinate systems to specify locations and points.
        
        6.11: Investigate, explore, and describe the geometry in nature and real-world applications using models, manipulations, and appropriate technology.
        
        6.2: Construct and measure geometric shapes with appropriate tools such as rulers, protractors, compasses, isometric dot paper, and computers.
        
        6.3: Create and describe mental images of objects, patterns, locations and points.
        
        6.4: Explore transformations (translations, reflections, and rotations) with geometric shapes, patterns, and designs.
        
        6.5: Identify and build three-dimensional objects from two-dimensional representations of those objects.
        
        6.6: Identify and describe congruence, similarity, and symmetry.
        
        6.7: Identify concepts of area and perimeter and relate them to geometric shapes.
        
        6.8: Develop a conceptual understanding of p using concrete materials.
        
        6.9: Develop the concept of volume using concrete materials and models.
      - 7: Probability and Statistics
        
        7.1: Solve problems involving elementary notions of probability and fairness, and justify answers.
        
        7.10: Use appropriate technology to reinforce and enhance understanding of probability and statistics.
        
        7.2: Represent probabilities as fractions.
        
        7.3: Explore the probability of events that are certain or impossible.
        
        7.4: Use experimental probability to make and test predictions
        
        7.5: Explore a variety of ways for systematically recording, organizing, and analyzing data.
        
        7.6: Construct line graphs, circle graphs, bar graphs, and pictographs from a given set of data.
        
        7.7: Recognize patterns and trends, make predictions, and justify conclusions based on data from tables, graphs, and charts.
        
        7.8: Formulate a question, and then generate, collect, organize, and display data to answer the question.
        
        7.9: Develop the concepts of range, mean, median, and mode.
      - 8: Patterns
        
        8.1: Use a variety of materials to recognize, describe, extend, analyze, construct, and explain geometric patterns including transformations.
        
        8.2: Use a variety of materials to recognize, describe, extend, analyze, construct, and explain numeric sequences.
        
        8.3: Recognize patterns and trends, make predictions, and justify conclusions based on data from tables, graphs, and charts.
        
        8.4: Develop and test generalizations based on observations of patterns and relationships.
        
        8.5: Study patterns and functions to analyze, represent, and generalize functional relationships.
        
        8.6: Identify and state rules for patterns in oral and written form.
        
        8.7: Use appropriate technology to extend understanding of patterns.
      - 9: Algebra and Functions
        
        9.1: Represent with symbols and explain concepts of equality and inequality.
        
        9.2: Represent ordered pairs on a coordinate grid.
        
        9.3: Represent and analyze patterns and functions using words, tables, and graphs.
        
        9.4: Use a symbol or letter to represent an unknown quantity.
        
        9.5: Use and understand the commutative and associative, addition and multiplication, and the distributive property of multiplication over addition.
        
        9.6: Solve one-step and simple two-step equations.
        
        9.7: Investigate how a change in one variable relates to a change in a second variable.
      - 10: Discrete Mathematics
        
        10.1: Sort and classify data based on multiple attributes, using the empty set where appropriate.
        
        10.2: Explore combinations and permutations using concrete and pictorial models.
        
        10.3: Solve problems by organizing data with a variety of formats such as tree diagrams and Venn diagrams.
        
        10.4: Develop logical reasoning through games and activities.
        
        10.5: Develop, follow, and describe practical sets of directions using multiple strategies including flow charts.
        
        10.6: Develop, use, and explain strategies for solving counting and logic problems.
        
        10.7: Create simple networks (paths).
    - Grades: 6-7
      - 1: Number Sense
        
        1.1: Solve problems involving 0.1 more or less and 0.01 more or less.
        
        1.2: Identify alternative forms of expressing numbers using expanded notation.
        
        1.3: Represent fractions, mixed numbers, decimals, and percents in a variety of equivalent forms using concrete, pictorial, and symbolic representations.
        
        1.4: Use number lines, scales, and grids to locate, identify, compare, and order positive and negative numbers.
        
        1.5: Develop an understanding of large numbers and recognize and appropriately use exponential, scientific, and calculator notation.
        
        1.6: Work flexibly with fractions, decimals, and percents to solve problems.
        
        1.7: Use factors, multiples, prime factorization, and relatively prime numbers to solve problems.
        
        1.8: Use real-world situations to develop an understanding of the meaning of positive and negative numbers.
        
        1.9: Use appropriate technology to enhance understanding of number sense.
      - 2: Operations
        
        2.1: Develop and verbalize various meanings of multiplication and division with fractions and decimals.
        
        2.10: Select and apply appropriate procedures for computation from among mental math, estimation, paper and pencil, and technology in real-world problem situations, and explain the reasons for the choice.
        
        2.2: Develop fluency with all operations for whole numbers, decimals, and fractions and mixed numbers.
        
        2.3: Multiply and divide whole numbers and decimals by powers of 10.
        
        2.4: Use the order of operations.
        
        2.5: Identify and use inverse relationships of arithmetic operations.
        
        2.6: Use estimation skills to check the reasonableness of answers.
        
        2.7: Identify the appropriate operation or number sentence to solve a story problem.
        
        2.8: Write story problems that can be solved from equations involving fractions, decimals, and unknowns.
        
        2.9: Write story problems from equations involving fractions, decimals, and unknowns.
      - 3: Estimation and Approximation
        
        3.1: Develop, apply, and explain a variety of estimation strategies in problem situations involving quantity and angle measurement.
        
        3.2: Recognize when estimation is appropriate and understand the usefulness of an estimate as distinct from an exact answer.
        
        3.3: Use estimation to predict outcomes, determine reasonableness of results, and make and defend decisions.
        
        3.4: Explain why a particular strategy will result in an overestimate or an underestimate.
      - 4: Ratios, Proportions, and Percents
        
        4.1: Represent percents, including those less than 1% and greater than 100% in a variety of ways, including pictorial and symbolic representations.
        
        4.2: Develop proportional thinking using concrete and pictorial models.
        
        4.3: Use concrete materials to formalize a concept of rate.
        
        4.4: Find percents of whole numbers, or the percent one number is of another number.
        
        4.5: Estimate solutions to problems with ratio, proportion, and percent.
        
        4.6: Solve problems involving ratio, proportion, and percent.
        
        4.7: Use appropriate technology to enhance development of concepts of ratio, proportion, and percent.
      - 5: Measurement
        
        5.1: Select and use appropriate tools to make accurate measurements.
        
        5.2: Select and use appropriate strategies to estimate and measure length, perimeter, area, volume, capacity, mass, weight, temperature, and angles.
        
        5.3: Solve problems using both metric and customary units of measure and be able to convert units within a system.
        
        5.4: Express answers using appropriate units of measure.
        
        5.5: Develop and apply formulas in real-world problem situations.
        
        5.6: Use significant digits appropriately in problem situations.
        
        5.7: Use appropriate technology to enhance understanding of measurement concepts.
      - 6: Spatial Relationships and Geometry
        
        6.1: Identify, describe, draw, compare, and classify plane and solid geometric figures.
        
        6.2: Understand, describe, and apply the concepts of symmetry, similarity, and congruence.
        
        6.3: Explore properties of geometric figures using coordinate representation.
        
        6.4: Identify and draw geometric transformations (translations, reflections, rotations, and dilations).
        
        6.5: Analyze properties of three-dimensional shapes by constructing models and by drawing and interpreting two-dimensional representations of them.
        
        6.6: Understand and apply the properties of lines and planes, including parallel and perpendicular lines and planes, and intersecting lines and planes and their angles of incidence.
        
        6.7: Investigate, explore, and describe the geometry in nature and real-world applications using models, manipulatives, and appropriate technology.
      - 7: Probability and Statistics
        
        7.1: Estimate and solve problems involving elementary concepts of probability and fairness, and justify answers.
        
        7.2: Express probabilities as fractions, decimals, and percents.
        
        7.3: Use probability to make theoretical predictions and compare with experimental outcomes.
        
        7.4: Select appropriate measures to estimate and solve problems involving means, medians, and modes.
        
        7.5: Select and construct appropriate representations from line, bar, circle, stem-and-leaf plots, box-and-whisker graphs, scatter plots, and histograms.
        
        7.6: Recognize patterns and trends, and make and defend predictions, based on data from tables, graphs, and charts.
        
        7.7: Formulate a question, design and conduct a study, and communicate the findings.
        
        7.8: Use appropriate technology to reinforce and enhance understanding of probability and statistics.
      - 8: Patterns
        
        8.1: Use a variety of materials to describe, extend, analyze, and create numeric, geometric, and statistical patterns.
        
        8.2: Represent and describe pattern relationships using tables, rules, simple equations, and graphs.
        
        8.3: Use patterns and relationships to represent and solve real-world problems.
        
        8.4: Make and justify predictions based on patterns.
        
        8.5: Analyze tables and graphs to identify patterns and relationships and to justify predictions.
        
        8.6: Use appropriate technology to extend understanding of patterns.
      - 9: Algebra and Functions
        
        9.1: Understand that variables are used for each of the following: as a placeholder, to denote a pattern, to write a formula, to represent a function or relation.
        
        9.2: Use substitution to evaluate algebraic expressions and formulas.
        
        9.3: Solve simple linear equations using informal methods such as guess-and-check or use of hands-on materials.
        
        9.4: Represent numerical situations with algebraic expressions and equations.
        
        9.5: Solve simple linear equations using order of operations and transformations (performing same operations on both sides of the equations).
        
        9.6: Connect and apply algebraic expressions and equations to solve problems in real-world situations.
        
        9.7: Develop an understanding of how a change in one quantity relates to a change in another.
        
        9.8: Locate sets of ordered pairs on a coordinate plane to identify functions as linear or nonlinear.
      - 10: Discrete Mathematics
        
        10.1: Develop, use, and explain strategies for games and puzzles and for solving counting and logic problems.
        
        10.2: Solve problems by organizing data using a variety of formats such as tree diagrams and Venn diagrams.
        
        10.3: Use systematic listing and counting strategies, including simple combinations and permutations to solve problems.
        
        10.4: Develop and use inductive reasoning to discover a rule or pattern.
        
        10.5: Explore deductive reasoning activities, and distinguish between inductive and deductive reasoning.
        
        10.6: Solve problems involving networks (paths).
    - Grades: 8-10
      - 1: Number Sense
        
        1.1: Use real-life experiences, physical materials, and technology to construct number meanings for powers and roots, absolute value, and scientific notation.
        
        1.2: Use real-life experiences, physical materials, and technology to construct number meanings for rational and irrational numbers.
        
        1.3: Use various representations to develop a sense of the magnitude of very large and very small numbers.
        
        1.4: Understand, represent, and use numbers in a variety of equivalent forms to solve problems that arise from real-world situations.
      - 2: Operations
        
        2.1: Develop, use, and explain operations and applications involving integers, rational numbers, and irrational numbers.
        
        2.2: Develop, use, and explain calculations, order of operations, and applications of powers, roots, and absolute value.
        
        2.3: Extend the identification and use of inverse relationships to include powers and roots.
        
        2.4: Select and apply appropriate procedures for computation from among mental math, estimation, paper and pencil, and technology in real-world problem situations.
      - 3: Estimation and Approximation
        
        3.1: Make reasonable estimates when evaluating formulas, functions, and roots.
        
        3.2: Select and use estimation strategies in problem situations.
        
        3.3: Use estimation to assess the reasonableness of answers to problems.
        
        3.4: Recognize the limitations of estimation and assess the amount of error resulting from estimation.
      - 4: Ratios, Proportions, and Percents
        
        4.1: Solve problems involving ratios, proportion, and percent, including percentage of increase or decrease.
        
        4.2: Develop, use, and solve numeric, geometric, and algebraic problems involving direct and inverse variation.
        
        4.3: Use dimensional analysis to help determine equivalent rates (e.g., converting miles per hour to feet per second).
        
        4.4: Develop, use, and explain applications of trigonometric ratios.
        
        4.5: Use appropriate technology to enhance development of concepts of ratio, proportion, and percent.
      - 5: Measurement
        
        5.1: Use the concepts of length, perimeter, area, volume, capacity, mass, weight and angle measure to describe and compare various objects and solve problems.
        
        5.2: Develop and apply formulas for measures in realistic situations.
        
        5.3: Select and use appropriate tools and techniques to measure quantities to specified degrees of precision and accuracy.
        
        5.4: Use proportions to solve problems involving scale factors.
        
        5.5: Use dimensional (unit) analysis as a strategy for solving real-world problems.
        
        5.6: Understand and apply the relationship between precision of measurements and accuracy of calculations.
        
        5.7: Describe how a change in one dimension affects the measure of perimeter, area, and volume of an object.
        
        5.8: Develop, use, and explain how to measure objects indirectly.
        
        5.9: Use appropriate technology to enhance understanding of measurement concepts.
      - 6: Spatial Relationships and Geometry
        
        6.1: Develop an understanding of the properties of geometric figures by applying knowledge of transformations.
        
        6.2: Develop an understanding of the properties of geometric figures by applying knowledge of coordinate representations.
        
        6.3: Use inductive and deductive reasoning to discover and verify properties of figures.
        
        6.4: Relate two-dimensional and three-dimensional geometric shapes using shadows, perspectives, and projections.
        
        6.5: Use manipulatives, models, technology, and real objects to investigate, explore, and describe the geometry in nature and to solve geometric problems.
        
        6.6: Interpret algebraic equations and inequalities geometrically and describe geometric objects algebraically.
        
        6.7: Classify figures in terms of congruence and similarity and apply these relationships.
      - 7: Probability and Statistics
        
        7.1: Understand sampling and recognize its role in statistical claims.
        
        7.10: Use simulations to estimate probabilities and predict outcomes.
        
        7.11: Use technology to collect, organize, display, and analyze data.
        
        7.12: Use technology to reinforce, enhance, and extend understanding and application of probability and statistics.
        
        7.2: Understand and apply measures of central tendency and measures of dispersion.
        
        7.3: Conduct a statistical experiment and interpret and communicate the results.
        
        7.4: Develop, use, and explain real-life applications of linear and nonlinear models.
        
        7.5: Develop, use, and explain linear and nonlinear models to interpolate and predict from data.
        
        7.6: Recognize limitations of linear and nonlinear models as representations of real-world situations.
        
        7.7: Recognize and defend patterns and trends and make predictions from tables, graphs, charts, and other representations of data.
        
        7.8: Compare experimental and theoretical probabilities and make predictions based on these probabilities.
        
        7.9: Use probability to make predictions and evaluate the likelihood of simple and compound events.
      - 8: Patterns
        
        8.1: Describe, extend, analyze, and construct a wide variety of patterns, including those that are numeric, geometric, and statistical.
        
        8.2: Represent, describe, and analyze patterns using tables, rules, equations, and graphs.
        
        8.3: Use patterns to represent real-world situations, justify predictions, and solve problems.
        
        8.4: Create appropriate mathematical models using patterns.
        
        8.5: Recognize and communicate the restrictions of mathematical models based on patterns.
        
        8.6: Use appropriate technology to extend understanding of patterns.
      - 9: Algebra and Functions
        
        9.1: Develop, use, explain, and analyze procedures for working with algebraic expressions, equations, and inequalities, including those that contain absolute value.
        
        9.2: Solve systems of equations and inequalities using a variety of methods such as linear combinations, graphing, tables, and matrices.
        
        9.3: Translate among and use tabular, symbolic, and graphical representations of relations and functions.
        
        9.4: Analyze functional relationships to explain how a change in one quantity results in a change in another.
        
        9.5: Develop, use, and explain relationship between slope and rate.
        
        9.6: Develop, use, and understand the limitations of linear functions to model real-world situations.
        
        9.7: Develop and use matrices to model real-world situations.
        
        9.8: Use technology to solve equations and inequalities, explore relationships between algebraic and graphical representations of functions, and to represent and explore models of real-world situations.
      - 10: Discrete Mathematics
        
        10.1: Use the recursive process to explore and solve problems.
        
        10.2: Solve problems using combinations and permutations.
        
        10.3: Devise, describe, and test strategies such as max/min, shortest path, and linear programming.
        
        10.4: Represent situations and solve problems using matrices.
        
        10.5: Use analogies and similarities to solve problems.
        
        10.6: Use inductive reasoning to formulate reasonable conjectures, recognizing the limitations thereof.
        
        10.7: Recognize forms of argument and determine whether a particular argument is valid or invalid.
        
        10.8: Recognize and use the components of an axiomatic system.
    - Grades: K-1
      - 1: Number Sense
        
        1.1: Count with understanding and recognize "how many" in sets of objects.
        
        1.2: Connect number words and numerals to the quantities they represent.
        
        1.3: Develop a sense of magnitude of numbers by ordering and comparing whole numbers.
        
        1.4: Use numbers to measure, label, and indicate location.
        
        1.5: Recognize penny, nickel, dime, and quarter (by end of grade 1).
        
        1.6: Compare value of sets of coins (by end of grade 1).
        
        1.7: Experience counting activities with money.
        
        1.8: Use concrete materials to explore the relationship of parts to whole with whole numbers and fractions.
        
        1.9: Use appropriate technology to enhance development of number sense.
      - 2: Operations
        
        2.1: Develop and verbalize various meanings of addition and subtraction.
        
        2.2: Explore addition and subtraction using concrete, pictorial, and symbolic models.
        
        2.3: Discover and use the commutative property of addition.
        
        2.4: Develop and use computational strategies for operations such as counting on, doubles, and doubles plus or minus one.
        
        2.5: Develop and use mental math strategies and skills.
        
        2.6: Develop and use estimation strategies and skills.
        
        2.7: Develop fluency with the basic facts to 10 for the operations of addition and subtraction (by end of grade 1).
        
        2.8: Use technology to reinforce and enhance understanding of operations.
      - 3: Estimation and Approximation
        
        3.1: Judge sets of objects for more than, less than, or same without counting.
        
        3.2: Develop and use a variety of estimation strategies.
        
        3.3: Use estimation strategies to determine the reasonableness of an answer.
        
        3.4: Use non-standard units for estimating measures of length, area, weight, and volume.
        
        3.5: Visually estimate length, area, and volume using various units.
      - 4: Ratios, Proportions, and Percents
        
        4.1: Discuss real-life experiences using simple proportions with concrete materials (e.g., if there are 40 cookies for 20 students, how many cookies may each student have?).
      - 5: Measurement
        
        5.1: Sequence time events.
        
        5.2: Use calendars to explore time concepts.
        
        5.3: Tell time to the hour on analog and digital clocks (by the end of grade 1).
        
        5.4: Use non-standard measures to estimate length, area, weight, and volume.
        
        5.5: Experience comparative and qualitative measurement (more, less, equal, taller, shorter, heavier, lighter, colder, hotter).
        
        5.6: Solve oral problems involving measurement skills.
      - 6: Spatial Relationships and Geometry
        
        6.1: Identify, classify, model, discuss, and describe the properties of plane and solid shapes using concrete and pictorial models.
        
        6.2: Draw and/or reproduce common two-dimensional geometric shapes.
        
        6.3: Explore spatial relationships using activities that involve direction, orientation, combining, dividing, and transforming shapes with concrete and pictorial models.
        
        6.4: Explore spatial relationships using activities that involve direction, orientation, combining, dividing, and transforming shapes with concrete and pictorial models.
        
        6.5: Construct and discuss designs and patterns using geometric shapes.
      - 7: Probability and Statistics
        
        7.1: Use concept of chance to make and verify predictions.
        
        7.2: Record and discuss results from simple probability activities and engage in chance activities using materials such as number cubes and spinners.
        
        7.3: Explore ways of recording, organizing, and analyzing data.
        
        7.4: Construct and interpret real graphs, pictographs, and bar graphs.
        
        7.5: Make and test predictions
      - 8: Patterns
        
        8.1: Use a variety of materials to reproduce, create, describe, and extend patterns and sequences using attributes, numbers, and geometric shapes.
        
        8.2: Identify rules and extend patterns based on the rules.
        
        8.3: Recognize patterns in a variety of contexts, such as poetry, art, music, body movement, shape, and color.
      - 9: Algebra and Functions
        
        9.1: Recognize that the equal sign indicates a relationship of equivalent quantities.
        
        9.2: Use the commutative property of addition.
        
        9.3: Explore function activities, such as "function machines" or input-output processes.
        
        9.4: Model real-world problems using number sentences to describe situations.
      - 10: Discrete Mathematics
        
        10.1: Sort and classify objects based on a common attribute.
        
        10.2: Engage in systematic listing, counting, and reasoning.
        
        10.3: Follow and describe simple procedures and directions.
        
        10.4: Explore a variety of mathematical ideas through puzzles, games, and counting problems.
    - Prekindergarten
      - 1: Number Sense
        
        1.1: Show curiosity and independent interest in number-related activities and problem solving.
        
        1.2: Have experiences naming numbers in order.
        
        1.3: Demonstrate understanding of one-to-one correspondence when counting objects.
        
        1.4: Use correct mathematical vocabulary to describe quantitative relationships (such as: same as, more than, less than)
        
        1.5: Describe position of objects using terms such as first, last, in front of, behind.
      - 2: Operations
        
        2.1: Solve problems through active exploration.
        
        2.2: Use concrete objects to explore the concepts of one more and one less.
      - 3: Estimation and Approximation
        
        3.1: Estimate and verify the number of objects (maximum 10).
        
        3.2: Make estimates of distance, length, and weight using non-standard units.
      - 4: Ratios, Proportions, and Percents
        
        4.1: Compare and contrast size, weight, or temperature of objects using terms such as more than, less than, bigger, smaller, hotter, and colder.
      - 5: Measurement
        
        5.1: Use common instruments such as measuring cups and simple balance scales to measure approximate capacity and weight.
        
        5.2: Use non-standard measuring tools to verify estimates of distance, length, capacity and weight.
        
        5.3: Sequence events in stories and time periods.
      - 6: Spatial Relationships and Geometry
        
        6.1: Use a variety of materials to construct various shapes and explore their attributes.
        
        6.2: Explore attributes of two-dimensional shapes.
        
        6.3: Use terms such as straight, curved, and flat to describe two- and three-dimensional shapes.
        
        6.4: Use positional language, such as under, over, in front of, next to, near, to describe position and order.
        
        6.5: Create designs and work puzzles to develop the concepts of symmetry and of various transformations (reflections, rotations, and translations).
      - 7: Probability and Statistics
        
        7.1: Ask questions about and comment on observations and experimentation.
        
        7.2: Use materials and equipment such as sandbox and water table for investigation and data collection.
        
        7.3: Use real materials to display information.
        
        7.4: Collect, organize, describe, and display information.
        
        7.5: Discuss the likelihood that various events will occur.
      - 8: Patterns
        
        8.1: Recognize simple patterns in songs, nursery rhymes, and everyday life.
        
        8.2: Duplicate and extend patterns, using a variety of materials.
        
        8.3: Create simple patterns using a variety of materials.
      - 9: Algebra and Functions
        
        9.1: Describe qualitative change over time, such as growing taller, hotter, and colder.
        
        9.2: Use concept of cause and effect to make and verify predictions about what will occur.
      - 10: Discrete Mathematics
        
        10.1: Classify objects and events based on self-selected criteria.
        
        10.2: Group items by a single attribute and verbalize the reason.
        
        10.3: Order 3 to 5 objects on the basis of one attribute such as length.
  - Physical Education (2001)
    - Grades: 11-12
      - 1.11-12: Physical Activity
        
        1.11-12.1: Demonstrate intermediate or advanced competence in at least one activity from three of the following categories: team and individual activities, dance, outdoor pursuits, leisure/lifetime activities, aquatics and cooperative activities.
      - 2.11-12: Human Movement
        
        2.11-12.1: Explain and apply the overload principle in designing a personal fitness program.
        
        2.11-12.2: Designs a long-term plan for self-improvement in a movement activity and explains the relationship of physical, emotional and cognitive factors that influence the rate of improvement.
        
        2.11-12.3: Uses internal and external information to modify movement during performance.
      - 3.11-12: Fitness
        
        3.11-12.1: Maintain appropriate levels of cardiovascular and respiratory efficiency, muscular strength and endurance, flexibility, and body composition necessary for a healthful lifestyle.
        
        3.11-12.2: Use the results of fitness assessments to guide changes in his/her personal programs of physical activity.
        
        3.11-12.3: Participate regularly in physical activities that contribute to the attainment of and maintenance of personal physical activity goals.
        
        3.11-12.4: Analyze time, cost, and accessibility factors related to regular participation in physical activities.
        
        3.11-12.5: Understands “what, when, where and how” to utilize fitness opportunities outside of the school environment.
      - 4.11-12: Responsible Behavior
        
        4.11-12.1: Evaluate risks and safety factors that may affect physical activity preferences throughout the life cycle.
        
        4.11-12.2: Sets personal goals for activity and works toward their achievement.
        
        4.11-12.3: Encourages others to apply appropriate etiquette in all physical activity settings.
        
        4.11-12.4: Responds to situations with mature personal control.
        
        4.11-12.5: Diffuses potential conflicts by communicating with other participants.
        
        4.11-12.6: Creates a safe environment for their skill practice.
        
        4.11-12.7: Takes a supportive role in an activity.
        
        4.11-12.8: Cheers outstanding performances of opponents as well as the “favored” team.
      - 5.11-12: Respect for Differences
        
        5.11-12.1: Identify the effects of age, race, gender, ethnicity socioeconomic status and culture upon physical activity references and participation.
        
        5.11-12.2: Design, adapt and/or modify activities to include persons of diverse backgrounds and/or abilities.
        
        5.11-12.3: Experiment with sports or activities of other cultures.
      - 6.11-12: Benefits of Physical Activity
        
        6.11-12.1: Participate in competitive, recreational and social situations while experiencing social and physical challenges.
        
        6.11-12.2: Accept the ways in which personal characteristics performance styles, and activity preferences will change throughout the life cycle.
        
        6.11-12.3: Make a commitment to physical activity as a part of one’s lifestyle.
        
        6.11-12.4: Feel empowered to maintain and improve physical fitness, motor skills, and knowledge about physical activity.
        
        6.11-12.5: Evaluate risks and safety factors that may affect physical activity preferences throughout the life cycle.
        
        6.11-12.6: Know about career opportunities in physical education and related fields.
        
        6.11-12.7: Participates in competition or activity voluntarily.
    - Grades: 3-4
      - 1.3-4: Physical Activity
        
        1.3-4.1: Develop patterns and combinations of locomotor and non-locomotor movements into repeatable sequences.
        
        1.3-4.2: Roll, in a backwards direction, without hesitating or stopping.
        
        1.3-4.3: Consistently catch, throw or kick/strike an object with another object or body part back to a target/partner (e.g., the underhand pass in volleyball, kicking into a goal).
        
        1.3-4.4: Hand dribble and foot dribble a ball and maintain control while traveling within a group.
        
        1.3-4.5: Transfer weight, from feet to hands and land in control.
        
        1.3-4.6: Repeatedly jump a self-turned rope while initiating various movement patterns.
        
        1.3-4.7: While traveling, avoid or catch an individual or object.
      - 2.3-4: Human Movement
        
        2.3-4.1: Can identify the effects of body rotation, opposition, weight transfer and follow-through on throwing an object.
        
        2.3-4.2: Recognize and apply eye-hand/foot coordination and spatial awareness to the skills and dribbling.
        
        2.3-4.3: Improve stability by keeping the center of gravity over the base of support.
        
        2.3-4.4: Apply the beginning offensive and defensive concepts such as: blocking, shielding, protecting, as well as spatial orientation.
      - 3.3-4: Fitness
        
        3.3-4.1: Maintain continuous aerobic activity for a specified time.
        
        3.3-4.2: Maintain appropriate body alignment during activity.
        
        3.3-4.3: Support, lift, and control body weight in a variety of activities.
        
        3.3-4.4: Regularly participate in physical activity for the purpose of improving one’s personal physical fitness.
        
        3.3-4.5: Describe healthful benefits that result from regular and appropriate participation in physical activity.
        
        3.3-4.6: Participate in appropriate activity that results in the development of muscular strength.
      - 4.3-4: Responsible Behavior
        
        4.3-4.1: Distinguish between compliance and non-compliance with game rules and fair play.
        
        4.3-4.2: Identifies the appropriate safety practices for the chosen activities.
        
        4.3-4.3: Analyze potential risks associated with physical activities.
        
        4.3-4.4: Demonstrate positive ways to resolve conflicts that occur in physical activity settings.
      - 5.3-4: Respect for Differences
        
        5.3-4.1: Appreciate differences and similarities in others during physical activity.
        
        5.3-4.2: Respect persons from different backgrounds and the cultural significance they attribute to various games, dances and physical activity.
        
        5.3-4.3: Celebrate personal successes and achievement as well as those of others.
        
        5.3-4.4: Create a physical activity, which would allow a physically challenged classmate to participate on an equal playing field.
        
        5.3-4.5: Recognizes similarities and differences between dances and activities from different countries.
      - 6.3-4: Benefits of Physical Activity
        
        6.3-4.1: Accept the feelings resulting from challenge and successes in physical activity.
        
        6.3-4.2: Begin to recognize areas for personal and group growth and improvement.
        
        6.3-4.3: Expresses personal satisfaction in his or her accomplishment.
        
        6.3-4.4: Celebrate personal successes and achievements and those of others.
        
        6.3-4.5: Identify activities that are personally interesting.
        
        6.3-4.6: Design games, gymnastics, and dance sequences that demonstrate personal creativity and self-expression.
        
        6.3-4.7: Willingness to accept challenges and explores new activities.
    - Grades: 5-6
      - 1.5-6: Physical Activity
        
        1.5-6.1: Design and perform movement patterns in gymnastics, dance and sport activities that combine traveling, rolling, balancing and weight transfer into smooth, flowing sequences with intentional changes in direction, speed and flow.
        
        1.5-6.2: Throw/strike a ball or object demonstrating both accuracy and distance.
        
        1.5-6.3: Hand/foot dribble while preventing an opponent from stealing the ball.
        
        1.5-6.4: In a small group keep an object continuously in the air without catching it.
        
        1.5-6.5: Throw and catch a ball/object while being guarded by opponents.
        
        1.5-6.6: Participate in small group activities that involve cooperating with others to keep an object away from opponents (basic offensive and defensive strategies).
      - 2.5-6: Human Movement
        
        2.5-6.1: Detects, analyzes and makes adjustments in personal movement patterns.
        
        2.5-6.2: Being able to give and receive critical feedback regarding movement performance.
        
        2.5-6.3: Uses basic offensive and defensive strategies in modified/adapted activities.
        
        2.5-6.4: Recognize the carry-over of general movement skills that can be applied to specific activities.
      - 3.5-6: Fitness
        
        3.5-6.1: Correctly demonstrate activities designed to improve and maintain muscular strength and endurance, flexibility, cardiorespiratory functioning and body composition.
        
        3.5-6.2: Participate in moderate activity for a sustained period of time while maintaining a target heart rate.
        
        3.5-6.3: Recover from moderate activity in an appropriate length of time.
        
        3.5-6.4: Participate daily in some form of health-enhancing physical activity.
        
        3.5-6.5: Identify proper warm up, conditioning, cool down techniques and the reason for using them.
      - 4.5-6: Responsible Behavior
        
        4.5-6.1: Make responsible decisions about the use of time to complete assigned tasks.
        
        4.5-6.2: Includes concerns for safety in self-designed activities.
        
        4.5-6.3: Distinguished between acts of “courage” and reckless acts.
        
        4.5-6.4: Make conscious decisions about applying rules, procedures and etiquette for specific activity situations.
      - 5.5-6: Respect for Differences
        
        5.5-6.1: Recognize the role of games, sports, and dance in getting to know and understand others of like and different cultures.
        
        5.5-6.2: Seek out, participate with and show respect of persons of like and different skill levels.
        
        5.5-6.3: Recognize the attributes that individuals with differences can bring to group activities.
        
        5.5-6.4: Acknowledge differences in the behavior of people of different gender, culture, ethnicity, and disability and seek to learn more about both similarities and differences.
        
        5.5-6.5: Through verbal and nonverbal behavior demonstrates cooperation with peers of different gender, race and ethnicity in a physical activity setting.
      - 6.5-6: Benefits of Physical Activity
        
        6.5-6.1: Recognize that time and efforts are prerequisites for skill improvement and fitness benefits.
        
        6.5-6.2: Appreciate those individuals with higher levels of ability and the effort that it takes to achieve and perform at that level.
        
        6.5-6.3: Identify healthful benefits that result from regular and appropriate participation in various forms of physical activity.
        
        6.5-6.4: Identifying and participating in various physical activities that can be done at home and in other areas of the community.
        
        6.5-6.5: Recognize potential benefits and risks of participating in physical activity.
    - Grades: 7-8
      - 1.7-8: Physical Activity
        
        1.7-8.1: Students will become competent in a variety of, and proficient in a few, physical activities.
        
        1.7-8.2: Perform a variety of dances (e.g., creative dance, aerobic dance, line dance, contemporary, modern, traditional, international, folk, multi-cultural).
        
        1.7-8.3: Consistently throw and catch a ball while guarded by opponents.
        
        1.7-8.4: Combine skills with basic offensive and defensive strategies to participate in modified versions of team and individual sports.
      - 2.7-8: Human Movement
        
        2.7-8.1: Recognize that time and effort is prerequisite for skill improvement.
        
        2.7-8.2: Identify and analyze offensive and defensive strategies in games and sports.
        
        2.7-8.3: Able to describe the key elements in the execution of sport specific skills.
        
        2.7-8.4: Applies the principle of transfer of learning in order to facilitate the learning of a new skill.
        
        2.7-8.5: Accurately identifies the strengths and weaknesses of performance.
      - 3.7-8: Fitness
        
        3.7-8.1: Correctly demonstrate various resistance training techniques.
        
        3.7-8.2: Sustain an aerobic activity, maintaining a target heart rate, to achieve cardiovascular benefits.
        
        3.7-8.3: Strive to improve and/or maintain appropriate body composition.
        
        3.7-8.4: Participate in an individualized fitness program which includes muscular strength, endurance and flexibility.
        
        3.7-8.5: Maintain a daily record of moderate to vigorous physical activity.
        
        3.7-8.6: Describe principles of training and conditioning for specific physical activities.
      - 4.7-8: Responsible Behavior
        
        4.7-8.1: Choose a partner that he or she can work with safely and productively.
        
        4.7-8.2: Identify and follow rules while playing sports and games.
        
        4.7-8.3: Describes personal and group conduct, including ethical behavior, appropriate for engaging in physical activity.
        
        4.7-8.4: Makes choices based on the safety of self and others.
        
        4.7-8.5: Finds positive ways to exert independence and creativity.
        
        4.7-8.6: Handles conflicts that arise with others without confrontation.
        
        4.7-8.7: Considers the consequences when confronted with a behavior choice.
        
        4.7-8.8: Resolves interpersonal conflicts with sensitivity to rights and feelings of others.
        
        4.7-8.9: Collaboratively solves problems by analyzing problems and solutions.
      - 5.7-8: Respect for Differences
        
        5.7-8.1: Respect physical and performance limitations of self and others.
        
        5.7-8.2: Display sensitivity to the feelings of others during interpersonal interactions.
        
        5.7-8.3: Accept differences in the behavior of people of different gender, culture, ethnicity, and disability and seek to learn more about both similarities and differences.
        
        5.7-8.4: Assure inclusion of all students in physical activity regardless of differences and/or challenges.
      - 6.7-8: Benefits of Physical Activity
        
        6.7-8.1: Respect, appreciate and enjoy the aesthetic and creative aspects of physical performance.
        
        6.7-8.2: Desire to continually improve and enhance physical ability and performance.
        
        6.7-8.3: Analyze and categorize physical activities and exercises according to their potential lifetime benefits.
        
        6.7-8.4: Appreciate personal feelings that result from involvement in physical activities.
        
        6.7-8.5: Recognize the physiological, psychological, and social benefits that result from regular participation in physical activity.
        
        6.7-8.6: Understand the importance of establishing a pattern of daily participation in different forms of physical activity.
        
        6.7-8.7: Recognize individual abilities and limitations when determining appropriate goals and personal challenges.
    - Grades: 9-10
      - 1.9-10: Physical Activity
        
        1.9-10.1: Utilizing fundamental movement skills in the execution of a variety of game, sport and dance activities.
        
        1.9-10.2: Demonstrate basic competence and participation in physical activities selected from the following categories: team and individual activities, dance, outdoor pursuits, leisure/lifetime activities, aquatics and cooperative activities.
        
        1.9-10.3: Perform a variety of dance forms with fluency and rhythm.
      - 2.9-10: Human Movement
        
        2.9-10.1: Analyze movement performance using spin and rebound principles in order to learn and improve movement skills.
        
        2.9-10.2: Applies biomechanical concepts and principles to analyze and improve individual performance.
        
        2.9-10.3: Identifies correctly the critical elements for successful performance within the context of the activity.
        
        2.9-10.4: Describes and demonstrates the significance of some basic physiological principles to the development of a personal fitness program.
      - 3.9-10: Fitness
        
        3.9-10.1: Analyze and compare health and fitness benefits derived from various physical activities.
        
        3.9-10.2: Define and determine Maximum Heart Rate and Target Heart Rate, while assessing muscular strength and endurance, flexibility and body composition in order to design and implement an individualized physical fitness program.
        
        3.9-10.3: Participate in a variety of physical activities appropriate for enhancing physical fitness.
      - 4.9-10: Responsible Behavior
        
        4.9-10.1: Participate cooperatively and ethically when in competitive physical activities.
        
        4.9-10.2: Positively acknowledges actions of an opponent.
        
        4.9-10.3: Listens to all sides before taking actions in conflict situations.
        
        4.9-10.4: Keeps the importance of winning and losing in perspective, relative to other established goals of participation.
        
        4.9-10.5: Recognizes elements of fair play, honesty, and ethical behavior in their own performance.
        
        4.9-10.6: Accepts personal responsibility for one’s level of achievement.
        
        4.9-10.7: Explains why and how a rule makes participation safe.
      - 5.9-10: Respect for Differences
        
        5.9-10.1: Discuss the historical roles of games, sports and dance in the cultural life of a population.
        
        5.9-10.2: Enjoys the satisfaction of meeting and cooperating with others of diverse backgrounds during physical activity.
        
        5.9-10.3: Adjust personal performance to accommodate the differences of individuals physical emotional and social characteristics.
        
        5.9-10.4: Recognize students who do not feel included and makes a deliberate effort to involve them into the activity.
      - 6.9-10: Benefits of Physical Activity
        
        6-9-10.4: Desire enjoyment, satisfaction and benefits of regular physical activity.
        
        6.9-10.1: Identify participation factors that contribute to enjoyment and self-expression in physical activity.
        
        6.9-10.2: Enjoy the satisfaction of interacting, cooperating and competing with others physical activity.
        
        6.9-10.3: Appreciating the effort necessary and the positive experiences of working with others to achieve a long-range goal.
        
        6.9-10.5: Appreciate and respect the natural environment while participating in physical activity.
        
        6.9-10.6: Categorize according to their benefits and participation requirements, activities that can be perused in the local community.
        
        6.9-10.7: Recognize that physical activities can provide a positive social atmosphere for interaction with others.
        
        6.9-10.8: Investigate and participate in new activities that can meet individual needs and be pursued throughout one’s life.
    - Grades: K-2
      - 1.K-2: Physical Activity
        
        1.K-2.1: Travel safely in different directions using the varying locomotor skills.
        
        1.K-2.10: Continuously dribble the ball using the hands or feet.
        
        1.K-2.11: Repeatedly jump a self- turned rope.
        
        1.K-2.12: Demonstrate skills of chasing, fleeing and dodging.
        
        1.K-2.2: Combine various travel- ing patterns in response to a variety of rhythms.
        
        1.K-2.3: Roll body smoothly, with- out stopping or hesitating, in forward/sideways directions.
        
        1.K-2.4: Balance demonstrating momentary stillness, in symmetrical and asymetrical shapes with a variety of body parts.
        
        1.K-2.5: Balance with control on stationary objects.
        
        1.K-2.6: Manipulate the body in a stationary fashion while making a variety of shapes.
        
        1.K-2.7: Catch an object effectively.
        
        1.K-2.8: Throw an object (at vary- ing speeds) using a fluid motion.
        
        1.K-2.9: Consistently kick/strike an object with another object or body parts.
      - 2.K-2: Human Movement
        
        2.K-2.1: Use different pathways, levels and speeds demonstrating the various locomotor skills safely.
        
        2.K-2.2: Identify the importance of opposition and follow-through in the development of a mature throw.
        
        2.K-2.3: Identifies ready position, eye contact and absorption of force as critical elements in catching an object.
        
        2.K-2.4: Can identify correct elements of dribbling (e.g., correct position of hand or foot and appropriate force on the ball.)
        
        2.K-2.5: Understand the need for maintaining contracted muscles, a focal point, and the importance of a base of support when balancing.
        
        2.K-2.6: Identify tracking of the rope, rhythm and timing, pace/speed, and turning the rope with a fluid motion as critical elements in the successful performance of jumping rope.
      - 3.K-2: Fitness
        
        3.K-2.1: Sustain moderate physical activity for longer periods of time while in physical education and/or on the playground.
        
        3.K-2.2: Strive to participate daily in some form of physical activity.
        
        3.K-2.3: Identify changes in the body during physical activity.
        
        3.K-2.4: Supports body weight for climbing, hanging, and momentarily taking weight on hands.
      - 4.K-2: Responsible Behavior
        
        4.K-2.1: State guidelines and behavior for the safe use of equipment and apparatus.
        
        4.K-2.2: Identify appropriate behaviors for participating with others in physical activity.
        
        4.K-2.3: State reasons for safe and controlled movements.
        
        4.K-2.4: Share space and equipment with others in physical activity settings.
        
        4.K-2.5: Respond appropriately to reinforcement of classroom and activity specific rules.
        
        4.K-2.6: Stops activity when signaled to do so.
        
        4.K-2.7: Accept the feelings resulting from challenges, successes and failures in physical activity.
      - 5.K-2: Respect for Differences
        
        5.K-2.1: Be considerate and treat others with respect in physical activity settings.
        
        5.K-2.2: Play and cooperate with others regardless of personal differences.
        
        5.K-2.3: Identify ways in which all students might be included in an activity.
        
        5.K-2.4: Participate in games, dances and other activities from various cultural and ethnic backgrounds.
      - 6.K-2: Benefits of Physical Activity
        
        6.K-2.1: Recognize that skill development requires practice.
        
        6.K-2.2: Recognize and acknowledge that many different feelings can result from participation in physical activity, (i.e., excitement, anger, frustration, joy, and anxiety.)
        
        6.K-2.3: Derive enjoyment through participation in physical activity either alone or with others.
        
        6.K-2.4: Appreciating the benefits that accompany cooperation and sharing.
        
        6.K-2.5: Utilize physical activity as a channel for imagination, self- expression and creativity.
        
        6.K-2.6: Look forward to new physical activity experiences.
  - Science (2001)
    - Grades: 3-4
      - 1.3-4: Nature of Science
        
        1.3-4.1: Be open-minded and willing to modify opinions based upon evidence.
        
        1.3-4.2: Design and conduct (both in groups and individually) simple experiments, keep accurate records of their findings, and communicate their findings to others using graphs, charts, maps, oral and written reports.
        
        1.3-4.3: Use evidence and logical reasoning as a basis for decision making.
        
        1.3-4.4: Recognize that scientists’ explanations about what happens in the world come partly from what they observe and partly from what they assume to be true.
        
        1.3-4.5: Recognize that sometimes scientists have different explanations for the same set of observations, which usually leads to additional observations to resolve the differences.
        
        1.3-4.6: Recognize that measuring instruments can be used to gather accurate information for making scientific comparisons of objects and events and for designing and constructing things that will work properly.
        
        1.3-4.7: Use appropriate technology for measurement and calculation.
        
        1.3-4.8: Recognize that science is not finished for there is still much more to be understood.
      - 2.3-4: History of Science
        
        2.3-4.1: Recognize that scientific ideas have changed over time.
        
        2.3-4.2: Understand that scientific investigations often raise questions which lead to new investigations.
        
        2.3-4.3: Recognize that a knowledge of the history of science, knowing what scientists have already done, can help scientists decide what needs to be studied next.
      - 3.3-4: Science and Technology
        
        3.3-4.1: Describe the role and use of technological devices in everyday life.
        
        3.3-4.2: Recognize that technological solutions to specific problems can sometimes create new and unexpected problems.
        
        3.3-4.3: Understand that technology enables scientists and others to observe the world.
        
        3.3-4.4: Identify alternative strategies to solve existing and potential environmental or technological problems.
        
        3.3-4.5: Recognize that technology extends the ability of people to change the world.
        
        3.3-4.6: Identify careers that use science and technology. Describe how increasingly sophisticated technology is used to learn about the Earth and the universe.
        
        3.3-4.7: Understand that new technologies (a new instrument or device) allow scientists to conduct investigations that were not previously possible.
      - 4.3-4: Astronomy
        
        4.3-4.1: Know that the patterns of stars in the sky appear to stay the same, although they appear to move across the sky nightly, and that different star patterns (constellations) can be seen at different seasons.
        
        4.3-4.2: Understand that telescopes magnify the appearance of the Moon and planets.
        
        4.3-4.3: Recognize that information and photographs from orbiting spacecraft have added to our knowledge of the earth and the universe.
        
        4.3-4.4: Know that the Earth is one of several planets that orbit the Sun, and that the Moon orbits the Earth.
        
        4.3-4.5: Know that stars are like the Sun, some being smaller and some larger, but they are at such great distances that they look like points of light.
        
        4.3-4.6: Recognize that the rotation of the Earth on its axis every 24 hours produces the night and day cycle.
      - 5.3-4: Geology and Natural Resources
        
        5.3-4.1: Classify rocks according to a number of attributes such as color, texture, layering, particle size, and reactions with weak acids.
        
        5.3-4.2: Explain that soil is made partly from weathered rock, partly from plant and animal remains, and also contains living organisms.
        
        5.3-4.3: Explain how the energy in fossil fuels such as oil, coal, and gas comes indirectly from the Sun.
        
        5.3-4.4: Identify major sources of water.
        
        5.3-4.5: Recognize that some energy sources cause more pollution than others.
        
        5.3-4.6: Give examples of ways energy consumption can be reduced.
      - 6.3-4: Oceanography
        
        6.3-4.1: Recognize that three-quarters of the surface of the Earth is covered by water.
        
        6.3-4.2: Describe the sea as an important part of the water cycle.
        
        6.3-4.3: Identify plankton as a basic food supply for many forms of sea life.
      - 7.3-4: Meteorology
        
        7.3-4.1: Know that the Earth is covered by a layered atmosphere.
        
        7.3-4.2: Compare forms of hazardous weather (including hurricanes, high winds, tornadoes, floods, blizzards, freezing rain and droughts) and their effects on humans and the land.
        
        7.3-4.3: Understand that there are patterns to weather as well as to seasons.
        
        7.3-4.4: Recognize that the Earth has regions of different climates.
        
        7.3-4.5: Describe the Sun as the source of energy that causes weather to change.
      - 8.3-4: Earth History and Dynamics
        
        8.3-4.1: Describe how waves, wind, water, and ice shape and reshape the Earth’s land surface by eroding rock and soil in some areas and depositing them in other areas.
        
        8.3-4.2: Describe how landforms can change as a result of geological activities such as volcanic eruptions, earthquakes, floods, etc.
        
        8.3-4.3: Identify ways in which evidence of ancient life has been preserved.
      - 9.3-4: Characteristics of Living Things
        
        9.3-4.1: Describe how a variety of organisms, such as producers, consumers, and decomposers, obtain their basic needs.
        
        9.3-4.2: Explain that some source of energy is needed for all organisms to stay alive and grow.
        
        9.3-4.3: Compare and group living and non-living materials based on their similarities.
        
        9.3-4.4: Recognize that all living things, from simple cells to multicellular organisms, share basic characteristics and requirements.
        
        9.3-4.5: Employ different ways to classify organisms into groups using a variety of common features.
        
        9.3-4.6: Recognize that living things often have specialized sensory organs that help them gather information about their environments.
      - 10.3-4: Cells, Genetics, Evolution
        
        10.3-4.1: Know that living things are composed of cells, which are the fundamental units of life.
        
        10.3-4.2: Understand that organisms that are alive on the Earth today are both similar to and different from organisms that have become extinct.
        
        10.3-4.3: Understand that when living things reproduce, they transfer genetic information from one generation to the next.
        
        10.3-4.4: Recognize that individuals of the same species may differ in some characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.
        
        10.3-4.5: Describe the life cycle of familiar organisms.
      - 11.3-4: Ecosystems
        
        11.3-4.1: Explain how organisms interact with other organisms in different environments.
        
        11.3-4.2: Identify anatomical and behavior adaptations which allow organisms to survive in specific environments.
        
        11.3-4.3: Explain that the features of living things can be good indicators of their role and place in an ecosystem.
      - 12.3-4: Human Biology
        
        12.3-4.1: Recognize that humans and other living things contain systems (such as respiration and digestion) that enable them to carry on basic life processes.
      - 13.3-4: Issues in Bioethics
        
        13.3-4.1: Know that scientists in their search for knowledge are guided by values such as honesty, fairness, and cooperation, which are also important in everyday living.
        
        13.3-4.2: Understand that new scientific discoveries and advancements can lead to new benefits for humankind, but also may create unexpected problems of harmful side effects.
        
        13.3-4.3: Recognize that scientists seek truth about the natural world.
      - 14.3-4: Structure of Matter
        
        14.3-4.1: Recognize that water can exist as a gas in the air and can reappear as a liquid or as a solid if cooled below the freezing point of water.
        
        14.3-4.2: Recognize that air has weight, is a mixture of gases, and can be compressed and may include water vapor, liquids, and solid particles.
        
        14.3-4.3: Recognize that materials may be composed of parts too small to be seen without magnification.
        
        14.3-4.4: Gather data to show that the mass of a whole object is equal to the sum of the masses of its parts.
        
        14.3-4.5: Recognize that many substances can exist in different states „o solid, liquid and gaseous „o and substances can be changed from one state to another by adding or removing heat.
        
        14.3-4.6: Demonstrate that when substances change from one state to another such as from a liquid to a solid, the total mass remains unchanged.
        
        14.3-4.7: Recognize that when a new material is made by combining two or more materials, it may have properties that are different from those of the original materials.
      - 15.3-4: Reactions and Interactions
        
        15.3-4.1: Identify physical changes as changes in state or form.
        
        15.3-4.2: Recognize that a chemical change occurs when substances interact to form new materials with properties that differ from those of the original substances.
        
        15.3-4.3: Create and separate mixtures.
      - 16.3-4: Force and Motion
        
        16.3-4.1: Give examples of some forces that can change the motion of objects without touching them.
        
        16.3-4.2: Recognize that the motion of an object can be described as a change in the position of the object with respect to another object or background.
        
        16.3-4.3: Understand that there are different types of simple machines.
      - 17.3-4: Energy Sources and Transformations
        
        17.3-4.1: Explain how the energy in fossil fuels such as oil, coal, and gas comes indirectly from the Sun.
        
        17.3-4.2: Describe various forms of energy such as light, heat, electrical, chemical, kinetic, and cite examples of the change of one form into another.
        
        17.3-4.3: Demonstrate that heating and cooling can cause changes in the properties of materials.
        
        17.3-4.4: Demonstrate that when warmer objects are placed with cooler ones, the temperature of the objects will move toward a common intermediate temperature.
        
        17.3-4.5: Identify conductors of electricity and heat.
      - 18.3-4: Heat and Temperature
        
        18.3-4.1: Recognize that some materials conduct heat better than others, and that poor conductors (insulators) can reduce heat loss.
      - 19.3-4: Magnetism and Electricity
        
        19.3-4.1: Know that magnets can attract such metals as iron, nickel and steel, and can attract or repel other magnets depending on how the magnets are positioned near each other.
      - 20.3-4: Sound and Light
        
        20.3-4.1: Recognize that sounds can be varied by making changes to the objects emitting the sound.
        
        20.3-4.2: Demonstrate that sound is produced by vibrating objects.
        
        20.3-4.3: Recognize that primary colors of light can be mixed to create other colors.
        
        20.3-4.4: Demonstrate that light has a number of properties such as color, brightness, and direction of travel.
        
        20.3-4.5: Demonstrate that light can be absorbed, reflected, transmitted, and bent using mirrors and lenses.
    - Grades: 5-8
      - 1.5-8: Nature of Science
        
        1.5-8.1: Conduct scientific investigations which generally involve the collection of relevant evidence, the use of logical reasoning, and creativity in devising hypotheses and explanations to make sense of the evidence.
        
        1.5-8.2: Evaluate the strengths and weaknesses of claims, arguments or data.
        
        1.5-8.3: Recognize that a variety of experimental designs and strategies can be developed to answer the same question.
        
        1.5-8.4: Accept that scientific inquiry is open-ended and that scientific findings are often revised in the light of new knowledge.
        
        1.5-8.5: Use scientific knowledge and ways of thinking in personal decision making.
        
        1.5-8.6: Use appropriate technology to measure and calculate, as well as to organize and communicate data.
        
        1.5-8.7: Identify and control variables in experimentation.
      - 2.5-8: History of Science
        
        2.5-8.1: Recognize important contributions to the advancement of science, mathematics, and technology that have been made by men and women, in different cultures, at different times.
        
        2.5-8.2: Understand that scientific discoveries are influenced by technological demands, competition, controversy, world events, personalities, and societal issues.
        
        2.5-8.3: Recognize that scientists and engineers are valuable contributors to society.
        
        2.5-8.4: Recognize that throughout history, it has been difficult for scientific innovators to break through the preconceptions of their time to reach conclusions which today seem obvious.
      - 3.5-8: Science and Technology
        
        3.5-8.1: Investigate and describe human uses of renewable and non-renewable resources.
        
        3.5-8.10: Understand that engineers, architects, and others who engage in design of technology use scientific knowledge to solve practical problems.
        
        3.5-8.11: Describe how increasingly sophisticated technology is used to learn about the natural world.
        
        3.5-8.2: Explain inter-relationships between science and technology.
        
        3.5-8.3: Describe how the use of technology can contribute to the solution of an individual or community problem.
        
        3.5-8.4: Recognize that science and technology cannot solve every problem faced by society.
        
        3.5-8.5: Describe how people use science and technology in their professions.
        
        3.5-8.6: Identify and analyze ways in which advances in science and technology have each affected the other as well as society.
        
        3.5-8.7: Recognize that issues related to science, technology, and society are often complex and involve risk/benefit trade-offs.
        
        3.5-8.8: Understand that scientific advances may be misused and developed into technologies that have negative consequences.
        
        3.5-8.9: Identify technological advances that are reported in the media.
      - 4.5-8: Astronomy
        
        4.5-8.1: Understand that to people living on the Earth, the 24-hour period of rotation of the Earth makes it seem as though the Sun, Moon, planets and stars are orbiting the Earth once a day.
        
        4.5-8.2: Recognize that the Sun is a medium-sized star located near the edge of a disk-shaped galaxy of stars, and that the universe contains many millions of galaxies, and each galaxy contains many billions of stars.
        
        4.5-8.3: Describe the solar system as consisting of nine planets different in size, composition and surface features which all revolve around the Sun in elliptical orbits.
        
        4.5-8.4: Understand that the Moon’s orbit around the Earth changes how much of the lighted portion of the Moon can be seen from the Earth.
        
        4.5-8.5: Realize that the planets change their positions against the background of stars.
        
        4.5-8.6: Recognize that the mutual gravitational attraction of the Earth, Moon and Sun produces the ocean’s tides.
      - 5.5-8: Geology and Natural Resources
        
        5.5-8.1: Describe how sediments of sand and smaller particles (sometimes containing the remains of organism) are buried and are cemented together by dissolved minerals and compacted to form solid rock again.
        
        5.5-8.2: Use maps to identify land features and their location.
        
        5.5-8.3: Recognize that water falling to the Earth flows over the surface as run-off and collects in ocean basins, rivers, lakes, ice caps, and underground.
        
        5.5-8.4: Recognize that water stored underground (sub-surface and water stored above ground (surface) form a continuum, each supplying water to the other.
      - 6.5-8: Oceanography
        
        6.5-8.1: Recognize that the five major oceans- Pacific, Atlantic, Indian, Arctic, and Antaractic are all part of one great sea.
        
        6.5-8.2: Recognize that finfish and shellfish are harvested for human consumption and represent an important source of protein.
        
        6.5-8.3: Describe whales and dolphins as intelligent marine mammals.
      - 7.5-8: Meteorology
        
        7.5-8.1: Recognize how the cycling of water in and out of the atmosphere plays an important role in determining climate patterns and is responsible for constantly changing the phase and location of water.
        
        7.5-8.2: Explain that wind results from unequal heating of the Earth’s surface.
        
        7.5-8.3: Construct simple weather instruments to measure air pressure and humidity.
        
        7.5-8.4: Identify causes of thunderstorms, tornadoes, hurricanes and winter storms and describe the impact of these storms on human activities.
        
        7.5-8.5: Recognize that high pressure areas are usually associated with clear dry weather and low-pressure areas are often associated with precipitation.
        
        7.5-8.6: Describe and explain the reasons for the distribution of climates around the world.
      - 8.5-8: Earth History and Dynamics
        
        8.5-8.1: Understand that the extinction of a species occurs when the species is not able to adapt to environmental changes.
        
        8.5-8.2: Know that the many thousands of layers of sedimentary rock provide evidence for the history of the Earth and its changing life forms.
        
        8.5-8.3: Explain how rock buried deep enough may be reformed by pressure and heat into different kinds of rock and minerals.
        
        8.5-8.4: Recognize that the movement of heat and materials within the Earth causes earthquakes and volcanic eruptions.
        
        8.5-8.5: Describe the formation and movement of glaciers.
        
        8.5-8.6: Recognize that some changes in the Earth’s surface such as earthquakes and volcanic eruptions are abrupt, while other changes happen very slowly.
      - 9.5-8: Characteristics of Living Things
        
        9.5-8.1: Understand that green plants use the process of photosynthesis to manufacture food.
        
        9.5-8.2: Understand that while most living things are composed of cells, there are other things such as viruses that are difficult to identify as living or non-living.
        
        9.5-8.3: Describe the major distinctions among the kingdoms of living things.
        
        9.5-8.4: Describe ways in which internal and eternal body structure contribute to an organism’s ability to carry out life functions and processes.
        
        9.5-8.5: Describe and analyze ways in which scientists determine the relatedness of organisms.
      - 10.5-8: Cells, Genetics, Evolution
        
        10.5-8.1: Understand that each organism carries a set of instructions (genes) for specifying the characteristics of the organism.
        
        10.5-8.2: Identify similarities and differences that characterize different types of cells.
        
        10.5-8.3: Recognize the tissues and organs in multicellular organisms are made of specialized groups of cells which work together to perform specific functions.
        
        10.5-8.4: Understand that a cell reproduces through divisions, resulting in growth, replacement, and repair.
        
        10.5-8.5: Explain that differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors.
        
        10.5-8.6: Understand that the basic idea of biological evolution is that the Earth’s present-day species developed from earlier species.
        
        10.5-8.7: Understand that the extinction of a species occurs when the species is not able to adapt to environmental changes.
      - 11.5-8: Ecosystems
        
        11-5-8.6: Explain how human activities have altered the Earth’s land, oceans, and atmosphere.
        
        11.5-8.1: Describe the roles of producers, consumers and decomposers in an ecosystem and provide specific examples of each.
        
        11.5-8.2: Explain the need for sunlight and other abiotic factors such as water and air in an ecosytem.
        
        11.5-8.3: Explain that while matter is recycled in an ecosystem, there is a one-way flow of energy in ecosystems.
        
        11.5-8.4: Explain that the number and variety of organisms and populations are dependent on the resources and physical factors of their environments.
        
        11.5-8.5: Explain how both organisms and ecosystems can change if the physical conditions of an ecosystem change.
      - 12.5-8: Human Biology
        
        12.5-8.1: Describe the basic structure and function of human organ systems.
        
        12.5-8.2: Explain the effects of disease on the ability of organisms to carry out essential life functions.
      - 13.5-8: Issues in Bioethics
        
        13.5-8.1: Recognize that science flourishes in a free and open environment.
        
        13.5-8.2: Understand that scientists strive to understand the natural world by using such methods as observation, experimentation, and logical and original thinking.
        
        13.5-8.3: Recognize that the values and cultural perspectives of individuals and groups can influence their views and positions concerning scientific, technological, and bioethical issues.
      - 14.5-8: Structure of Matter
        
        14.5-8.1: Use physical and chemical properties to classify and describe matter in terms of elements, compounds, mixtures, atoms, and molecules.
        
        14.5-8.2: Demonstrate that the kinetic molecular model of matter is useful in describing the structure and properties of solid, liquids, and gases.
        
        14.5-8.3: Recognize that all matter is made up of atoms which are too small to be seen directly through the microscope, but that indirect evidence can be used to construct a useful model of the atom.
        
        14.5-8.4: Demonstrate that some properties (such as mass and volume) depend on the amount of material and some properties (such as density, melting point, and boiling point) are independent of the amount of material.
        
        14.5-8.5: Describe the nature of atoms and that they combine to form molecules.
        
        14.5-8.6: Recognize that elements are arranged and grouped in the Periodic Table based on their properties.
        
        14.5-8.7: Describe the properties of elements, compounds, and molecules.
        
        14.5-8.8: Distinguish among solids, liquids, and gases in terms of the molecular motion of particles.
      - 15.5-8: Reactions and Interactions
        
        15.5-8.1: Recognize that air exerts pressure and expands and contracts in relation to temperature.
        
        15.5-8.2: Show that, while the quantity of matter is conserved, changes in matter can result in the formation of new materials.
        
        15.5-8.3: Show that features such as temperature and acidity of a solution can influence reaction rates.
      - 16.5-8: Force and Motion
        
        16.5-8.1: Recognize that objects other than the earth exert gravitational forces.
        
        16.5-8.2: Compare and contrast the concepts of speed and acceleration.
        
        16.5-8.3: Illustrate that objects at rest remain at rest and objects in motion remain in motion unless acted upon by an external force.
        
        16.5-8.4: Recognize that acceleration of an object is proportional to the net force on the object.
        
        16.5-8.5: Recognize that the acceleration of an object subject to constant force is inversely proportional to the mass of the object.
      - 17.5-8: Energy Sources and Transformations
        
        17.5-8.1: Know that water changes form as a result of energy transfer.
        
        17.5-8.2: Recognize that water vapor condenses out of cooling air.
        
        17.5-8.3: Understand that as water condenses, evaporates, melts or freezes, h eat is transferred, and that this heat transfer impacts weather phenomena.
        
        17.5-8.4: Recognize that energy cannot be created or destroyed.
        
        17.5-8.5: Recognize that energy exists in many forms and the energy can be transformed from one form to another.
        
        17.5-8.6: Understand that all physical changes, including changes of state, require energy.
        
        17.5-8.7: Classify various forms of energy as either kinetic or potential.
      - 18.5-8: Heat and Temperature
        
        18.5-8.1: Recognize that atoms and molecules are perpetually in motion and that as the temperature of a substance increases, the average energy of motion also increases.
        
        18.5-8.2: Demonstrate that heat can be transferred by convection, conduction, and radiation.
      - 19.5-8: Magnetism and Electricity
        
        19.5-8.1: Recognize that electric currents and magnets can exert forces on each other.
        
        19.5-8.2: Understand that a complete circuit is necessary in order for an electric current to flow.
      - 20.5-8: Sound and Light
        
        20.5-8.1: Understand that many artificial satellites now orbit the Earth and are used for a variety of purposes.
        
        20.5-8.2: Recognize that the Sun produces energy in a range of wavelengths within the electromagnetic spectrum.
        
        20.5-8.3: Identify evidence that waves can transfer energy between two points.
        
        20.5-8.4: Compare and contrast different forms of electromagnetic forms of radiation.
    - Grades: 9-12
      - 1.9-12: Nature of Science
        
        1.9-12.1: Gather and synthesize information concerning a problem.
        
        1.9-12.2: Generate and revise hypotheses based upon empirical data and the requirements of logical reasoning.
        
        1.9-12.3: Interpret the results of experimentation using statistical reasoning.
        
        1.9-12.4: Critique scientific experiences or research by seeking possible sources of bias in the experimental design and in the analysis of data.
        
        1.9-12.5: Suggest alternative ways of drawing conclusions from data and criticize arguments in which data, explanations, or conclusions are represented as the only ones worthy of consideration, with no mention of other possibilities.
        
        1.9-12.6: Prepare and present oral and written scientific reports that communicate in a logical sequence the process, results and validity of scientific experiments and research.
        
        1.9-12.7: Understand the mathematical models and computer simulations are used in studying evidence from many sources in order to form more comprehensive scientific account of the universe.
      - 2.9-12: History of Science
        
        2.9-12.1: Recognize that many Western as well as non- Western cultures have developed scientific ideas and solved human problems through technology.
        
        2.9-12.2: Recognize that science advances in two ways: usually by incremental changes to existing knowledge and sometimes by major breakthroughs that drastically alter the way we look at phenomena.
        
        2.9-12.3: Recognize that there are advances in science and technology that have important and long- lasting effects on science and society.
        
        2.9-12.4: Recognize that the study of scientific explanations throughout history demonstrates how scientific knowledge evolves over time, almost always building on earlier knowledge.
      - 3.9-12: Science and Technology
        
        3.9-12.1: Analyze benefits, limits, costs, and consequences involved in using technology or resources.
        
        3.9-12.2: Analyze how the introduction of new technology has affected or could affect human activity.
        
        3.9-12.3: Recognize that technological innovations may produce unanticipated problems of their own.
        
        3.9-12.4: Recognize that science and technology often develop faster than society can comprehend their ethical implications.
        
        3.9-12.5: Explore the scientific and technological aspect of contemporary problems.
        
        3.9-12.6: Understand that science strives to understand the natural world and seeks explanations for natural phenomena while technology seeks solutions to human problems and needs.
        
        3.9-12.7: Apply their knowledge and understanding of chemical and physical interactions to explain present and anticipated technologies.
        
        3.9-12.8: Recognize that technological problems often create a demand for new scientific knowledge while new technologies make it possible for scientists to extend their research in new ways or to undertake entirely new lines of research.
      - 4.9-12: Astronomy
        
        4.9-12.1: Understand that the stars differ from each other in size, temperature, and age, but they appear to be made up of the same elements that are found on the Earth and appear to behave according to the same physical principles.
        
        4.9-12.2: Recognize that orbiting instruments such as the Hubble Telescope provide information about the universe that could not be gathered from the Earth’s surface.
        
        4.9-12.3: Recognize that the solar system is part of a constantly changing universe in which stars are constantly born, change, and die.
        
        4.9-12.4: Understand that light from a star takes a very long time to reach the Earth, thereby representing its past location.
        
        4.9-12.5: State that on the basis of scientific evidence, the universe is expanding and is estimated to be well over 15 billion years old.
        
        4.9-12.6: Explain how the inclination of the Earth’s axis affects the seasons, amount of daylight and the altitude of the Sun in the sky.
      - 5.9-12: Geology and Natural Resources
        
        5.9-12.1: Interpret geological features within their community and state.
        
        5.9-12.2: Recognize that fresh water is limited in supply and can be depleted or polluted, becoming unavailable or unsuitable for life.
        
        5.9-12.3: Discuss the potential impact on human activities, global warming and ozone depletion.
        
        5.9-12.4: Analyze the costs, benefits, alternatives, and consequences of natural resource exploration, development, and consumption.
      - 6.9-12: Oceanography
        
        6.9-12.1: Recognize that the ocean is a complex system containing important chemicals which cycle through other Earth systems over various periods of time.
        
        6.9-12.2: Identify that the photosynthetic activity of marine, plankton regenerates much of oxygen found in the atmosphere of the Earth.
        
        6.9-12.3: Relate ocean currents and winds to the transport heat energy from equatorial waters to other regions and the effect on global weather patterns.
        
        6.9-12.4: Describe effects of oil spills, sewage outfalls, agricultural runoff, and industrial wastes as potentially harmful to the oceans.
      - 7.9-12: Meteorology
        
        7.9-12.1: Describe how the oceans absorb and release heat that moderates the Earth’s climate.
        
        7.9-12.2: Recognize that rising air expands and decrease in temperature, while sinking air compresses and increases in temperature and that this phenomenon has a great impact on local weather and global climates.
        
        7.9-12.3: Describe fronts as boundaries between air masses and recognize their association with different weather patterns.
        
        7.9-12.4: Explain the patterns of distributions of different climates as a function of latitude and the Earth’s physical features.
        
        7.9-12.5: Discuss cyclone, hurricane, thunderstorm and tornado formation as both weather phenomenon and vehicles for the transfer of heat energy.
        
        7.9-12.6: Create weather forecasts from data collected from various sources including classroom instruments, television, newspapers, NOAA radio, and information from sources via computer.
      - 8.9-12: Earth History and Dynamics
        
        8.9-12.1: Illustrate how the formation, weathering, sedimentation, and reformation of rock constitute a continuing “rock cycle”.
        
        8.9-12.2: Describe how geological time can be determined using evidence from fossils, rock sequences, and radiometric dating.
        
        8.9-12.3: Recognize that water is an erosional force that can rapidly or slowly change the landscape.
        
        8.9-12.4: Explain that the lithosphere consists of separate plates that ride on a denser, hot, gradually deformable layer of the Earth that releases energy and brings new materials to the Earth’s surface.
        
        8.9-12.5: Explain that a theory of plate tectonics is supported by geophysical, structural and paleontological evidence.
        
        8.9-12.6: Explain interactions between the Earth’s lithosphere, hydrosphere, atmosphere, and biosphere.
      - 9.9-12: Characteristics of Living Things
        
        9.9-12.1: Describe the process of photosynthesis and its importance to sustaining life on the Earth.
        
        9.9-12.2: Classify a given organism using a taxonomic key.
        
        9.9-12.3: Design a taxonomic key which can be used by others to group organisms.
        
        9.9-12.4: Explain energy use in organisms in terms of chemical bonds and metabolic processes, such as photosynthesis and cellar respiration.
        
        9.9-12.5: Explain how representative organisms in different phyla are able to maintain a stable internal environment (homeostasis).
      - 10.9-12: Cells, Genetics, Evolution
        
        10.9-12.1: Understand the role of the cell membrane in controlling materials entering and leaving the cell.
        
        10.9-12.2: Understand that there are specialized structures in the cell used for energy capture and release.
        
        10.9-12.3: Know that cell behavior can be influenced by other cells, chemicals, or other organisms.
        
        10.9-12.4: Describe the processes and results of mitosis and meiosis.
        
        10.9-12.5: Know that cells function in a narrow range of physical conditions, such as temperature and pH, to carry out life functions that help them maintain themselves (homeostasis).
        
        10.9-12.6: Understand that solar energy input is necessary for most life.
        
        10.9-12.7: Describe Mendel’s laws of segregation and independent assortment and demonstrate their action in the genetic composition (genotypes) of first and second generation offspring from a simple dehybrid cross.
        
        10.9-12.8: Understand how fossil, anatomical, molecular, and other observable forms of evidence provide support for the theory of natural selection.
        
        10.9-12.9: Recognize that basic life processes such as photosynthesis and respiration occur at the cellular level.
        
        10.9-12.10: Explain that the structure and function of cells depends on proteins which are made of specific sequences of amino acids coded by the DNA that is unique to each individual.
        
        10.9-12.11: Recognize that while viruses lack the standard cellular structure, they have the genetic material to invade living cells.
        
        10.9-12.12: Understand that the present diversity of life is the result of natural selection and other evolutionary processes that have been at work for long periods of time.
        
        10.9-12.13: Explain how evolutionary relationships among organisms can be inferred from DNA and protein sequences.
        
        10.9-12.14: Recognize that changes in the types of species on the Earth may have occurred either gradual or through sudden bursts of major change (punctuated equilibrium).
        
        10.9-12.15: Describe scientific theories for the origin of and the evidence to support the theories.
        
        10.9-12.16: Compare and contrast asexual and sexual production.
        
        10.9-12.17: Explain how new heritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells.
        
        10.9-12.18: Understand that the technology of modern molecular biology allows scientists to analyze, isolate and alter genes, and this ability helps scientists in the analysis and treatment of certain diseases.
      - 11.9-12: Ecosystems
        
        11.9-12.1: Describe the movements of matter and energy through different levels of organization of living systems and show how matter and energy are transformed and conserved.
        
        11.9-12.2: Explain the differences of the earth’s major biomes in terms of both climate and organisms.
        
        11.9-12.3: Describe why diversity in a species is important for its survival in a changing environment.
        
        11.9-12.4: Explain the preservation of the Earth’s biological diversity is critical to the future of human beings and other living things.
        
        11.9-12.5: Describe how the physical and chemical properties of water affect the environment and life.
        
        11.9-12.6: Explain that the distribution and abundance of organisms and populations in ecosystems are ultimately governed by the availability of matter and energy and the ability of the ecosystem to recycle organic materials.
      - 12.9-12: Human Biology
        
        12.9-12.1: Describe some similarities and differences between human beings and other primates.
      - 13.9-12: Issues in Bioethics
        
        13.9-12.1: Explain ways in which humans can minimize their impact on biomes.
        
        13.9-12.2: Recognize that bioethical decisions often come down to a question of values or determining priorities of competing values.
        
        13.9-12.3: Recognize that the evaluation of bioethical issues requires the same critical thinking skill and respect for empirical evidence that scientists use in their pursuit of science.
      - 14.9-12: Structure of Matter
        
        14.9-12.1: Understand that the matter making up living things is the same matter found in the physical world.
        
        14.9-12.2: Explain how the chemical and physical properties of substances are related to their atomic and molecular structures.
        
        14.9-12.3: Use the Periodic Tables to predict common properties of elements.
        
        14.9-12.4: Recognize that energy is released whenever the nuclei of heavy atoms split.
        
        14.9-12.5: Describe the nature of atoms and how they combine to form molecules.
        
        14.9-12.6: Describe how energy changes can be related to structural processes and modifications at the atomic and molecular level.
        
        14.9-12.7: Recognize that energy changes in atoms and molecules occur in fixed increments.
        
        14.9-12.8: Explain how radiation and matter interact in terms of the absorption and emission of energy by individual atoms, molecules, and their aggregates.
      - 15.9-12: Reactions and Interactions
        
        15.9-12.1: Recognize that rising air expands and decreases in temperature, while sinking air compresses increases in temperature and that this phenomenon has a great impact on local weather and global climates.
        
        15.9-12.2: Give examples which show that changes in pressure, temperature, or volume of a gas results in predictable changes in either or both the other properties.
        
        15.9-12.3: Use chemical formulas and equations to obtain and communicate information about chemical changes.
        
        15.9-12.4: Recognize that the ability of a reaction to occur and the extent to which it proceeds depends on the relative stability of the reactants compared to the products and the conditions under which reaction occurs.
        
        15.9-12.5: Understand and apply mathematical concepts explore and describe chemical changes.
        
        15.9-12.6: Describe how energy changes can be related structural processes and modifications at the atomic and molecular level.
      - 16.9-12: Force and Motion
        
        16.9-12.1: Understand that every object exerts a gravitational force on every other object.
        
        16.9-12.2: Demonstrate that objects have inertia and momentum.
        
        16.9-12.3: Describe the motion of objects by using the concepts of distance, time, speed, velocity, and acceleration.
        
        16.9-12.4: Illustrate that changes in the speed and direction of an object are due to forces which have magnitude and direction.
        
        16.9-12.5: Explain that gravitational force is an attraction between two masses and is proportional to the product of the masses, and weakens with the square of distance between the masses.
        
        16.9-12.6: Explain that like electric charges repel one another and unlike charges attract each other with a force that is proportional to the product of the charges and weakens with the square of distance between the charges.
        
        16.9-12.7: Compare and contrast the relative strengths and ranges of the four fundamental forces: gravitation, electromagnetic, strong nuclear and weak nuclear.
      - 17.9-12: Energy Sources and Transformations
        
        17.9-12.1: Describe how the oceans absorb and release heat that moderates the Earth’s climate.
        
        17.9-12.2: Explain that although energy changes into different forms within a closed system, the total amount of energy remains unchanged, while the amount of useful energy is decreased.
        
        17.9-12.3: Describe the nature of different types of waves, how they are produced, and how they transfer energy.
        
        17.9-12.4: Explain how the interactions between various energy forms and matter can produce physical, chemical, and nuclear transformation.
        
        17.9-12.5: Recognize that energy is released whenever the nuclei of heavy atoms split.
        
        17.9-12.6: Identify evidence that waves can transfer energy between two points.
        
        17.9-12.7: Identify energy transformations that occur in various systems and recognize that heat is a by-product of many energy transformations.
        
        17.9-12.8: Observe, measure, and represent mathematical the changes of the various energy forms taking place during the physical and chemical transformation of substances.
        
        17.9-12.9: Recognize that energy changes in atoms and molecules occur in fixed increments.
        
        17.9-12.10: Know that a simple definition of “energy” is “the ability to do work.”
        
        17.9-12.13: Compare and contrast the processes, energies and uses of nuclear fission and fusion.
        
        17.9-12.11.: Evaluate a variety of physical situations using energy transformations and the principle of conservation of energy.
        
        17.9-12.12.: Illustrate the random nature, predictability, products, and importance of the radioactive decay processes of unstable.
      - 18.9-12: Heat and Temperature
        
        18.9-12.1: Understand that as water condenses, evaporates, melts, or freezes, heat is transferred, and that heat transfer impacts weather phenomena.
        
        18.9-12.2: Recognize that heat is related to the disordered motion of atoms or molecules.
        
        18.9-12.3: Understand that the total amount of disorder (entropy) in the universe is increasing.
      - 19.9-12: Magnetism and Electricity
        
        19.9-12.1: Understand the differences in the flow of electrical energy in conductors, semi- conductors and insulators.
        
        19.9-12.2: Demonstrate that moving charges produce magnetic fields.
        
        19.9-12.3: Demonstrate that changing magnetic fields can cause electric currents in conductors.
        
        19.9-12.4: Recognize that accelerating electrical charges produces electromagnetic waves.
        
        19.9-12.5: Explain that magnetism and all magnetic effects arise from the relative motions of electric charges.
        
        19.9-12.6: Understand that electric charges and energy are quantized.
        
        19.9-12.7: Explain that the interplay of electric and magnetic forces is the basis for electric circuits motors, generators, and modern electronic technologies.
      - 20.9-12: Sound and Light
        
        20.9-12.1: Describe the nature of different types of waves how they are produced, and how they transfer energy.
        
        20.9-12.2: Recognize that waves and matter may interact.
        
        20.9-12.3: Compare and contrast the speed, energy, and wavelength characteristics of various electromagnetic waves.
        
        20.9-12.4: Interpret the physical characteristics of sound, including pitch and loudness, in terms of wave theory.
    - Grades: K-2
      - 1.K-2: Nature of Science
        
        1.K-2.1: Recognize that when a science investigation is done in the same way in different places and/or is repeated many times, the investigation generally has the same results.
        
        1.K-2.2: Raise questions about their surroundings and seek answers by making careful observations and trying things out.
        
        1.K-2.3: Use tools such as thermometers, magnifiers, rulers, or balances to gather information that could not be obtained by making observations without them.
        
        1.K-2.4: Describe things as accurately as possible because careful, complete observations enable people to compare their observations with those of others.
        
        1.K-2.5: Use senses to make observations about the natural world and discuss their findings.
      - 2.K-2: History of Science
        
        2.K-2.1: Recognize that science is an adventure in which all people can participate.
        
        2.K-2.2: Recognize the scientists working individually or in groups have made important discoveries.
        
        2.K-2.3: Understand that scientists study different things because they have different interests and different motivations.
        
        2.K-2.4: Understand that men and women from many different cultures have contributed to science.
      - 3.K-2: Science and Technology
        
        3.K-2.1: Understand that people create tools, to help them to do things better and to do some things that otherwise could not be done at all.
        
        3.K-2.2: Recognize the contributions of science and technology to individuals and society.
      - 4.K-2: Astronomy
        
        4.K-2.1: Recognize that there are more stars in the sky than anyone can easily count, that they are randomly distributed, and that they vary in brightness or color.
        
        4.K-2.2: Understand that the Sun can be seen only in the daytime, but the Moon can be seen sometimes at night and sometimes during the day.
        
        4.K-2.3: Know that the Sun, Moon and stars all appear to move slowly across the sky.
        
        4.K-2.4: Describe how the Moon looks a little different from day to day, but looks the same again after four weeks.
        
        4.K-2.5: Know that astronauts use spacecraft to travel around the Earth and some astronauts have even traveled to the Moon and back.
      - 5.K-2: Geology and Natural Resources
        
        5.K-2.1: Recognize that rocks come in many sizes and shapes, and many have varied textures, colors, and patterns.
        
        5.K-2.2: Recognize that the Earth has different land forms.
        
        5.K-2.3: List ways that people uses the Earth’s resources.
        
        5.K-2.4: Recognize the importance and uses of water.
      - 6.K-2: Oceanography
        
        6.K-2.1: Recognize that much of the Earth is covered by water.
        
        6.K-2.2: Describe various plants and animals that live in the sea.
        
        6.K-2.3: Recognize food products that come from the sea.
      - 7.K-2: Meteorology
        
        7.K-2.1: Know that air contains water, that clouds are made of water and ice, and that precipitation comes from clouds.
        
        7.K-2.2: Identify simple weather instruments such as thermometers and wind vanes.
        
        7.K-2.3: Know what seasons exist in New England.
        
        7.K-2.4: Recognize that the Sun affects the weather on the Earth.
        
        7.K-2.5: Recognize that there are different forms of precipitation and identify these forms.
      - 8.K-2: Earth History and Dynamics
        
        8.K-2.1: Recognize that many organisms that once lived on the Earth have become extinct.
        
        8.K-2.2: Identify perceived traces of organisms such as footprints, shells or leaves left in soft mud, clay, or plaster.
        
        8.K-2.3: Observe that wind and water can move and change earth materials such as soil and leaves.
      - 9.K-2: Characteristics of Living Things
        
        9.K-2.1: Describe the basic needs of organisms.
        
        9.K-2.2: Observe and list features which distinguish living, non-living, and once living things from one another.
        
        9.K-2.3: Discuss simple life functions, such as respiration, movement, elimination, responding to stimuli, taking in food and reproduction.
        
        9.K-2.4: Identify the structures found in a variety of organisms.
        
        9.K-2.5: Explain how living and non-living things can be grouped using the characteristics they share.
        
        9.K-2.6: Organize, compare and categorize similarities and differences among organisms.
      - 10.K-2: Cells, Genetics, Evolution
        
        10.K-2.1: Understand that offspring tend to resemble their parents and that organisms of the same kind have variations.
        
        10.K-2.2: Recognize that many organisms that once lived on the Earth have become extinct.
      - 11.K-2: Ecosystems
        
        11.K-2.1: Discuss how organisms depend on other organisms and their environment for basic needs.
        
        11.K-2.2: Explain how different organisms may interact within an ecosystem in a variety of ways.
        
        11.K-2.3: Describe features that help organisms to survive in different environments.
      - 12.K-2: Human Biology
        
        12.K-2.1: Recognize that all human beings share similar characteristics and life needs.
        
        12.K-2.2: Use their senses to gather information about themselves and the world around them.
      - 13.K-2: Issues in Bioethics
        
        13.K-2.1: Recognize that living things, including human beings, are interrelated and interdependent.
        
        13.K-2.2: Understand that human beings can sometimes disturb the environment in ways that harm other creatures.
        
        13.K-2.3: Recognize that human beings should act responsibly toward animals and plants in their care.
        
        13.K-2.4: Demonstrate that we should treat others as we would like to be treated.
      - 14.K-2: Structure of Matter
        
        14.K-2.1: Recognize that air takes up space, is colorless, tasteless, and odorless, and that we can only feel or hear air when moves.
        
        14.K-2.2: Recognize that water can exist as solid, liquid, or gas and can be changed from one form to another.
        
        14.K-2.3: Describe objects in terms of their physical properties and in terms of the materials from which they are made.
        
        14.K-2.4: Organize objects in terms of the materials of which they are made.
        
        14.K-2.5: Separate and classify objects using one or more of their properties.
      - 15.K-2: Reactions and Interactions
        
        15.K-2.1: Observe that the appearance of substances can be changed by such activities as heating, cooling, and dissolving in water.
        
        15.K-2.2: Recognize that energy can be used to bring about changes in matter.
        
        15.K-2.3: Observe that the same treatment to different materials may produce different results.
      - 16.K-2: Force and Motion
        
        16.K-2.1: Demonstrate that the position or motion of objects can be changed by pushing or pulling.
        
        16.K-2.2: Recognize that the motions of objects can be compared by describing their general direction or type of motion (straight line, zigzag, vibrating or circular) and their relative speed.
        
        16.K-2.3: Demonstrate that objects fall to the ground unless supported.
        
        16.K-2.4: Recognize that simple machines can be used to help people do work.
      - 17.K-2: Energy Sources and Transformations
        
        17.K-2.1: Recognize forms of energy they use every day.
        
        17.K-2.2: Recognize that energy can be used to bring about changes in matter.
        
        17.K-2.3: Recognize that objects that give off light often give off heat as well.
      - 18.K-2: Heat and Temperature
        
        18.K-2.1: Understand that the Sun’s rays warm objects on the Earth.
      - 19.K-2: Magnetism and Electricity
        
        19.K-2.1: Demonstrate that magnets can move some objects without touching them.
        
        19.K-2.2: Recognize that magnets can attract or repel each other.
        
        19.K-2.3: Recognize that magnets can attract some metals.
      - 20.K-2: Sound and Light
        
        20.K-2.1: Recognize that visible light contains the colors of the rainbow.
        
        20.K-2.2: Demonstrate that sound can be produced by vibrating objects.
        
        20.K-2.3: Demonstrate that sound has different properties such as volume and pitch.
  - Social Studies (2001)
    - Grades: 11-12
      - 1.11-12: Students will develop historical thinking, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation understanding competing narratives and interpretation; and constructing narratives and interpretations.
        
        1.11-12.1: Formulate historical questions and hypotheses from multiple perspectives, using multiple sources.
        
        1.11-12.2: Evaluate data within the history, social, political and economic context in which it was created, testing its credibility and evaluating its bias; and
        
        1.11-12.3: Describe the multiple intersecting causes of events.
      - 2.11-12: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
        
        2.11-12.1: Demonstrate an understanding of major events and trends in world history, United States and local history from all historical periods and from all the regions of the world.
        
        2.11-12.2: Locate the events, peoples and places they have studied in time and place (e.g., on a timeline and map) relative to their own location; and
        
        2.11-12.3: Explain the relationships among the events and trends studies in local, state, national and world history.
      - 3.11-12: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions, conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
        
        3.11-12.1: Demonstrate an understanding of the ways that cultural encounters and the interaction of people of different cultures in pre-modern as well as modern times have shaped new identities and ways of life.
        
        3.11-12.2: Identify various parties and analyze their interest in conflicts from selected historical periods.
        
        3.11-12.3: Describe, explain and analyze political, economic and social consequences that came about as the resolution of a conflict.
        
        3.11-12.4: Analyze the causes and consequences of major technological turning points in history, e.g., their effects on people, societies and economies.
        
        3.11-12.5: Evaluate the economic and technological impact of the exchange of goods on societies throughout history and
        
        3.11-12.6: Explain the multiple forces and developments (cultural, political, economic and scientific) that have helped to connect the peoples of the world.
      - 4.11-12: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
        
        4.11-12.1: Initiate questions and hypotheses about historic events they are studying.
        
        4.11-12.2: Describe and analyze, using historical data and understandings, the options which are available to parties involved in contemporary conflicts or decision-making.
        
        4.11-12.3: Be active learners at cultural institutions such as, museums and historical exhibitions.
        
        4.11-12.4: Display empathy for people who have lived in the past; and
        
        4.11-12.5: Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.
      - 5.11-12: Students will apply knowledge of the United States Constitution, how the U.S. system of government works and how the rule of law and the values of liberty and equality have an impact on individual, local, state and national decisions.
        
        5.11-12.1: Apply an understanding of historical and contemporary conflicts over constitutional principles.
        
        5.11-12.2: Analyze, using historical and contemporary examples, the meaning and significance of the ideal of equal protection under the law for all persons; and
        
        5.11-12.3: Explain why state and federal courts powers of judicial review reflect the United States idea of constitutional government.
      - 6.11-12: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
        
        6.11-12.1: Evaluate whether or when their obligations as citizens require that their personal desires, beliefs and interests be subordinated to the public good.
        
        6.11-12.2: Establish, explain and apply criteria to evaluate rules and laws, and
        
        6.11-12.3: Take a position on a current policy issue and attempt to influence its formation, development and implementation.
      - 7.11-12: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.
        
        7.11-12.1: Compare two or more constitutions and how they promote the principles of their respective political systems and provide the basis for government.
        
        7.11-12.2: Explain how purposes served by government have implications for the individual and society; and
        
        7.11-12.3: Provide examples of legitimate authority and exercise of power without authority.
      - 8.11-12: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.
        
        8.11-12.1: Analyze and evaluate the significance of major U.S. foreign policies and major international events and conditions over time.
        
        8.11-12.2: Identify and analyze the various domestic, political economic and social interests which play roles in the development of foreign policy; and
        
        8.11-12.3: Describe and analyze the process by which foreign policy decisions are developed and executed.
      - 9.11-12: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
        
        9.11-12.1: Explain and describe the natural and cultural characteristics of one place to distinguish it from another.
        
        9.11-12.2: Explain why places and regions are important to human and cultural identity and stand as symbols for unifying society; and
        
        9.11-12.3: Analyze ways different groups in society view places and regions differently.
      - 10.11-12: Students will use spatial perspective to explain the physical processes that shape the Earth’s surface and its ecosystems.
        
        10.11-12.1: Analyze the distribution of ecosystems by interpreting relationships between soil and climate, and plant and animal life.
        
        10.11-12.2: Evaluate ecosystems in terms of biodiversity and productivity and show how they are dynamic and interactive; and
        
        10.11-12.3: Use geographic tools to represent and interpret Earth’s physical and human systems.
      - 11.11-12: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
        
        11.11-12.1: Explain and analyze how various populations and economic elements interact and influence the spatial patterns of settlement.
        
        11.11-12.2: Explain and analyze the causes of change in the political, social and economic division of the Earth’s surface at different scales.
        
        11.11-12.3: Use geographic tools to represent and interpret Earth's physical and human systems; and
        
        11.11-12.4: Draw a freehand map demonstrating political, cultural or economic relationships.
      - 12.11-12: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.
        
        12.11-12.1: Use maps, globes, charts and databases to analyze and suggest solutions to real-world problems.
        
        12.11-12.2: Create appropriate maps and other tools to solve, illustrate or answer geographic problems; and
        
        12.11-12.3: Apply concepts of ecosystems to understand and solve environmental problems.
      - 13.11-12: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.
        
        13.11-12.1: Analyze the impact of economic choices on the allocation of scarce resources.
        
        13.11-12.2: Define, defend and predict how the use of specific resources may impact the future; and
        
        13.11-12.3: Analyze how technological change can affect long-range productivity.
      - 14.11-12: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.
        
        14.11-12.1: Evaluate economic systems by their ability to achieve broad societal goals, such as efficiency, equity, security, employment, stability and economic growth.
        
        14.11-12.2: Interpret important statistics about the national economy: the inflation rate, unemployment rate, Gross Domestic Product and its growth rate.
        
        14.11-12.3: Analyze the impact of government taxing and spending actions and changes in the money supply and interest rates on the national economy.
        
        14.11-12.4: Explain reasons for government action in the economy, including providing public goods and services, maintaining competition, redistributing income, promoting employment, stabilizing prices and sustaining reasonable rates of economic growth; and
        
        14.11-12.5: Analyze the impact of specific government actions in the economy on different groups, including consumers, employees and businesses.
      - 15.11-12: Students will demonstrate how the exchange of goods and services by individuals, groups and nations, creates economic interdependence and how trade results in change.
        
        15.11-12.1: Evaluate the effects of national policies (e.g., on trade, immigration and foreign investments, as well as fiscal and monetary policies) on the international exchange of goods, services and investments.
    - Grades: 3-4
      - 1.3-4: Students will develop historical thinking, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation understanding competing narratives and interpretation; and constructing narratives and interpretations.
        
        1.3-4.1: Gather historical data from multiple sources.
        
        1.3-4.2: Engage in reading, challenging primary and secondary historical source materials, some of which is contradictory and requires questioning of validity.
        
        1.3-4.3: Describe sources of historical information.
        
        1.3-4.4: Identify the main idea in a source of historical information.
        
        1.3-4.5: Identify ways different cultures record their histories, compare past and present situations and events, and present findings in appropriate oral, written and visual ways.
        
        1.3-4.6: Create timelines which sequence events and peoples, using days, weeks, months, years, decades and centuries; and
        
        1.3-4.7: Write short narrative statements of historical ideas and create other appropriate narrative presentations from investigations of source materials.
      - 2.3-4: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
        
        2.3-4.1: Demonstrate a familiarity with people, events and places from a broad spectrum of human experience through selected study from historical periods and from the various regions (e.g., East Asia, Europe, the Americas, Africa, South Asia, West Asia).
        
        2.3-4.2: Demonstrate knowledge of major trends in state and local history, including history of original peoples, early settlements and selected changes over the past two centuries.
      - 3.3-4: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions, conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
        
        3.3-4.1: Explain different types of conflict, different ways in which conflicts have been resolved, and different ways that conflicts and their resolutions have affected people.
        
        3.3-4.2: Describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people.
        
        3.3-4.3: Describe some goods, products and ideas which were exchanged as the result of movement.
        
        3.3-4.4: Describe the impact of various technological developments on the local community and on the nation; and
        
        3.3-4.5: Identify individual achievements of scientists and inventors from many cultures and different historical periods and describe their achievements.
      - 4.3-4: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
        
        4.3-4.1: Exhibit curiosity and pose questions about the past when presented with artifacts records or other evidence of the past.
        
        4.3-4.2: Seek historical background when confronted with problems and issues of the past, as well as of today’s world and their own lives.
        
        4.3-4.3: Be active learners at cultural institutions, such as museums and historical exhibitions.
        
        4.3-4.4: Display empathy for people who have lived in the past; and
        
        4.3-4.5: Recognize relationships between events and people of the past and present circumstances, concerns and developments.
      - 5.3-4: Students will apply knowledge of the United States Constitution, how the U.S. system of government works and how the rule of law and the values of liberty and equality have an impact on individual, local, state and national decisions.
        
        5.3-4.1: Explain the purposes of laws and the ideas and principles that make just laws.
        
        5.3-4.2: Explain that individuals have rights and responsibilities to follow the law.
        
        5.3-4.3: Recognize the Constitution, including the Bill of Rights, as an important document that guides our country and limits the power of the government.
        
        5.3-4.4: Apply the process of how leaders are selected and how people monitor and influence decisions of their government; and
        
        5.3-4.5: Apply the concepts of liberty, tolerance and majority rule and how they relate to individual rights.
      - 6.3-4: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
        
        6.3-4.1: Explain the meaning and important characteristics of citizenship in the United States.
        
        6.3-4.2: Establish, explain and apply criteria useful in evaluating rules and laws for solving problems and resolving conflicts between people.
        
        6.3-4.3: Explain the importance of taking an active role in political leadership and public service in their school and community; and
        
        6.3-4.4: Exercise political participation by discussing public issues, building consensus and becoming involved in politics.
      - 7.3-4: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.
        
        7.3-4.1: Define power and authority and how they evolve into government.
        
        7.3-4.2: Describe the need for a limited government so that people can be treated fairly.
        
        7.3-4.3: Define and describe government in terms of people and groups who apply and enforce rules and laws; and
        
        7.3-4.4: Explain that it is important to limit government so that individual rights can be protected.
      - 8.3-4: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.
        
        8.3-4.1: Describe ways in which communities and nations influence each other.
      - 9.3-4: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
        
        9.3-4.1: Explain how human and natural processes shape places.
        
        9.3-4.2: Provide reasons why and describe how places and regions change and are connected.
        
        9.3-4.3: Observe and describe how places and regions are identified, defined and bounded; and
        
        9.3-4.4: Locate major physical and human features in the New England region and the United States.
      - 10.3-4: Students will use spatial perspective to explain the physical processes that shape the Earth’s surface and its ecosystems.
        
        10.3-4.1: Demonstrate how Earth-Sun relationships shape climate and vegetation patterns.
        
        10.3-4.2: Explain the factors that affect the location, distribution and associations of features of the physical environment.
        
        10.3-4.3: Define local environmental features; and
        
        10.3-4.4: Draw a simple map of continents and oceans.
      - 11.3-4: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
        
        11.3-4.1: Explain the patterns, distributions and relocations of people.
        
        11.3-4.2: Identify the political, social and economic units of an area.
        
        11.3-4.3: Understand the elements of culture and how they change.
        
        11.3-4.4: Explain locations and characteristics of human settlements and how they have changed over time.
        
        11.3-4.5: Describe the characteristics of a physical and a human system.
        
        11.3-4.6: Locate places within their own and nearby communities in Connecticut; and
        
        11.3-4.7: Locate major physical and human features in the New England region and the United States.
      - 12.3-4: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.
        
        12.3-4.1: Explain the characteristics and purposes of maps, globes and other geographical tools and technologies.
        
        12.3-4.2: Create information from maps, globes and geographic models in graphs, diagrams and charts.
        
        12.3-4.3: Explain how human and natural processes shape places.
        
        12.3-4.4: Explain ways in which humans use and interact with environments.
        
        12.3-4.5: Identify locations of various economic activities and understand how physician and human factors influence them; and
        
        12.3-4.6: Describe how and why physical and human systems function and interact and the consequences of these interactions.
      - 13.3-4: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.
        
        13.3-4.1: Identify and give examples of resources; human, natural and capital, and explain how they are used; and
        
        13.3-4.2: Explain why some countries are richer than others.
      - 14.3-4: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.
        
        14.3-4.1: Identify the three basic questions all economic systems must answer: What will be produced? How will it be produced? For whom will it be produced?
        
        14.3-4.2: Explain that there are different economic systems in the world and that these systems use different means to produce, distribute and exchange goods and services; and
        
        14.3-4.3: Describe how the price of a good or service in a market is related to how much of it there is and how many people want it.
      - 15.3-4: Students will demonstrate how the exchange of goods and services by individuals, groups and nations, creates economic interdependence and how trade results in change.
        
        15.3-4.1: Describe how voluntary exchange benefits all parties involved in the exchange of goods and services; and
        
        15.3-4.2: Describe how the exchange of good and services around the world creates interdependence among people in different places.
    - Grades: 5-6
      - 1.5-6: Students will develop historical thinking, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation understanding competing narratives and interpretation; and constructing narratives and interpretations.
        
        1.5-6.1: Gather information from multiple sources, including achieves or electronic databases, to have experience with historical sources and to appreciate the need for multiple perspectives.
        
        1.5-6.2: Distinguish between primary and secondary sources; and
        
        1.5-6.3: Develop written narratives and short interpretative essays, as well as other investigations of source materials.
      - 2.5-6: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
        
        2.5-6.1: Demonstrate an in-depth understanding of major events and trends of United States history (e.g., the American Revolution, the Civil War, industrialization, the Great Depression, the Cold War).
        
        2.5-6.2: Demonstrate an in-depth understanding of selected events representing major trends of world history (e.g., emergence of new centers of agrarian society in the 3rd and 2nd millennia, BCE, the Black Death, the Columbian voyages, the French Revolution, World War II).
        
        2.5-6.3: Demonstrate an in-depth understanding of major events and trends in local history (e.g., the Pequot war, establishment of self-government, disestablishment of the Puritan church, industrialization, waves of in-and-out migration, suburbanization, racial tensions).
        
        2.5-6.4: Locate the events, peoples and places they have studied in time and place (e.g., on a timeline and map) relative to their own location; and
        
        2.5-6.5: Explain the relationships among the events and trends studies in local, state, national and world history.
      - 3.5-6: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions, conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
        
        3.5-6.1: Explain the origins of American religious diversity, showing knowledge of some of the beliefs of Native Americans and migrants to the new world and give examples of ways those beliefs have changed over time.
        
        3.5-6.2: Explain how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/or social position.
        
        3.5-6.3: Describe examples of how societies throughout history have used various forms of visual arts, dance, theater, myths, literature and music to express their beliefs, sense of identity and philosophical ideas.
        
        3.5-6.4: Explain reasons for conflict and the ways conflicts have been resolved; and
        
        3.5-6.5: Explain the significance of the achievements of selected individual scientists and inventors from around the world and from various periods.
      - 4.5-6: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
        
        4.5-6.1: Describe and analyze, using historical data and understandings, the options which are available to parties involved in contemporary conflicts or decision-making, and
        
        4.5-6.2: Be active learners at cultural institutions such as, museums and historical exhibitions.
      - 5.5-6: Students will apply knowledge of the United States Constitution, how the U.S. system of government works and how the rule of law and the values of liberty and equality have an impact on individual, local, state and national decisions.
        
        5.5-6.1: Identify their representatives in national and state legislatures, and the heads of the executive branch at the national, state and local levels.
      - 6.5-6: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
        
        6.5-6.1: Describe how one becomes a citizen of the United States.
        
        6.5-6.2: Identify significant characteristics of an effective citizen and know how to influence public policy by participating in the government of their school; and
        
        6.5-6.3: Identify and apply criteria useful in selecting political leaders at the local, state and national levels.
      - 7.5-6: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.
        
        7.5-6.1: Describe and compare unlimited and limited government.
        
        7.5-6.2: Explain the meaning of civic life, politics and government.
        
        7.5-6.3: Compare and evaluate forms of government found outside the United States; and
        
        7.5-6.4: Describe the role of the U.S. Constitution in the limitation of government powers.
      - 8.5-6: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.
        
        8.5-6.1: Describe the organization of the world into nation states and describe some ways that nation-states interact with one another.
      - 9.5-6: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
        
        9.5-6.1: Describe human and natural characteristics of places and how they shape or place identity.
        
        9.5-6.2: Examine ways in which regions are interconnected.
        
        9.5-6.3: Identify and evaluate various perspectives associated with places and regions.
        
        9.5-6.4: Use latitude and longitude to locate places and calculate differences between places; and
        
        9.5-6.5: Locate natural and cultural features in their own and nearby communities, in the United States and in other regions of the world, as needed, to answer geographic questions.
      - 10.5-6: Students will use spatial perspective to explain the physical processes that shape the Earth’s surface and its ecosystems.
        
        10.5-6.1: Understand how concepts of physical geography can be applied to explain natural processes; and
        
        10.5-6.2: Use basic climatic and other physical data to understand how natural processes shape environmental patterns.
      - 11.5-6: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
        
        11.5-6.1: Explain the patterns and characteristics of human migrations at various levels; and
        
        11.5-6.2: Identify processes that divide Earth’s surface into different political and economic units from local to international levels.
      - 12.5-6: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.
        
        12.5-6.1: Explain the essential features and functions of maps, globes, photographs, geographic models and satellite images.
        
        12.5-6.2: Make maps, globes, models, charts and geographic databases.
        
        12.5-6.3: Compare and contrast differences among maps, globes, photographs, models and satellite images for solving geographic problems.
        
        12.5-6.4: Use maps, globes, models, graphs, charts and databases to analyze distributions and patterns; and
        
        12.5-6.5: Demonstrate and explain ways that humans depend on, adapt to and alter the physical environment.
      - 13.5-6: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.
        
        13.5-6.1: Compare the resources used by various cultures, countries and/or regions throughout the world.
        
        13.5-6.2: Explain that households, businesses, governments and societies face scarcity just as individuals do.
        
        13.5-6.3: Define opportunity and cost, giving examples; and
        
        13.5-6.4: Illustrate how resources can be used in a variety of ways.
      - 14.5-6: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.
        
        14.5-6.1: Explain how different economic systems (traditional, market and command) use different means to produce, distribute and exchange goods and services.
        
        14.5-6.2: Describe the relationships among demand, supply and price and their roles in a market system; and
        
        14.5-6.3: Describe how, in a market system, government enforces property rights and provides for standardized systems (e.g., weights and measures, and money).
      - 15.5-6: Students will demonstrate how the exchange of goods and services by individuals, groups and nations, creates economic interdependence and how trade results in change.
        
        15.5-6.1: Explain how specialization leads to more efficient use of economic resources and economic growth; and
        
        15.5-6.2: Explain why trade encourages specialization.
    - Grades: 7-8
      - 1.7-8: Students will develop historical thinking, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation understanding competing narratives and interpretation; and constructing narratives and interpretations.
        
        1.7-8.1: Formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts.
        
        1.7-8.2: Distinguish between primary and secondary sources.
        
        1.7-8.3: Interpret data in historical maps, photographs, art works and other artifacts.
        
        1.7-8.4: Examine data to determine the adequacy and sufficiency of evidence, point of view, historical context, bias, distortion and propaganda, and to distinguish fact from opinion.
        
        1.7-8.5: Analyze data in order to see persons and events in their historical context, understand casual factors and appreciate change over time.
        
        1.7-8.6: Examine current concepts, issues, events and themes from historical perspectives and identify principle conflicting ideas between competing narratives or interpretations of historical events; and
        
        1.7-8.7: Develop written narratives and short interpretative essays, as well as other appropriate presentations from investigations of source materials.
      - 2.7-8: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
        
        2.7-8.1: Demonstrate an in-depth understanding of major events and trends of United States history (e.g., the American Revolution, the Civil War, industrialization, the Great Depression, the Cold War).
        
        2.7-8.2: Demonstrate an in-depth understanding of selected events representing major trends of world history (e.g., emergence of new centers of agrarian society in the 3rd and 2nd millennia, BCE, the Black Death, the Columbian voyages, the French Revolution, World War II).
        
        2.7-8.3: Demonstrate an in-depth understanding of major events and trends in local history (e.g., the Pequot War, establishment of self-government, disestablishment of the Puritan church, industrialization, waves of in-and-out migration, suburbanization, racial tensions).
        
        2.7-8.4: Locate the events, peoples and places they have studied in time and place (e.g., on a timeline and map) relative to their own location; and
        
        2.7-8.5: Explain the relationships among the events and trends studies in local, state, national and world history.
      - 3.7-8: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions, conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
        
        3.7-8.1: Describe the emergence of select governmental systems, principles and institutions.
        
        3.7-8.2: Describe some of the more common forms of government found in the past giving examples of societies that have practiced them (e.g., monarchy, oligarchy, clan/tribal, autocracy, dynasty, theocracy, republic, democracy).
        
        3.7-8.3: Identify and analyze the various causes and effects of movements of groups of people.
        
        3.7-8.4: Explain how economic factors influenced historical events in the United States and other regions of the world; and
        
        3.7-8.5: Describe, explain and analyze the impact of the exchange of ideas on societies, politics, religion, etc.
      - 4.7-8: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
        
        4.7-8.1: Initiate questions and hypotheses about historic events being studied.
        
        4.7-8.2: Display empathy for people who have lived in the past; and
        
        4.7-8.3: Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.
      - 5.7-8: Students will apply knowledge of the United States Constitution, how the U.S. system of government works and how the rule of law and the values of liberty and equality have an impact on individual, local, state and national decisions.
        
        5.7-8.1: Demonstrate an understanding of the historical background of the Declaration of Independence.
        
        5.7-8.2: Explain how the Constitution divides the power of government among the executive, legislative and judicial branches, and how each branch can check the power of another.
        
        5.7-8.3: Explain how and why powers are distributed among the national, state and local governments.
        
        5.7-8.4: Understand the process of how a bill becomes a law.
        
        5.7-8.5: Explain how an individual’s rights to life, liberty and property are protected by the Constitution and criminal and civil laws.
        
        5.7-8.6: Describe means of conflict management, including negotiation, mediation, arbitration and litigation; and
        
        5.7-8.7: Describe how the public agenda is shaped by political leaders and parties, interest groups, the media, public opinion, state and federal courts, and individual citizens.
      - 6.7-8: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
        
        6.7-8.1: Explain the meaning of political rights (e.g., right to vote, right to assemble) as distinguished from personal rights (e.g., freedom of speech, freedom of movement).
        
        6.7-8.2: Evaluate situations involving conflicts between rights and propose solutions to these conflicts; and
        
        6.7-8.3: Research an issue of interest and be able to take and defend a position on that issue.
      - 7.7-8: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.
        
        7.7-8.1: Describe and compare unlimited and limited government.
        
        7.7-8.2: Explain the meaning of civic life, politics, and government.
        
        7.7-8.3: Compare and evaluate forms of government found outside the United States; and
        
        7.7-8.4: Describe the role of the U.S. Constitution in the limitation of government powers.
      - 8.7-8: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.
        
        8.7-8.1: Explain what foreign policy is and give examples of United States foreign policy.
        
        8.7-8.2: Describe the influence of U.S. political, economic and cultural ideas on other nations and the influence of other nations’ ideas on the United States.
        
        8.7-8.3: Evaluate the impact of significant international events on the United States and on other nations.
        
        8.7-8.4: Describe the roles of the three branches of U.S. government in developing and conducting foreign policy.
        
        8.7-8.5: Describe how foreign policy decisions may affect domestic groups and organizations; and
        
        8.7-8.6: Describe how domestic groups and organizations seek to influence foreign policy decisions.
      - 9.7-8: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
        
        9.7-8.1: Describe human and natural characteristics of places and how they shape or place identity.
        
        9.7-8.2: Describe the process and impact of regional change.
        
        9.7-8.3: Examine ways in which regions are interconnected.
        
        9.7-8.4: Identify and evaluate various perspectives associated with places and regions.
        
        9.7-8.5: Explain and assess how culture affects perception of places and regions.
        
        9.7-8.6: Use latitude and longitude to locate places and calculate differences between places; and
        
        9.7-8.7: Locate natural and cultural features in their own and nearby communities, in the United States and in other regions of the world, as needed, to answer geographic questions; and
        
        9.7-8.8: Demonstrate how personal knowledge and experiences influence an individual’s perception of places.
      - 10.7-8: Students will use spatial perspective to explain the physical processes that shape the Earth’s surface and its ecosystems.
        
        10.7-8.1: Understand and apply how natural processes influence the formation and location of resources; and
        
        10.7-8.2: Explain local and world patterns of ecosystem distribution.
      - 11.7-8: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
        
        11.7-8.1: Explain how patterns of international trade change technology, transportation and communication, and affect economic activities and human migration; and
        
        11.7-8.2: Analyze the formation, characteristics and functions of urban, suburban and rural settlements.
      - 12.7-8: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.
        
        12.7-8.1: Make maps, globes, models, charts and geographic databases.
        
        12.7-8.2: Compare and contrast differences among maps, globes, photographs, models and satellite images for solving geographic problems.
        
        12.7-8.3: Describe human and natural characteristics of places and how they shape or place identity.
        
        12.7-8.4: Draw a freehand map from memory of increasing and appropriate complexity to display geographic information and answer geographic questions; and
        
        12.7-8.5: Identify the way ecosystems are transformed through physical and human activities, and can predict the consequences of these activities.
      - 13.7-8: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.
        
        13.7-8.1: Present historical and current controversies about the use of resources.
        
        13.7-8.2: Explain economic growth as a sustained increase in the production of goods and services, and that Gross Domestic Product is the basic measure of economic output; and
        
        13.7-8.3: Explain how technological change and innovation improves a society’s productivity and economic growth.
      - 14.7-8: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.
        
        14.7-8.1: Explain that all countries’ economies reflect a mix of market, command and traditional elements.
        
        14.7-8.2: Identify how fundamental characteristics of a market system (e.g., private property, profits and competition, businesses, labor, banks and government) influence decision-making.
        
        14.7-8.3: Identify governmental activities that affect the local, state, national and international economy; and
        
        14.7-8.4: Analyze the impact of government taxing and spending decisions on specific individuals, businesses, organizations and groups.
      - 15.7-8: Students will demonstrate how the exchange of goods and services by individuals, groups and nations, creates economic interdependence and how trade results in change.
        
        15.7-8.1: Explain how specialization increases interdependence among producers, consumers and nations and consequently leads to a higher standard of living.
    - Grades: 9-10
      - 1.9-10: Students will develop historical thinking, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation understanding competing narratives and interpretation; and constructing narratives and interpretations.
        
        1.9-10.1: Gather, analyze and reconcile historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.
        
        1.9-10.2: Interpret oral traditions and legends and “histories”; and
        
        1.9-10.3: Use primary source documents to analyze multiple perspectives.
      - 2.9-10: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
        
        2.9-10.1: Demonstrate an understanding of major events and trends in world history, United States and local history, from all historical periods and from all the regions of the world.
        
        2.9-10.2: Locate the events, peoples and places they have studied in time and place (e.g., on a timeline and map) relative to their own location; and
        
        2.9-10.3: Explain the relationships among the events and trends studies in local, state, national and world history.
      - 3.9-10: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions, conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
        
        3.9-10.1: Describe basic tenets of the world religions that have acted as major forces throughout history, including, but not limited to, Buddhism, Christianity, Hinduism, Islam and Judaism, and indigenous popular religions.
        
        3.9-10.2: Give examples of the visual arts, dance, music, theater and architecture of the major periods of history and explain what they indicate about the values and beliefs of various societies.
        
        3.9-10.3: Demonstrate an understanding of the ways race, gender, ethnicity and class issues have affected individuals and societies in the past; and
        
        3.9-10.4: Explain how the use and expansion of trade have connected and affected the history of a global economy.
      - 4.9-10: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
        
        4.9-10.1: Initiate questions and hypotheses about historic events they are studying.
        
        4.9-10.2: Describe and analyze, using historical data and understandings, the options which are available to parties involved in contemporary conflicts or decision-making.
        
        4.9-10.3: Be active learners at cultural institutions such as museums and historical exhibitions.
        
        4.9-10.4: Display empathy for people who have lived in the past; and
        
        4.9-10.5: Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.
      - 5.9-10: Students will apply knowledge of the United States Constitution, how the U.S. system of government works and how the rule of law and the values of liberty and equality have an impact on individual, local, state and national decisions.
        
        5.9-10.1: Analyze historical and contemporary conflicts through the respective roles of local, state and national governments.
        
        5.9-10.2: Explain how the design of the U.S. Constitution is intended to balance and check the powers of the branches of government; and
        
        5.9-10.3: Evaluate the contemporary roles of political parties, associations, media groups and public opinion in local, state and national politics.
      - 6.9-10: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
        
        6.9-10.1: Identify and explain characteristics needed for effective participation in public life; and
        
        6.9-10.2: Monitor and influence the formation and implementation of policy through various forms of participation.
      - 7.9-10: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.
        
        7.9-10.1: Evaluate the importance of developing self-government so as to restrict arbitrary power.
        
        7.9-10.2: Analyze and evaluate the advantages and disadvantages of limited and unlimited government; and
        
        7.9-10.3: Describe how constitutions may limit government in order to protect individual rights and promote the common good.
      - 8.9-10: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.
        
        8.9-10.1: Describe how the United States influences other governments and international organizations and how the United States, in turn, is influenced by them.
        
        8.9-10.2: Develop proposals regarding solutions to significant international, political, economic, demographic or environmental issues; and
        
        8.9-10.3: Analyze the respective roles of the executive and legislative branches in developing and implementing foreign policy.
      - 9.9-10: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
        
        9.9-10.1: Explain and describe the natural and cultural characteristics of one place to distinguish it from another.
        
        9.9-10.2: Apply the concept of region to organize the study of a complex problem; and
        
        9.9-10.3: Explain that regions are interconnected and may also overlap.
      - 10.9-10: Students will use spatial perspective to explain the physical processes that shape the Earth’s surface and its ecosystems.
        
        10.9-10.1: Describe regional variations of physical processes.
        
        10.9-10.2: Explain the operation and interaction of different natural systems (such as, climate and oceans) to understand global change; and
        
        10.9-10.3: Draw a freehand map of the world with continents (appropriate shape and size) located in relation to equator, tropics, circles and prime meridian.
      - 11.9-10: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
        
        11.9-10.1: Describe the consequences of human population patterns and growth trends over time.
        
        11.9-10.2: Explain the characteristics, distribution and relationships of economic systems at various levels.
        
        11.9-10.3: Use geographic tools to represent and interpret Earth’s physical and human systems; and
        
        11.9-10.4: Draw a freehand map demonstrating political, cultural or economic relationships.
      - 12.9-10: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.
        
        12.9-10.1: Use maps, globes, charts and databases to analyze and suggest solutions to real-world problems.
        
        12.9-10.2: Create appropriate maps and other tools to solve, illustrate or answer geographic problems.
        
        12.9-10.3: Analyze how human systems interact, connect and cause changes in physical systems; and
        
        12.9-10.4: Locate at least 50 major countries and physical features on a map or globe.
      - 13.9-10: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.
        
        13.9-10.1: Compare the resources used by various cultures, countries and/or regions throughout the world.
        
        13.9-10.2: Explain that a country’s potential gross Domestic Product depends on the quantity and quality of natural resources, the size and skills of the population, and the amount and quality of its capital stock; and
        
        13.9-10.3: Analyze how market forces and government regulation impact the use of resources.
      - 14.9-10: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.
        
        14.9-10.1: Identify and explain the factors that determine and cause changes in demand, supply and the market-clearing (equilibrium) price.
        
        14.9-10.2: Compare and contrast the characteristics and effects of different market structures, including pure competition, monopolistic competition, oligopoly and monopoly.
        
        14.9-10.3: Understand the caused and effects of periods of growth and recession evident in the history of market economies; and
        
        14.9-10.4: Contrast and compare different types of taxes, including progressive, regressive and proportional taxes.
      - 15.9-10: Students will demonstrate how the exchange of goods and services by individuals, groups and nations, creates economic interdependence and how trade results in change.
        
        15.9-10.1: Illustrate the international differences in resources, productivity, and prices that are a basis for international trade; and
        
        15.9-10.2: Explain that a nation has a comparative advantage when it can produce a product at a lower opportunity cost than its trading partner.
    - Grades: K-2
      - 1.K-2: Students will develop historical thinking, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation understanding competing narratives and interpretation; and constructing narratives and interpretations.
        
        1.K-2.1: Identify historical data from multiple sources.
        
        1.K-2.2: Engage in reading, challenging primary and secondary historical source materials.
        
        1.K-2.3: Create timelines which sequence events and peoples, using days, weeks and months; and
        
        1.K-2.4: Write short statements of historical ideas and create other appropriate narrative presentations from investigations of source materials.
      - 2.K-2: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
        
        2.K-2.1: Locate the events, peoples and places they have studied in time and place (e.g., on a timeline and map) relative to their own location.
        
        2.K-2.2: Place the history of their own families in the context of local, state, national and world history.
      - 3.K-2: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions, conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
        
        3.K-2.1: Recognize that people develop traditions that transmit their beliefs and ideals.
        
        3.K-2.2: Examine family life and cultures of different peoples at different times in history; and
        
        3.K-2.3: Identify some goods, products and ideas which were exchanged as the result of movement.
      - 4.K-2: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
        
        4.K-2.1: Seek historical background when confronted with problems and issues of the past, as well as of today’s world and their own lives.
        
        4.K-2.2: Be active learners at cultural institutions, such as museums and historical exhibitions; and
        
        4.K-2.3: Display empathy for people who have lived in the past.
      - 5.K-2: Students will apply knowledge of the United States Constitution, how the U.S. system of government works and how the rule of law and the values of liberty and equality have an impact on individual, local, state and national decisions.
        
        5.K-2.1: Explain the purposes of laws and the ideas and principles that make just laws.
        
        5.K-2.2: Explain that individuals have rights and responsibilities to follow the law.
        
        5.K-2.3: Identify services provided by national, state and local governments and how we pay for them through taxation.
        
        5.K-2.4: Identify the location of seats of government at the local, state and national levels.
      - 6.K-2: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
        
        6.K-2.1: Identify the rights of citizens in a democratic society and explain why certain responsibilities are important to themselves, their families, community, state and nation; and
        
        6.K-2.2: Establish, explain and apply criteria useful in evaluating rules and laws for solving problems and resolving conflicts between people.
      - 7.K-2: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.
        
        7.K-2.1: Identify protection of individual rights and promotion of the common good; and
        
        7.K-2.2: Identify what governments can and cannot do.
      - 8.K-2: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.
        
        8.K-2.1: Explain how communities and nations interact with one another.
      - 9.K-2: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
        
        9.K-2.1: Define and identify natural and human characteristics of places.
        
        9.K-2.2: Observe and verbally share how places and regions are identified, defined and bounded; and
        
        9.K-2.3: Locate places within their own and nearby communities in Connecticut.
      - 10.K-2: Students will use spatial perspective to explain the physical processes that shape the Earth’s surface and its ecosystems.
        
        10.K-2.1: Identify the types of physical systems and their characteristics that affect the Earth’s surface; and
        
        10.K-2.2: Locate Earth’s major physical and human features (including cities, countries, bodies of water, etc.).
      - 11.K-2: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
        
        11.K-2.1: Locate Earth’s major physical and human features (including cites, countries, bodies of water, etc.); and
        
        11.K-2.2: Locate places within their own and nearby communities in Connecticut.
      - 12.K-2: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.
        
        12.K-2.1: Use maps, globes graphs, models, computer programs and texts, as appropriate.
        
        12.K-2.2: Identify situations in which humans use and interact with environments; and
        
        12.K-2.3: Identify locations of various economic activities.
      - 13.K-2: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.
        
        13.K-2.1: Define scarcity and abundance.
        
        13.K-2.2: Identify goods and services and give an example of each; and
        
        13.K-2.3: Identify alternative uses of resources found in their home, school or neighborhood.
      - 14.K-2: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.
        
        14.K-2.1: Explain that a market exists whenever buyers and sellers exchange goods and services.
        
        14.K-2.2: Define a consumer and a producer and their roles in a market system.
        
        14.K-2.3: Explain that some goods and services are provided by the government; and
        
        14.K-2.4: Explain that government raises money by taxing and borrowing to pay for the goods and services it provides.
      - 15.K-2: Students will demonstrate how the exchange of goods and services by individuals, groups and nations, creates economic interdependence and how trade results in change.
        
        15.K-2.1: Recognize that money is a generally accepted medium of exchange and that different countries use different currencies.
  - Technology Education (2001)
    - Grade 6
      - 1.6: Students will understand the link between technology and the economy, and recognize that link as the force behind societal emergence and evolution.
        
        1.6.1: Describe how society uses resources and distributes its goods and services.
        
        1.6.2: Identify three local businesses.
        
        1.6.3: Identify skills used in making wise consumer decisions.
      - 2.6: Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives.
        
        2.6.1: Explain how technology and technological activity has expected and unexpected effects.
        
        2.6.2: Develop criteria for evaluating technology.
        
        2.6.3: Explore and identify the personal effects of technological systems.
        
        2.6.4: Trace the historical development of at least one technology.
        
        2.6.5: Describe the universal input, process, output, and feedback (IPOF) systems model.
      - 3.6: Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements.
        
        3.6.1: Describe strategies for assuming responsibility.
        
        3.6.2: Develop personal responsibility and accountability in the workplace.
        
        3.6.3: Identify expectations in the workplace.
        
        3.6.4: Define and discuss the concept of “work ethic”.
        
        3.6.5: Define and discuss “career path”.
      - 4.6: Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation.
        
        4.6.1: Differentiate between human problems and needs.
        
        4.6.2: Define decision-making research and innovation.
        
        4.6.3: Discuss how technological systems have been used to solve human problems.
        
        4.6.4: Apply cooperative techniques while engaging in group problem-solving activities.
        
        4.6.5: Engage in an activity that requires creativity.
        
        4.6.6: Apply appropriate and effective questioning techniques.
        
        4.6.7: Describe and apply the processes used to make decisions.
        
        4.6.8: Test a design idea through experimentation.
        
        4.6.9: Develop a solution for a real life problem.
      - 5.6: Students will identify and develop leadership attributes and apply them in team situations.
        
        5.6.1: Understand and create simple flowcharts of daily activities.
        
        5.6.2: Engage in presentation activities.
        
        5.6.3: Demonstrate strategies for effectively managing time.
        
        5.6.4: Develop organizational skills through practical experiences.
      - 6.6: Students will know the origins, properties and processing techniques associated with the material building blocks of technology.
        
        6.6.1: Identify and describe a group of new and recycled materials used in technological systems.
        
        6.6.2: Demonstrate appropriate use and safe operation of basic hand and power tools.
        
        6.6.3: Use manual measuring devices accurately.
        
        6.6.4: Explore the principles of manual material processing techniques.
        
        6.6.5: Identify the basic differences between how products are manufactured.
        
        6.6.6: Produce simple products from a variety of materials using manual devices.
      - 7.6: Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information.
        
        7.6.1: Identify the elements of interpersonal communication.
        
        7.6.2: Acquire technology-based information and apply it in classroom and laboratory situations.
        
        7.6.3: Apply techniques of interpersonal communication in activities.
        
        7.6.4: Create prototypes of communication instruments in various media.
      - 8.6: Students will understand and be able to demonstrate the methods involved in turning raw materials into usable products.
        
        8.6.1: Define basic manufacturing terminology.
        
        8.6.2: Explore pre-production and post-production processes.
        
        8.6.3: Describe how products are manufactured using the craftsman method versus the mass-produced method.
        
        8.6.4: Explore the sources of raw materials and their preparation for production processes.
        
        8.6.5: Design, construct and test models of shelters and other structures.
      - 9.6: Students will understand transportation systems and the environments used to move goods and people, and the subsystems common to each.
        
        9.6.1: Differentiate between vehicular and stationary transportation systems.
        
        9.6.2: Differentiate between fixed and random-route land transportation systems.
        
        9.6.3: Describe and be able to identify the transportation subsystems of body/frame, propulsion, suspension, control, guidance and support in a variety of transportation devices.
        
        9.6.4: Identify and experiment with devices used to protect product and personnel in transportation systems.
        
        9.6.5: Explore, build and experiment with model marine, space, land and air transportation systems.
      - 10.6: Students will demonstrate the techniques of enterprise and how they relate to product and service production, economics, human and material resources, and technology.
        
        10.6.1: Describe the evolution of technological enterprise.
        
        10.6.2: Develop, distribute and evaluate a customer survey.
      - 11.6: Students will be able to supply the engineering design process to achieve desired outcomes across all technological content areas.
        
        11.6.1: Identify the elements of design.
        
        11.6.2: Explore a variety of creativity-enhancing techniques.
    - Grade 7
      - 1.7: Students will understand the link between technology and the economy, and recognize that link as the force behind societal emergence and evolution.
        
        1.7.1: Use understanding of how society uses resources and distributes its goods and services to plan a simple company.
        
        1.7.2: Identify some technologies necessary for particular local business to function.
        
        1.7.3: Develop skills in making wise consumer decisions.
        
        1.7.4: Describe how societies are organized to produce and distribute goods and services in a structured manner.
        
        1.7.5: Describe how a business produces a profit.
        
        1.7.6: Describe free enterprise.
      - 2.7: Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives.
        
        2.7.1: Document how a technological activity you are involved in during class had expected and unexpected effects.
        
        2.7.2: Explore and identify the environmental effects of technological systems.
        
        2.7.3: Identify the effects of at least one technological development on history.
        
        2.7.4: Research and identify the impacts of a technology using the universal input, process, output, and feedback (IPOF) systems model.
        
        2.7.5: Identify and describe how individual technological innovations may be combined to create new technology.
        
        2.7.6: Identify the social and economic impacts of automation and computer controlled processing.
      - 3.7: Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements.
        
        3.7.1: Demonstrate strategies for assuming responsibility in a cooperative activity in class.
        
        3.7.2: Interview an employee to determine workplace expectations for a specific job.
        
        3.7.3: Identify some clear career options you are not interested in pursuing.
        
        3.7.4: Identify and categorize careers associated with each of the CT Career Clusters.
        
        3.7.5: Describe how technological development affects careers and occupations.
        
        3.7.6: Define and discuss personal and professional ethics.
        
        3.7.7: Discuss coping strategies for change.
      - 4.7: Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation.
        
        4.7.1: Select and apply a general problem-solving model in a laboratory setting.
        
        4.7.2: Identify research methods, material and techniques.
        
        4.7.3: Conduct an applied research project.
        
        4.7.4: Develop, test and modify a design through experimentation.
        
        4.7.5: Differentiate between invention and innovation.
      - 5.7: Students will identify and develop leadership attributes and apply them in team situations.
        
        5.7.1: Understand and create flowcharts including feedback loops of daily activities.
        
        5.7.2: Demonstrate strategies for effectively managing time over several class periods.
        
        5.7.3: Demonstrate organizational skills through planning for task completion over several weeks.
        
        5.7.4: Identify the elements of interpersonal communication.
        
        5.7.5: Explore different roles while working cooperatively and effectively in team situations.
        
        5.7.6: Explore different roles within a team environment.
        
        5.7.7: Engage in presentation activity using some visual aid.
        
        5.7.8: Identify and demonstrate organizational skills.
      - 6.7: Students will know the origins, properties and processing techniques associated with the material building blocks of technology.
        
        6.7.1: Demonstrate the appropriate selection and safe operation of basic hand and power tools.
        
        6.7.2: Use manual and electronic measuring devices accurately.
        
        6.7.3: Describe how products are manufactured.
        
        6.7.4: Move "Produce products..." to the grade 8 column.
        
        6.7.5: Differentiate between primary and secondary raw materials.
        
        6.7.6: Explore methods used to convert raw and recycled materials into usable products.
        
        6.7.7: Demonstrate a working knowledge of the layout, shaping, smoothing, assembly, and finish techniques used to produce a product.
        
        6.7.8: Explore the principles of computer-controlled processing techniques.
        
        6.7.9: Describe how products are made.
      - 7.7: Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information.
        
        7.7.1.: Apply techniques of interpersonal and mass communication through activities.
        
        7.7.2.: Identify the elements of mass communication.
        
        7.7.3.: Explore and explain the integration of communication technologies into transportation and production.
        
        7.7.4.: Evaluate and select appropriate methods of communication for a given problem or situation.
        
        7.7.5.: Identify and give examples of integrated technologies.
      - 8.7: Students will understand and be able to demonstrate the methods involved in turning raw materials into usable products.
        
        8.7.1: Define manufacturing terminology including interchange ability, automation, standardization, etc.
        
        8.7.2: Describe how products are manufactured using the methods of single craftsman, line and mass, and automated-robotics manufacturing.
        
        8.7.3: Use prepared materials in the fabrication of a product.
        
        8.7.4: Identify the characteristics of sub- and super- structures.
        
        8.7.5: Produce a product using simple production sequence: layout, shaping, smoothing, assembly, and finishing techniques.
      - 9.7: Students will understand transportation systems and the environments used to move goods and people, and the subsystems common to each.
        
        9.7.1: Build and test model marine, space, land and air transportation systems.
        
        9.7.2: Explore the characteristics of lighter than air and heavier than air atmospheric transportation systems.
        
        9.7.3: Apply the concept of transportation subsystems while solving transportation problems.
      - 10.7: Students will demonstrate the techniques of enterprise and how they relate to product and service production, economics, human and material resources, and technology.
        
        10.7.1: Discuss the influence of enterprise on culture, society and the environment.
        
        10.7.2: Define the terms, single ownership, company, corporation and partnership.
        
        10.7.3: Explore the career possibilities and responsibilities in enterprise.
        
        10.7.4: Identify and explore a variety of organizational structures describing the advantages and disadvantages of each.
        
        10.7.5: Explore market research and its relationship to satisfying consumer needs.
      - 11.7: Students will be able to supply the engineering design process to achieve desired outcomes across all technological content areas.
        
        11.7.1: Discuss the differences between problem solving- and engineering design strategies.
        
        11.7.2: Explain the role of creativity in the engineering design process.
        
        11.7.3: Develop conceptual designs for transportation, communications, production and bio-related problems.
        
        11.7.4: Use a variety of creativity-enhancing techniques in conceptual design situations.
        
        11.7.5: Explore techniques used to refine conceptual design sketches.
        
        11.7.6: Develop preliminary product layouts.
    - Grade 8
      - 1.8: Students will understand the link between technology and the economy, and recognize that link as the force behind societal emergence and evolution.
        
        1.8.1: Apply understanding of how society uses resources and distributes its goods and services to a manufacturing simulation activity.
        
        1.8.2: Use understanding of how society is organized to produce and distribute goods and services in a structured manner to plan a simple town.
        
        1.8.3: Describe the major economic and political systems in relation to technological activity.
        
        1.8.4: Analyze a product for its ability to satisfy consumer demands.
      - 2.8: Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives.
        
        2.8.1: Identify the effects of at least one current technological development in your local area.
        
        2.8.2: Explore and identify the societal and economic effects of technological systems.
        
        2.8.3: Use knowledge of how individual technological innovations may be combined to create new technology in a problem-solving activity using the IPOF model.
        
        2.8.4: Hypothesize about the future of one technology.
      - 3.8: Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements.
        
        3.8.1: Identify and categorize careers associated with each of the CT Career Clusters in which you are interested.
        
        3.8.2: Identify high school and post-secondary training selections necessary to prepare for a particular career choice.
        
        3.8.3: Demonstrate awareness of changes in job requirements over time.
        
        3.8.4: Prepare a preliminary career plan with connections to high school course selections.
        
        3.8.5: Develop strategies for predicting labor market needs.
        
        3.8.6: Prepare a list of skills necessary to perform well in a particular career.
        
        3.8.7: Explore career options.
      - 4.8: Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation.
        
        4.8.1: Apply technological systems to solve a posed problem.
        
        4.8.2: Conduct an applied research project related to careers.
        
        4.8.3: Apply a general problem-solving model to improve upon an existing product.
        
        4.8.4: Apply a general problem-solving model including research techniques to invent a product.
      - 5.8: Students will identify and develop leadership attributes and apply them in team situations.
        
        5.8.1: Use flowcharts in problem-solving activities.
        
        5.8.2: Demonstrate strategies for effectively managing time over a long term assignment.
        
        5.8.3: Demonstrate organizational skills through planning for task completion over a term.
        
        5.8.4: Consider personal strengths in determining team assignments.
        
        5.8.5: Demonstrate an application of the elements of interpersonal communication.
        
        5.8.6: Engage in presentation activity using visual aids and handout material.
      - 6.8: Students will know the origins, properties and processing techniques associated with the material building blocks of technology.
        
        6.8.1: Participate in a manufacturing activity.
        
        6.8.2: Participate in determining manufacturing process selection for a particular product part.
        
        6.8.3: Produce products from a variety of materials using manual and computer-controlled devices.
      - 7.8: Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information.
        
        7.8.1: Explore communications industries in your area to determine career opportunities.
        
        7.8.2: Trace the production of a piece of communication media from its inception to use.
        
        7.8.3: Demonstrate the application of communication techniques and strategies in delivering a message in printed form.
        
        7.8.4: Demonstrate the application of communication techniques and strategies in delivering a message in audio form.
        
        7.8.5: Demonstrate the application of communication techniques and strategies in delivering a message in electronically.
      - 8.8: Students will understand and be able to demonstrate the methods involved in turning raw materials into usable products.
        
        8.8.1: Apply the method of line production in the “manufacture” of a simple product.
        
        8.8.2: Compare systems designed for “on location” production to those produced off-site.
        
        8.8.3: Analyze a design, through testing of model shelters and/or other structures and altering the design for improved performance.
      - 9.8: Students will understand transportation systems and the environments used to move goods and people, and the subsystems common to each.
        
        9.8.1: Explore the assembly of a selected propulsion system.
        
        9.8.2: Design, build and test model marine, space, land and air transportation systems and report on results.
        
        9.8.3: Experiment with various guidance systems applied to vehicles and document findings.
        
        9.8.4: Design, build and test model suspension systems and report on results.
      - 10.8: Students will demonstrate the techniques of enterprise and how they relate to product and service production, economics, human and material resources, and technology.
        
        10.8.1: Relate the career possibilities and responsibilities in enterprise to the CT Career Clusters.
        
        10.8.2: Identify and explore the organizational structure of a particular enterprise in your area.
      - 11.8: Students will be able to supply the engineering design process to achieve desired outcomes across all technological content areas.
        
        11.8.1: Apply conceptual designs in building models from product layouts for transportation, communications, production and/or bio-related problems.
        
        11.8.2: Describe conceptual design, embodiment design and detail design and identify their roles in the engineering process.
    - Grades: 11-12
      - 1.11-12: Students will understand the link between technology and the economy, and recognize that link as the force behind societal emergence and evolution.
        
        1.11-12.1: Construct a solution to a given problem using a limited amount of time, personnel, material, and financial resources.
        
        1.11-12.2: Show how computer controlled production has impacted quality and availability of products.
        
        1.11-12.3: Apply characteristics of business ownership to their own company.
        
        1.11-12.4: Create a school business to sell a manufactured product.
      - 2.11-12: Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives.
        
        2.11-12.1: Explore positive and negative impacts of a variety of technologies.
        
        2.11-12.2: Identify the relationships between the increase of production and products and the increase of industrial wastes.
        
        2.11-12.3: Identify the positive effects of increased avenues of communications in a global society.
      - 3.11-12: Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements.
        
        3.11-12.1: Research and identify career opportunities in the areas of transportation, communication, production and technology.
        
        3.11-12.2: Identify future labor market trends.
        
        3.11-12.3: Compare the skills needed by employees to those needed for success in education.
        
        3.11-12.4: Develop a learning portfolio of their areas of experience and expertise.
      - 4.11-12: Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation.
        
        4.11-12.1: Evaluate design ideas to determine the most appropriate.
        
        4.11-12.2: Identify appropriate sources of information for research.
        
        4.11-12.3: Be familiar with the laws related to copyrights, trademarks, and patents.
        
        4.11-12.4: Present an idea using multimedia technology.
        
        4.11-12.5: Design and conduct a technical experiment.
        
        4.11-12.6: Apply biological materials and processes to solve a problem.
      - 5.11-12: Students will identify and develop leadership attributes and apply them in team situations.
        
        5.11-12.1: Develop a personal time management plan.
        
        5.11-12.2: Assume appropriate roles within a team environment.
        
        5.11-12.3: Present information in a clear, concise, and appropriate manner to a variety of audiences.
      - 6.11-12: Students will know the origins, properties and processing techniques associated with the material building blocks of technology.
        
        6.11-12.1: Research and plan recycling activities.
        
        6.11-12.2: Describe the physical structures and properties of materials used in technological systems.
        
        6.11-12.3: Describe how properties of materials affect technological systems.
        
        6.11-12.4: Identify secondary materials and processes through product analysis.
      - 7.11-12: Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information.
        
        7.11-12.1: Apply accepted design principals of text and graphics to the layout of printed and electronically published materials.
        
        7.11-12.2: Demonstrate skills in selecting and utilizing appropriate communication technology.
        
        7.11-12.3: Design and produce a multimedia presentation.
      - 8.11-12: Students will understand and be able to demonstrate the methods involved in turning raw materials into usable products.
        
        8.11-12.1: Demonstrate the safe and accurate use of tools and production systems to create a finished product.
        
        8.11-12.2: Discuss the advanced production systems and the role they play in future societies.
        
        8.11-12.3: Apply a variety of manufacturing techniques and processes to create a usable product.
      - 9.11-12: Students will understand transportation systems and the environments used to move goods and people, and the subsystems common to each.
        
        9.11-12.1: Design, fabricate, test, and evaluate a land, atmospheric, marine, and space transportation system.
        
        9.11-12.2: Identify and explore solutions to future global transportation problems.
        
        9.11-12.3: Explore and experiment with traditional and alternative fuels.
        
        9.11-12.4: Apply pneumatic, hydraulic, mechanical, and electrical energy to design problems involving transportation.
        
        9.11-12.5: Analyze the impact on our society, economy and environment of the historical innovations in the evolution of transportation systems.
        
        9.11-12.6: Design, fabricate, test and evaluate a land, atmospheric, marine and space transportation system.
        
        9.11-12.7: Identify and explore solutions to future global transportation problems.
      - 10.11-12: Students will demonstrate the techniques of enterprise and how they relate to product and service production, economics, human and material resources, and technology.
        
        10.11-12.1: Design a simulated enterprise and participate in a variety of roles within the organization structure.
        
        10.11-12.2: Assume responsibilities toward employees, community, and the environment.
        
        10.11-12.3: Design and produce a product based on customer need, available tools, materials, equipment, and capital resources.
        
        10.11-12.4: Define and use the quality control measures of pre-inventory inspection, statistical process control, and total quality management.
        
        10.11-12.5: Design the modifications necessary if a product were to be manufactured in a non-traditional environment.
        
        10.11-12.6: Determine a retail price for a manufactured product.
        
        10.11-12.7: Design a simulated enterprise and participate in a variety of roles within the organizational structure.
        
        10.11-12.8: Calculate the cost of producing a manufactured product and determine a retail price
        
        10.11-12.9: Develop a marketing plan and successfully distribute a product.
      - 11.11-12: Students will be able to supply the engineering design process to achieve desired outcomes across all technological content areas.
        
        11.11-12.1: Not enough information available about the engineering processes referred to.
    - Grades: 2-3
      - 1.2-3: tudents will understand the link between technology and the economy, and recognize that link as the force behind societal emergence and evolution.
        
        1.2-3.1: Identify a local community business or industry.
        
        1.2-3.2: Experience/simulate a service enterprise.
        
        1.2-3.3: Recognize/explain the relationship between an existing consumer products/industry.
        
        1.2-3.4: Identify and describe business and industry as producer of products or services.
      - 2.2-3: Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives.
        
        2.2-3.1: Define technology.
        
        2.2-3.2: Describe the characteristics of single ownership, corporations, companies and partnerships.
        
        2.2-3.3: Compare financing and contrast ways of financing an enterprise.
        
        2.2-3.4: Trace the historical development of at least one technology, identifying its effects and hypothesizing about its future.
      - 3.2-3: Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements.
        
        3.2-3.1: Identify occupations that require working with people, places or things.
        
        3.2-3.2: Understand the importance of individuals in an organization.
        
        3.2-3.3: Develop personal responsibility and accountability in the work place/classroom lab.
      - 4.2-3: Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation.
        
        4.2-3.1: Describe methods of problem solving.
        
        4.2-3.2: Develop a written action plan to solve a problem.
        
        4.2-3.3: Use a variety of (technology) methods to communicate a solution to a problem.
        
        4.2-3.4: Evaluate a solution to a problem.
        
        4.2-3.5: Work cooperatively in a small group to solve a technical problem.
      - 5.2-3: Students will identify and develop leadership attributes and apply them in team situations.
        
        5.2-3.1: Define team.
        
        5.2-3.2: Identify the role of various team members.
        
        5.2-3.3: Describe a team within the school setting.
        
        5.2-3.4: Verbally evaluate the effectiveness of a team.
        
        5.2-3.5: Explore different roles within a team.
        
        5.2-3.6: Explore different roles within a team environment.
      - 6.2-3: Students will know the origins, properties and processing techniques associated with the material building blocks of technology.
        
        6.2-3.1: Identify the characteristics of different resources and describe how these resources can serve different purposes.
        
        6.2-3.2: Safely select and use a tool or resource.
        
        6.2-3.3: Safely use the appropriate tool for a given need.
        
        6.2-3.4: Use manual and electronic measuring devices accurately.
      - 7.2-3: Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information.
        
        7.2-3.1: Define a communication system.
        
        7.2-3.2: Identify the parts of a communication system.
        
        7.2-3.3: Describe the universal input, process, output, and feedback (IPOF) system model.
        
        7.2-3.4: Acquire technology-based information and apply it in classroom and laboratory situations.
        
        7.2-3.5: Identify and utilize an example of phi, graph, and electronic communications technology to transmit and receive a message.
      - 8.2-3: Students will understand and be able to demonstrate the methods involved in turning raw materials into usable products.
        
        8.2-3.1: Define product system.
        
        8.2-3.2: Identify the parts of a production system and their functions.
        
        8.2-3.3: Describe the input, process, output, and feedback (IPOF) system model in a production system.
        
        8.2-3.4: Safely use a variety of tools and machines to produce a product.
      - 9.2-3: Students will understand transportation systems and the environments used to move goods and people, and the subsystems common to each.
        
        9.2-3.1: Define a transportation system.
        
        9.2-3.2: Identify the parts of a transportation system.
        
        9.2-3.3: Describe the input, process, output, and feedback (IPOF) system model in a transportation system.
        
        9.2-3.4: Identify the difference between fixed and random transportation systems.
        
        9.2-3.5: Explore, build and experiment with model marine, space, land and air transportation services.
      - 10.2-3: Students will demonstrate the techniques of enterprise and how they relate to product and service production, economics, human and material resources, and technology.
        
        10.2-3.1: Identify various local businesses and industries as producers of goods or services.
        
        10.2-3.2: Describe the evolution of a product used in a local business.
      - 11.2-3: Students will be able to supply the engineering design process to achieve desired outcomes across all technological content areas.
        
        11.2-3.1: Define design.
        
        11.2-3.2: Identify the elements of engineering the design process.
        
        11.2-3.3: Explain the role of creativity in the engineering design process.
        
        11.2-3.4: Design and construct a solution to an engineering problem in the community.
    - Grades: 4-5
      - 1.4-5: Students will understand the link between technology and the economy, and recognize that link as the force behind societal emergence and evolution.
        
        1.4-5.1: Understand and define business and industry.
        
        1.4-5.2: Identify business and industry around country.
        
        1.4-5.3: Participate/experience managing a small enterprise.
        
        1.4-5.4: Use tools and machines to experience enterprise.
        
        1.4-5.5: Identify three types of businesses.
        
        1.4-5.6: Analyze a product for its ability to satisfy consumer demands.
        
        1.4-5.7: Describe how a business produces profit.
      - 2.4-5: Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives.
        
        2.4-5.1: Explain how technology and technological activity has expected and unexpected effects.
        
        2.4-5.2: Trace the historical development of a product or process of technology.
        
        2.4-5.3: Describe how their actions can affect the environment.
        
        2.4-5.4: Identify positive and negative impacts of technology.
        
        2.4-5.5: Technological innovation adaptation.
        
        2.4-5.6: Describe how mathematics, science, language arts, social studies and the arts are related to technology.
      - 3.4-5: Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements.
        
        3.4-5.1: Define the role of mathematics, science, language arts, social studies, the arts and technology education in preparing for various careers.
        
        3.4-5.2: Describe how advances in technology have created new and emerging career options.
        
        3.4-5.3: Research and report on a technological career.
      - 4.4-5: Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation.
        
        4.4-5.1: Identify a problem and use a problem-solving method to develop a solution.
        
        4.4-5.2: Develop a solution for a real-life problem.
        
        4.4-5.3: Gather, record and organize data, based on observations.
        
        4.4-5.4: Evaluate and modify a solution to a problem.
        
        4.4-5.5: Differentiate between human problems and needs.
        
        4.4-5.6: Understand the role of creativity in problem- solving.
        
        4.4-5.7: Develop a solution to a real-life problem.
      - 5.4-5: Students will identify and develop leadership attributes and apply them in team situations.
        
        5.4-5.1: Organize a team to solve a teacher-given problem.
        
        5.4-5.2: Define the responsibility of each member of a work team.
        
        5.4-5.3: Produce a written critique of team effectiveness.
        
        5.4-5.4: Evaluate the effectiveness of a team.
        
        5.4-5.5: Participate in a group presentation.
      - 6.4-5: Students will know the origins, properties and processing techniques associated with the material building blocks of technology.
        
        6.4-5.1: Describe that, by processing resources, the resources can be used differently.
        
        6.4-5.2: Identify technological resources as materials, people, time, money, information, tools, etc.
        
        6.4-5.3: Describe how the processing of resources can produce a more useful product.
        
        6.4-5.4: Identify and describe a group of new and recycled materials used in technological systems.
        
        6.4-5.5: Demonstrate the appropriate selection and safe operation of basic hand and power tools.
        
        6.4-5.6: Explore the basic principles of computer-controlled processing techniques.
      - 7.4-5: Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information.
        
        7.4-5.1: Apply the IPOE system to communication technology.
        
        7.4-5.2: Select appropriate methods of communication for a given problem or situation.
        
        7.4-5.3: Identify and give examples of integrated technologies.
        
        7.4-5.4: Identify the elements of mass communications.
        
        7.4-5.5: Acquire technology-based information and apply it in classroom and laboratory situations.
        
        7.4-5.6: Utilize a phi/graph/electronic system to transmit and receive a message.
      - 8.4-5: Students will understand and be able to demonstrate the methods involved in turning raw materials into usable products.
        
        8.4-5.1: Apply and demonstrate an IPOF system in a production process.
        
        8.4-5.2: Design, construct and test models of shelters and other structures.
        
        8.4-5.3: Safely use tools and machines to produce a product using a simple production sequence or system.
      - 9.4-5: Students will understand transportation systems and the environments used to move goods and people, and the subsystems common to each.
        
        9.4-5.1: Describe the function of various parts of a transportation system.
        
        9.4-5.2: Demonstrate an IPOF system in the technological pooches.
        
        9.4-5.3: Explore, build, experiment and evaluate model marine, space, land and air transportation systems.
      - 10.4-5: Students will demonstrate the techniques of enterprise and how they relate to product and service production, economics, human and material resources, and technology.
        
        10.4-5.1: Trace the evolution of material resources through a business or industry to its end product.
        
        10.4-5.2: Create a mock business within the classroom or school.
        
        10.4-5.3: Explore the career possibilities and responsibilities in enterprise.
      - 11.4-5: Students will be able to supply the engineering design process to achieve desired outcomes across all technological content areas.
        
        11.4-5.1: Design and construct a solution to a real world engineering problem.
    - Grades: 9-10
      - 1.9-10: Students will understand the link between technology and the economy, and recognize that link as the force behind societal emergence and evolution.
        
        1.9-10.1: Construct a solution to a given problem using a limited amount of material resources.
        
        1.9-10.2: Analyze data that shows the link between technological manufacturing process and the economy.
        
        1.9-10.3: Determine the style of ownership of local businesses.
      - 2.9-10: Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives.
        
        2.9-10.1: Identify and apply the systems model to evaluate the impact of a given technological development.
        
        2.9-10.2: Use the systems model to evaluate the effect of transportation technology on the environment.
        
        2.9-10.3: Identify procedures in place in the classroom for dealing with hazardous materials.
        
        2.9-10.4: Describe the role of technology in the creation of solutions to waste disposal issues.
      - 3.9-10: Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements.
        
        3.9-10.1: Demonstrate an ability to take responsibility for their own actions.
        
        3.9-10.2: Exhibit appropriate behavior in both school and work situations.
        
        3.9-10.3: Define and demonstrate a personal work ethic.
      - 4.9-10: Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation.
        
        4.9-10.1: Use research techniques to support design development.
        
        4.9-10.2: Apply descriptive statistics of average, percentage correlation, and graphing to design outcomes.
        
        4.9-10.3: Develop several alternatives design solutions to the same problem.
        
        4.9-10.4: Use a communication technology to visualize a design idea.
        
        4.9-10.5: Prepare and document a design brief.
        
        4.9-10.6: Select appropriate technical processes and fabricate a prototype.
      - 5.9-10: Students will identify and develop leadership attributes and apply them in team situations.
        
        5.9-10.1: Apply organizational skills to classroom and lab activities.
        
        5.9-10.2: Identify roles in a team environment.
        
        5.9-10.3: Present information in an appropriate manner.
      - 6.9-10: Students will know the origins, properties and processing techniques associated with the material building blocks of technology.
        
        6.9-10.1: Participate in recycling activities.
        
        6.9-10.2: Experiment with the alteration of material characteristics.
        
        6.9-10.3: Understand techniques used to extract raw materials from the environment.
        
        6.9-10.4: Classify raw materials according to their physical and mechanical properties.
        
        6.9-10.5: Distinguish between organic and inorganic materials.
        
        6.9-10.6: Describe the physical structures and properties of materials.
        
        6.9-10.7: Differentiate between natural and artificial materials.
      - 7.9-10: Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information.
        
        7.9-10.1: Demonstrate the proper use of the terminology associated with a variety of communication techniques.
        
        7.9-10.2: Send and access information through a network.
        
        7.9-10.3: Operate and apply appropriate electronic communication technology to processing, transmitting, receiving, and organizing information.
        
        7.9-10.4: Explore a variety of technological devices used for communication.
        
        7.9-10.5: Use communications technology to acquire images and information.
      - 8.9-10: Students will understand and be able to demonstrate the methods involved in turning raw materials into usable products.
        
        8.9-10.1: Differentiate between manufacturing and construction systems.
        
        8.9-10.2: Demonstrate safe and accurate use of tools and materials to create a finished product.
        
        8.9-10.3: Complete a cost estimation.
        
        8.9-10.4: Trace the historical evolution of manufacturing.
        
        8.9-10.5: Trace the historical evolution of the construction industry.
        
        8.9-10.6: Identify and evaluate alternative materials.
      - 9.9-10: Students will understand transportation systems and the environments used to move goods and people, and the subsystems common to each.
        
        9.9-10.1: Identify and describe the historical innovations in the evolution of transportation systems and their impact on society.
        
        9.9-10.2: Understand the principles of aerodynamics.
        
        9.9-10.3: Describe how pneumatic, hydraulic, mechanical and electrical energy are used in transportation systems.
      - 10.9-10: Students will demonstrate the techniques of enterprise and how they relate to product and service production, economics, human and material resources, and technology.
        
        10.9-10.1: Calculate the cost of producing a manufactured product.
        
        10.9-10.2: Explore company responsibilities toward employees, community, and the environment.
        
        10.9-10.3: Participate in a variety of roles within an organizational structure.
        
        10.9-10.4: Design a product based on available materials, tools, and equipment.
        
        10.9-10.5: Explore quality control methods.
        
        10.9-10.6: Discuss the current and historical significance of unions.
        
        10.9-10.7: Develop a floor diagram and flowchart.
        
        10.9-10.8: Discuss the required modification if a product were to be manufactured in a nontraditional environment.
      - 11.9-10: Students will be able to supply the engineering design process to achieve desired outcomes across all technological content areas.
        
        11.9-10.1: Not enough information available about the engineering processes referred to.
    - Grades: K-1
      - 1.K-1: Students will understand the link between technology and the economy, and recognize that link as the force behind societal emergence and evolution.
        
        1.K-1.1: Identify parent’s career in business and industry.
        
        1.K-1.2: Identify an example of a local business or industry.
        
        1.K-1.3: Identify and describe the source of a commonly used product (food, toys, rec).
      - 2.K-1: Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives.
        
        2.K-1.1: Define technology.
        
        2.K-1.2: Describe the role of technology in their lives.
        
        2.K-1.3: Describe how technology is used in familiar surroundings.
      - 3.K-1: Students will become aware of the world of work and its function in society, diversity, expectations, trends and requirements.
        
        3.K-1.1: Define work and identify how people earn a living.
        
        3.K-1.2: Expose U-Career Options and Opportunities.
      - 4.K-1: Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation.
        
        4.K-1.1: Identify and define a problem.
        
        4.K-1.2: Develop a verbal action plan to solve a problem.
        
        4.K-1.3: Describe one problem- solving model.
        
        4.K-1.4: Apply creative solutions to a technology problem.
      - 5.K-1: Students will identify and develop leadership attributes and apply them in team situations.
        
        5.K-1.1: Work with a classmate to complete an activity.
        
        5.K-1.2: Identify members of familiar organizations, i.e.: principal, fire chief, mayor.
      - 6.K-1: Students will know the origins, properties and processing techniques associated with the material building blocks of technology.
        
        6.K-1.1: Group resources and materials by properties.
        
        6.K-1.2: Safely use a simple tool to alter a material.
      - 7.K-1: Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information.
        
        7.K-1.1: Use a technological system to transmit a message.
        
        7.K-1.2: Use a variety of simple communication tools to transmit and receive a message.
      - 8.K-1: Students will understand and be able to demonstrate the methods involved in turning raw materials into usable products.
        
        8.K-1.1: Use technological system.
        
        8.K-1.2: Safely use a variety of simple tools to produce a product.
      - 9.K-1: Students will understand transportation systems and the environments used to move goods and people, and the subsystems common to each.
        
        9.K-1.1: Identify transportation systems used in the community.
        
        9.K-1.2: Design and construct a transportation technology model.
      - 10.K-1: Students will demonstrate the techniques of enterprise and how they relate to product and service production, economics, human and material resources, and technology.
        
        10.K-1.1: Identify local business and industries and the product or services they produce.
      - 11.K-1: Students will be able to supply the engineering design process to achieve desired outcomes across all technological content areas.
        
        11.K-1.1: Design and construct a solution to an engineering problem in the home.
  - World Languages (2001)
    - Grades: 11-12
      - 1.11-12: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
        
        1.11-12.1: Restate facts from an oral interview.
        
        1.11-12.2: Obtain information on another’s thoughts and opinions (e.g., current social, political, or environmental issue).
        
        1.11-12.3: Use transitional words or phrases to sustain conversations (e.g., “vamos a ver,” “pues,” “eh bien”).
        
        1.11-12.4: Sequence items presented visually.
        
        1.11-12.5: Teach others to accomplish a given task.
        
        1.11-12.6: Analyze and critique social and political events, music, literary, or artistic performances, etc.
        
        1.11-12.7: Debate both sides of an issue
        
        1.11-12.8: Discuss information presented visually.
      - 2.11-12: Students will understand and interpret spoken and written language on a variety of topics.
        
        2.11-12.1: Read a play and demonstrate comprehension through various tasks (e.g., restating storyline, identifying antagonist/ protagonist describing setting, etc.)
        
        2.11-12.2: Read aloud plays and poetry with fluency and confident delivery.
        
        2.11-12.3: Infer a writer’s assumptions, purpose, or point of view in an editorial.
        
        2.11-12.4: Analyze the social context of a spoken exchange (e.g., a coach’s pep talk, a student’s conference with a guidance counselor, a conversation at the refund counter of a department store).
        
        2.11-12.5: Interpret information presented visually.
        
        2.11-12.6: Read a poem and demonstrate understanding through various tasks (e.g., identifying the theme).
        
        2.11-12.7: Apply skills of critical analysis to oral communication.
        
        2.11-12.8: Read an authentic historical text and relate it to the historical period.
      - 3.11-12: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        3.11-12.1: Identify and understand organizational elements of writing (e.g., titles, paragraphs, bibliography).
        
        3.11-12.2: Write a well-organized composition.
        
        3.11-12.3: Approximate native-like pronunciation, intonation, and inflection.
        
        3.11-12.4: Speak audibly and clearly, varying pace, tone, and stress to engage the audience.
        
        3.11-12.5: Proofread compositions, checking for cohesiveness, flow of ideas, and clarity of meaning.
        
        3.11-12.6: Present to class information learned from research paper using technology (e.g., video, etc.).
        
        3.11-12.7: Engage in exchanges with the audience (e.g., take and answer questions).
        
        3.11-12.8: Write about a variety of trips related to personal, social, and school needs, using appropriate specialized vocabulary.
        
        3.11-12.9: Give a formal, well-organized, and sustained oral presentation.
      - 4.11-12: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.
        
        4.11-12.1: Recognize and readjust behavior in response to nonverbal cues.
        
        4.11-12.10: Self-monitor and self-evaluate language use according to audience.
        
        4.11-12.11: Rephrase or reword an utterance when it results in cultural misunderstanding.
        
        4.11-12.12: Use elements of humor, irony and satire of the target language in written and oral presentations.
        
        4.11-12.13: Interpret meaning through knowledge of cultural factors that effect meaning (e.g., word choice, intonation, setting, etc.)
        
        4.11-12.14: Decide when use of slang is appropriate.
        
        4.11-12.15: Determine appropriate topics for interaction/social conversation.
        
        4.11-12.16: Identify and describe how artists and writers have influenced the history of the target culture (J.J. Rousseau, Voltaire, Picasso, Delacroix, Goya, Rockwell).
        
        4.11-12.17: Read with understanding written materials in target language(s) (e.g., current periodicals) about social, political and economic is-sues pertinent to the target culture.
        
        4.11-12.18: Create a video/film that reflects the cultural practices and/or perspectives of the target culture.
        
        4.11-12.19: Suggest possible solutions to the economic and environmental challenges faced by the target culture(s).
        
        4.11-12.2: Respond to and use humor appropriately.
        
        4.11-12.20: Describe the challenges that religion and religious institutions currently face in the target culture.
        
        4.11-12.3: Interpret and explain a political cartoon, situation comedy or joke in the target culture.
        
        4.11-12.4: Identify cultural factors that affect meaning.
        
        4.11-12.5: Analyze the literature and arts that depict cultural products, practices and perspectives.
        
        4.11-12.6: Study and explain the role of different social, political, and economic institutions of the target culture.
        
        4.11-12.7: Study and analyze the cultural perspectives and practices in the films of the target culture.
        
        4.11-12.8: Gather information about sub-cultural perspectives through reading subculture texts and analyzing their art.
        
        4.11-12.9: Analyze and discuss the challenges that the target culture’s economy faces.
      - 5.11-12: Students will reinforce and expand their knowledge of other areas of study through the world language.
        
        5.11-12.1: Use authentic documents to compare costs of goods and services, wages/salaries, etc., in the home and target culture(s).
        
        5.11-12.2: Use a map to retrace the military campaigns/journeys of famous historical/regentary figures (e.g., Charlemagne, Columbus, Napoleon, Aeneas, Odysseus, etc.).
        
        5.11-12.3: Give examples of social, political and economic interdependence of the home and target culture(s).
        
        5.11-12.4: Compare/Classify information using technical vocabulary (e.g., take an advanced math class or a history course in the target language).
        
        5.11-12.5: Write a persuasive essay about a controversial issue.
        
        5.11-12.6: Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues, and environmental concerns.
        
        5.11-12.7: Use target language including appropriate figures of speech and literary devices to analyze literature and explore universal themes (e.g., death, love, war, etc.).
        
        5.11-12.8: Explore and analyze how people in the target culture(s) solve societal issues (e.g., terrorism, welfare, unemployment, and health care).
      - 6.11-12: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.
        
        6.11-12.1: Read literary texts and relate them to the historical period about which or in which they were written.
        
        6.11-12.2: Research, discuss, and debate a controversial ecological issue.
        
        6.11-12.3: Locate information appropriate to assignment in text or other reference material.
        
        6.11-12.4: Participate in a debate in which a current event/issue is discussed from the perspective of people in the target and home cultures.
        
        6.11-12.5: Communicate (via letters, e-mail, etc.) with peers in the target country and exchange information/ideas, opinions relating to common societal issues.
      - 7.11-12: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own.
        
        7.11-12.1: Use idiomatic expressions appropriate to a given situation in the target language.
        
        7.11-12.10: Demonstrate language varieties within cultures through comparison of regional and/or social dialects.
        
        7.11-12.2: Select, use, and compare appropriate terms f address between the target and native languages.
        
        7.11-12.3: Identify and compare telephone etiquette for different purposes in both target language and native language (e.g., business, school, social, etc.).
        
        7.11-12.4: Use appropriate words in a given situation to illustrate cultural differences.
        
        7.11-12.5: Compare and contrast rhetorical and oratorical techniques used in different languages.
        
        7.11-12.6: Examine various genres of literature and oral communication to hypothesize the world views of different cultures.
        
        7.11-12.7: Identify and understand a range of linguistic and structural features in different text types.
        
        7.11-12.8: Use and explain idiomatic expressions appropriate to a given situation in the target language.
        
        7.11-12.9: Explain how various languages are interrelated in terms of word origin and text structures.
      - 8.11-12: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
        
        8.11-12.1: Compare nuances meanings of words, idioms, and vocal inflections in the target language and their own.
        
        8.11-12.10: Discuss the relationship between cultural perspectives and practices (e.g., holiday, celebrations, work habits, play) by analyzing the target cultures and their own.
        
        8.11-12.11: Compare and contrast various institutions in different cultures (e.g., family education, religion, health care, etc.).
        
        8.11-12.12: Identify and analyze cultural perspectives as reflected in a variety literary genres.
        
        8.11-12.2: Identify and explain the relationship between weather and cultural activities/practices in different countries.
        
        8.11-12.3: Compare and contrast a typical “lunch” at home and in the target culture.
        
        8.11-12.4: Compare and contrast tangible products of the target cultures and their own (e.g., dress, toys, sports, equipment, etc.).
        
        8.11-12.5: Compare and contrast career choices and social roles in the target cultures and their own.
        
        8.11-12.6: Analyze the relationship between cultural stereotyping and its implications in different cultures.
        
        8.11-12.7: Recognize the contributions of other parallel cultures (e.g., Native American, African, and European) to the target culture.
        
        8.11-12.8: Explain the meaning of non-verbal behavior in different cultures.
        
        8.11-12.9: Identify and explain the economic impact of weather on different cultures.
      - 9.11-12: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        9.11-12.1: Develop a resume in the target language studied.
        
        9.11-12.10: Analyze the impact of statistics gathered relative to the global economy.
        
        9.11-12.11: “Chat” on the Internet.
        
        9.11-12.12: Do volunteer work in the community using the target language.
        
        9.11-12.13: Create a portfolio showing involvement in at least 25 leisure activities where the language studied was heard, read and spoken by the student.
        
        9.11-12.14: Create a web page in the target language for the school’s web site.
        
        9.11-12.2: Gather statistics on import/export of U.S. products and products from countries of the language studied.
        
        9.11-12.3: Analyze potential stock or bond investments.
        
        9.11-12.4: Familiarize a native-speaker of the target language with the community at large.
        
        9.11-12.5: Create a portfolio showing involvement in at least 20 leisure activities where the language studied was heard, read, or spoken by the student.
        
        9.11-12.6: Continue exploring an area of interest on the Internet (chat lines, etc.).
        
        9.11-12.7: Bookmark Internet sources in area of interest.
        
        9.11-12.8: Write a cover letter and resume in the target language and mail them to possible employers.
        
        9.11-12.9: Post resume on international Internet.
    - Grades: 3-4
      - 1.3-4: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
        
        1.3-4.1: Give simple commands or instructions to classmates and teacher, (e.g., stand up, sit down, come here, raise your hand please, write your name)
        
        1.3-4.2: Relate favorite pastimes (sports and hobbies).
        
        1.3-4.3: Give time framework (hour, day, month, today, yesterday, tomorrow) for when activities are performed (go to school, go to church, sports, camp, meals). Describe daily routines.
        
        1.3-4.4: Ask and respond in simple conversations to questions about peers and teachers. (e.g., How are you? Where do you live? What time do you eat lunch? How many …. in your family do you have)?
        
        1.3-4.5: Identify and describe themselves and members of immediate and extended family, (e.g., I am short, my uncle is tall, my aunt is blonde).
        
        1.3-4.6: Ask and state location of places and things, (e.g., “Where is the zoo? The zoo is near the park.”).
        
        1.3-4.7: Express likes and dislikes on a variety of topics (e.g., animals, sports, foods).
      - 2.3-4: Students will understand and interpret spoken and written language on a variety of topics.
        
        2.3-4.1: Understand and use correctly interaction, pronunciation and stress (e.g., recites aloud).
        
        2.3-4.2: Decode new vocabulary using contextual clues and drawing on words and phrases from prior studies.
        
        2.3-4.3: Use a simple picture dictionary.
        
        2.3-4.4: Read aloud a familiar passage with correct interaction and pronunciation (e.g., language ladder or simple rhymes).
        
        2.3-4.5: Read short narrative texts (if possible culturally authentic) and retell the main storyline in their own words.
        
        2.3-4.6: Comprehend main idea of an oral or written announcement using contextual clues.
        
        2.3-4.7: Read and prepare simple activity involving a series of steps (e.g., recipe, science experiment or Gouin series).
      - 3.3-4: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        3.3-4.1: Spell common words correctly and take written dictation.
        
        3.3-4.2: Create and perform short skits, puppet shows and role play.
        
        3.3-4.3: Produce and use basic print, capitalization and punctuation conventions (e.g., inverted Spanish question marks, quotation marks, lower case for days of the week, etc.).
        
        3.3-4.4: Begin to write for different purposes (e.g., post cards, phone messages, informal notes, birthday invitation, etc.).
        
        3.3-4.5: Write and record a message (e.g., advertisement, weather reports, phone messages, etc.).
        
        3.3-4.6: Summarize orally the plot of a folktale (e.g., the beginning, the middle, and the end).
        
        3.3-4.7: Use a picture dictionary or other sources to create an alphabet based on a theme (e.g., food alphabet, animal alphabet, cultural alphabet, etc.).
        
        3.3-4.8: Fill in text based on words from known song or story. (written or orally – “The farmer in the _________”.
        
        3.3-4.9: Write simple descriptive sentences, given two choices (e.g., John is tall, short).
      - 4.3-4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.
        
        4.3-4.1: Use cultural expressions (using formal and informal modes of discourse) and appropriate body language of greetings, farewells and introductions in a variety of situations.
        
        4.3-4.10: Name and identify capitals and major topographical features of countries from target culture(s) on maps written in target language (e.g., on map of Chile divided in half as in Chilean classroom, identify Santiago, Anders, Alacama desert, Antarctica and Pa
        
        4.3-4.11: Read, listen to, observe, and perform expressions of the target culture(s) (e.g., children’s literature, music, art, dance, etc.)
        
        4.3-4.2: Demonstrate understanding that families meet basic needs in a variety of ways (e.g., how climate effects type of dwelling, food, mealtime, etc.)
        
        4.3-4.3: Make request in a variety of social situations (e.g., asking a peer for a snack at a celebration, asking permission of an adult, etc.)
        
        4.3-4.4: Identify chores of each member of the family in the target culture.
        
        4.3-4.5: Plan for and participate in a cultural activity (e.g., holidays, birthday, graduation) using customs of target culture(s). (e.g., decoration, ceremony, eating habits, etc.
        
        4.3-4.6: Identify and name selected commercial establishments in the target culture(s) (e.g., role play shopping).
        
        4.3-4.7: Recognize and write numbers according to cultural custom (e.g., one: 1, seven 7). When appropriate, count on fingers the way of target culture (e.g., starting with thumb, little finger, etc.)
        
        4.3-4.8: Demonstrate the use of symbols and signs as a way of communication in the target culture(s) (e.g., directions, warnings, street sign, etc.)
        
        4.3-4.9: Describe tangible products of everyday living, such as housing, food and dress, (e.g., hacienda, villas, sushi, fondue, toga, lederhosen).
      - 5.3-4: Students will reinforce and expand their knowledge of other areas of study through the world language.
        
        5.3-4.1: Count to 100 by 1’s, 5’s, and 10’s.
        
        5.3-4.10: Explore and describe simple patterns found in music, nature, art and literature.
        
        5.3-4.11: Answer questions orally regarding concepts covered in content related or content based units. (e.g., the sloth lives in the canopy of the rainforest. Castles change(d) from fortresses to luxurious homes.
        
        5.3-4.12: Complete simple writing exercises in target language that cover main ideas of concepts covered in content related or content- based units. (e.g., The quetzal is a bird. “Hola” and “ola” are homophones (homo(oros).
        
        5.3-4.2: Count foreign currency and make simple (rounded off) conversions (e.g., 3 to 1 conversion).
        
        5.3-4.3: Tell time orally (hour and half hour).
        
        5.3-4.4: Use a thermometer to determine Cº or Fº scale (up to 100º F).
        
        5.3-4.5: Use a centimeter ruler to measure classroom objects and/or children in class. Explore some other measuring instruments (e.g., weigh children in kilos, measure volume, etc.)
        
        5.3-4.6: Classify foods according to colors, shapes and food groups (e.g., the orange is orange, round, fruit).
        
        5.3-4.7: Create an original work of art using shapes, sizes, and colors. Then, describe it in the target language to others. (e.g., The pine tree is a triangle. It is green.)
        
        5.3-4.8: Recognize and describe geographic features of the target country(s) (e.g., capital, big cities, rivers, mountains, oceans). Point out relative locations (e.g., the ocean is west of the capital, the equator is north, etc.)
        
        5.3-4.9: Recognize some famous figures whose native language is the target language. Make a collage to include picture of person, origin, occupation and/or reason for being a celebrity.
      - 6.3-4: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.
        
        6.3-4.1: Use “Key pals” from target culture(s) to exchange holiday information
        
        6.3-4.2: Research and make a typical craft of the native culture(s) (e.g., Mardi Gras or African Mask, origami, piñata, etc.)
        
        6.3-4.3: Research and create a menu of one meal (either breakfast, lunch, dinner or assorted desserts) typical of the target culture(s).
        
        6.3-4.4: Explore everyday events (e.g., school, sports, shopping) which occur in the target country(s) using multiple sources.
        
        6.3-4.5: Conduct and interview with an immigrant or exchange student from the target culture(s).
        
        6.3-4.6: Research and create a display (showcase or bulletin board) of figures (e.g., people in native costume, musical instruments, crafts, toys, children’s literature, etc.) May use pictures and text from computer technology, library and/or realia from home or t
        
        6.3-4.7: Research and retell a folktale using a multimedia approach.
        
        6.3-4.8: Using Internet, newspaper, or other sources, record and graph in target language, the weather in capital city or other town of target country for 1 week.
      - 7.3-4: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own.
        
        7.3-4.1: Recognize sounds and short words from target language that do not exist in English (e.g., students hear “llama” pronounced in English and Spanish and they distinguish which is L1 and which is L2.)
        
        7.3-4.2: Recognize simple cognates. Identify through listening and reading which words from a list are cognates.
        
        7.3-4.3: Identify simple indicators of gender and number in target language that is different from English (e.g., in Spanish, usually male people and animals end in “o”, and female people and animals end in “a”.
        
        7.3-4.4: Compare word order in simple phrase or expression (e.g., red car, car red, beautiful Mexico, “Mexico lindo”
        
        7.3-4.5: Compare suffixes that denote simple concepts such as size, affection, beauty, etc. (e.g., “into” and “on” Spanish; “chen” in German, etc.
        
        7.3-4.6: Recognize differences in writing systems (e.g., print, symbols, syllabic, alphabets, characters, orientation of written language, and punctuation conventions (e.g., read right to left in Hebrew, use upside down exclamation points in Spanish, etc.)
        
        7.3-4.7: Recognize that letters/ characters can represent different sounds in target language and in English (e.g., Vowels, Key consonants, etc.). Read aloud simple monosyllabic and bi-syllabic words demonstrating capacity to closely reproduce sounds and comprehen
      - 8.3-4: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
        
        8.3-4.1: Recognize selected food from target culture(s) related to holidays and seasons of the year and compare with food served in US at similar occasions (e.g., trick or treat candy for Halloween as compared to sugar skills, “calaveras de azúcar” for The Day of
        
        8.3-4.10: Compare daily living in both cultures (e.g., food, school, leisure, grocery shopping, etc.)
        
        8.3-4.11: Discuss in very simple target language, the roles of men, women, and children in their own cultures (e.g., the father works in the office; the mother sells at the market; the children go to school and help in the market).
        
        8.3-4.12: Compare and contrast superstitions in target language/culture(s) and in USA. (e.g., bad luck on Friday 13th or Tuesday 13th a South American good luck brought by rabbit’s foot or chimney sweep in Germany and Switzerland or Ekeko in Bolivia).
        
        8.3-4.2: Compare songs and instruments used during holiday celebrations in target culture(s) and in US (e.g., at Christmas time, people go caroling “Parranda” in Puerto Rico using “maracas”, “guiro”, “cuatro” and guitar singing “aguinaldos” such as “Los Tres Santo
        
        8.3-4.3: Compare weather and consequences (dress, sports, foods, houses, etc.) in a target culture city/town with Connecticut city/town. Make collage/poster of weather comparison highlighting a theme (e.g., hot weather in southern Mexico – women wear huipil/men we
        
        8.3-4.4: Express personal preferences in the target language regarding sports and activities of target culture(s) and of Connecticut.
        
        8.3-4.5: Compare and contrast through Venn diagrams how selected holidays are celebrated in target culture(s) and in US (e.g., on Independence Day in both US and Chile, people eat picnics/cook-outs but, in US the menu is usually hotdogs and hamburgers, whereas in
        
        8.3-4.6: Compare and contrast meals and eating styles/practices in the target culture(s) with North American equivalents (e.g., cheese is served before meal in US and after meal in France).
        
        8.3-4.7: Plan a menu associated with two similar holidays in two cultures (e.g., cut and past pictures as a group project and present in target language).
        
        8.3-4.8: Compare and contrast dress (e.g., modern/urban and clothing for special holidays) in two cultures. Draw pictures and label in target language. Present to class.
        
        8.3-4.9: Compare and contrast work activities of people in US with similar and different occupations in target cultures (e.g., doctors and nurses in both countries; however bullfighter in Spain as compared to basketball player in US).
      - 9.3-4: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        9.3-4.1: Imitate communication in the target with native-speaking peers of the target culture (e.g., Sister School exchange, pen pals with videotaping, etc.)
        
        9.3-4.2: Visit local establishments/ social clubs owned and managed by native speakers.
        
        9.3-4.3: Engage in simple conversations with native-speaker personnel at site visited (e.g., How are you? What is your name? Where do you come from? etc.)
        
        9.3-4.4: Use community resources to explore target cultures
        
        9.3-4.5: Write to embassies/ consulates/cultural centers of target culture/countries and request cultural materials.
        
        9.3-4.6: Attend/participant activity in target culture festival.
        
        9.3-4.7: Attend children’s movie/theater/sports event delivered in target language with customs from target culture.
    - Grades: 5-6
      - 1.5-6: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
        
        1.5-6.1: Expand conversational ability based on new information (e.g., climate, seasons, school schedules, etc.)
        
        1.5-6.2: Take part in longer exchanges with others using more interrogation (e.g., What, When, Which, Where, Who, How many, How much, How and Why) and ask about clubs, sports, favorite musicians, movies, etc.)
        
        1.5-6.3: Discuss with a partner or group details of plans and people, (e.g., dream home, ideal vacation, ideal friend, etc.
        
        1.5-6.4: Talk with others about personal activities (e.g., school, home, scouts, sports, etc.)
        
        1.5-6.5: Acquire goods and services through basic conversational skills (e.g., order food in a restaurant, exchange currency, purchase school supplies).
        
        1.5-6.6: Exchange opinions, feelings and emotions (e.g., I’m proud, I admire the hero, I hate drugs etc).
        
        1.5-6.7: Accept and decline an invitation.
      - 2.5-6: Students will understand and interpret spoken and written language on a variety of topics.
        
        2.5-6.1: Read aloud authentic materials with correct intonation, pronunciation and stress.
        
        2.5-6.2: Demonstrate understanding of written or oral text by summarizing or paraphrasing (e.g., setting characters plot etc.)
        
        2.5-6.3: Read simple texts in target language and answer simple questions (e.g., weather report, travel poster or brochure, T.V. Guide, etc.)
        
        2.5-6.4: Use primary bilingual dictionary, picture dictionary or glossary to access information.
        
        2.5-6.5: Obtain information from short messages (oral or written) (e.g., invitations, directions, announcements, appointments).
      - 3.5-6: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        3.5-6.1: Take written dictation on unfamiliar text that is orthographically predictable.
        
        3.5-6.2: Write, review, and edit own writing with teacher guidance.
        
        3.5-6.3: Write a personal letter applying conventions, accurately (e.g., layout, headings, punctuation). Address the envelope.
        
        3.5-6.4: Create and present short skit/play involving more than two characters. May use videotape, props, costumes and scenery.
        
        3.5-6.5: Prepare and present brief reports on thematic topics (e.g., weather report, commercial, etc.) using a variety of formats (e.g., brochures, dioramas, puppets, travel posters, etc.)
        
        3.5-6.6: Identify orally the setting, main characters and events in narrative texts (e.g., linear and circular story mapping).
        
        3.5-6.7: Create written journals in response to teacher prompt
      - 4.5-6: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.
        
        4.5-6.1: Identify roles and responsibilities of men, women and children in the target culture(s).
        
        4.5-6.10: Interpret military/train station time (hours only) e.g., The train leaves at 22:00 – 10:00 pm).
        
        4.5-6.11: Identify ways of life, family structures and pastimes from written, oral, and visual texts (e.g., video clips from a Mexican or Puerto Rican quinceañera celebration).
        
        4.5-6.12: Identify and discuss significant individuals/heroes and events in the target culture(s). (e.g., Rigoberta Menchu from Guatemala, four historical events in Spain the year of 1492).
        
        4.5-6.13: Recognize age appropriate fantasy heroes/heroines from the target culture(s) (e.g., Astérix, Mafaldo, Zorro, etc.)
        
        4.5-6.14: Recognize and/or taste/make foods and crafts from target culture(s) (e.g., crêpes, job de Dies, origami).
        
        4.5-6.15: Identify and participate in sports activities and/or recess games typical of the target culture(s) (e.g., “chueca”, the sport of the Mapuches, “pomme, pêche, poire” from France, “Doña Ana” from Puerto Rico.
        
        4.5-6.16: Identify architectural and/or engineering accomplishments of the target culture(s) (e.g.,, Eiffel Tower, Chichén Itzá, Inca highway, The Great Wall of China, etc.)
        
        4.5-6.17: Describe cultural achievements and/or symbols of the target culture(s) (e.g., Mona Lisa, Statutes of Simon Bolivar, Fados of Portugal, castles, cathedrals, pyramids and fountains).
        
        4.5-6.2: Explain attitudes toward concept of time in the target culture(s) (e.g., Spanish siesta, Swiss punctuality, etc.).
        
        4.5-6.3: Identify and name selected occupations that are specific to target culture(s) (e.g., matador, chocolate maker, shaman, etc.)
        
        4.5-6.4: Role play patterns of behavior and interactions of everyday settings in the target culture(s) (e.g., French practice of closing doors in house; standing up for school principals/teachers when they enter classroom, etc.
        
        4.5-6.5: Describe staples and dishes unique to target culture(s) and indicate order in which these are served (e.g., soup at end of Chinese course, salad and cheese at end of meal in France). Accept/ refuse appropriately offers of food.
        
        4.5-6.6: Demonstrate a basic knowledge of the history and geography at the people/countries of the target culture(s).
        
        4.5-6.7: Use appropriate etiquette in initiating and responding to telephone conversations, e-mail and other types of communication.
        
        4.5-6.8: Role play shopping practices in target cultures (e.g., bargaining in marketplace, bartering in Amazon rainforest, etc.)
        
        4.5-6.9: Identify how people in the target culture(s) interact with their environment (e.g., living space according to available materials, modes of transportation – metro, chivitas,, recreational space, etc.)
      - 5.5-6: Students will reinforce and expand their knowledge of other areas of study through the world language.
        
        5.5-6.1: Count and use numbers between 0 and 1000 to do the four operations (add, subtract, multiply and divide).
        
        5.5-6.10: Label and/or create several types of maps of target countries (e.g., political, topographical, linguistic, products, natural resources, ethnic groups, etc.)
        
        5.5-6.11: Recognize contemporary music of the target language (e.g., Selena, Inti Illimani, Céline Dion, etc.)
        
        5.5-6.12: Recognize characteristics/ style of three to five famous artists/musicians and draw or paint a picture or make music/rhythm in this style (e.g., French Impressionists, Mexican Muralists, etc.)
        
        5.5-6.13: Use simple social studies vocabulary to identify historical concepts and events and/or make a time line (e.g., Rise and Fall of the Roman Empire, Slavery and the Underground Railroad in the Caribbean Island, etc.)
        
        5.5-6.14: Recognize the style of an author or poet from the target culture(s) and retell story/poem in own words with proper sequence, typing to imitate style/rhythm.
        
        5.5-6.15: Design an imaginary trip to a target country (maybe planned as a group). Include passports, suitcase with clothes and camera, money, tickets, etc. Itinerary may include meeting a famous person, seeing the sites, sample products of the country, etc.
        
        5.5-6.16: Participate in cultural market as buyer and seller of typical goods. (e.g., I need 2 kg. of rice. How much does it cost?)
        
        5.5-6.2: Complete simple operations with fractions – half, quarter, third, eighth (e.g.,¼ + ¼ = ½).
        
        5.5-6.3: Tell time orally and in writing (hour, half hour, quarter hour, minutes and military time).
        
        5.5-6.4: Count with ordinal numbers up to the “tenth one” using items from another domain (e.g., the fifth musician is Brahms, the second musician is Beethoven).
        
        5.5-6.5: Convert foreign currency of target countries, checking for accuracy with a calculator.
        
        5.5-6.6: Perform geometric functions in the target language (e.g., area, volume, etc.) and measure the distance between objects (e.g., in the solar system, between famous monuments, etc.)
        
        5.5-6.7: Convert or authentic recipe from metric measurement to standard and then make recipe for class.
        
        5.5-6.8: Create a classroom model, label it and describe with simple target language (e.g., solar system, a Roman villa, an outdoor market, an architectural landmark, etc.)
        
        5.5-6.9: Observe and record weather forecasts using authentic newspapers and/or video weather reports.
      - 6.5-6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.
        
        6.5-6.1: Use target language sales notices to make purchases within a specific budget.
        
        6.5-6.2: Review typical current TV commercial clips and create a simplified advertisement for a product from the target culture.
        
        6.5-6.3: Listen to recordings of contemporary music from target language musicians and identify three different styles and/or musicians.
        
        6.5-6.4: Complete authentic travel document forms (e.g., pass-port, visa, customs form, etc.
        
        6.5-6.5: Use maps, charts, and globes in target language to identify weather/climate, patterns, natural resources, native products, modes of transportation, etc.
        
        6.5-6.6: Read and interpret authentic, fairly current schedules (e.g., TV music, train, plane, bus, etc
        
        6.5-6.7: Use the Internet to access current events in target language from Target culture(s).
      - 7.5-6: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own.
        
        7.5-6.1: Cite and use examples of words and roots borrowed from the target language used in English and English words that are currently used in the target language. Illustrate some of these words, (e.g., rodeo, kindergarten, etc.)
        
        7.5-6.2: Compare nuances of meanings and pronunciation of cognates. Discuss false cognates and draw two different meanings (e.g., “trampa” in Spanish and “tramp” in English).
        
        7.5-6.3: Compare concept of gender in English and target language (e.g., “lion and lioness” versus “le lion et la lionne.”
        
        7.5-6.4: Compare and contrast differences and similarities in the pronunciation systems. Give examples that are more complicated than in earlier years. (e.g., “esdrujulas” in Spanish, diphthongs and triphthongs in many languages).
        
        7.5-6.5: Discuss how idiomatic expressions work in general and practice in a meaningful way. Incorporate into oral and written communication.
        
        7.5-6.6: Identify language characteristics which may or may not be present in English (e.g., formalities, levels of politeness, formal and informal language, different registers of language, etc.)
        
        7.5-6.7: Illustrate proverbs and compare with equivalent translation in English (e.g., “It’s raining cats and dogs” with Spanish version, “Está lloviendo a chuzo/a cántaros”. (It’s raining spears/jarfuls).
        
        7.5-6.8: Give examples of words borrowed from one language and used in another and develop an understanding of the process of borrowing.
      - 8.5-6: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
        
        8.5-6.1: List, identify and describe with simple adjectives ten daily activities in the native and target cultures (e.g., In the US the boy/girl wakes up at 7:00 a.m. in ___________ (country) the boy/ girl wakes up at ______a.m., etc.
        
        8.5-6.10: Compare and contrast music or art from same time period/style in US and target cultures). (e.g., French Impressionists and US Impressionists).
        
        8.5-6.11: Compare and contrast cultural meaning of proverbs, sayings, jokes, riddles in target language/culture(s) and US. This may be carried out partly in English. (e.g., “You move your feet and you lose your seat./”El que se va a Sevilla/melipilla, pierde su sil
        
        8.5-6.12: Identify cultural activities/sports that take place according to seasons and compare with similar US activities/sports. (e.g., skiing takes place in both Germany and US in winter, hiking in summer activity, more prevalent in Germany then USA.)
        
        8.5-6.2: Compare and contrast the role of selected family members in both cultures (e.g., the grandmother in USA often lives far away/the grandmother in __________ lives with the family). Present to class in target language with pictures.
        
        8.5-6.3: Company and contrast school and family life in the target culture and the USA (e.g., extended family living under one roof or getting together every weekend, respect for parents, teachers, etc.)
        
        8.5-6.4: Illustrate/write about how birthday, Saint’s Day or “coming of age” is celebrated in both cultures (e.g., compare “quinceañera” party in Mexico with Bas Mitzvah in CT).
        
        8.5-6.5: Describe orally and in written language a holiday in US and a similar celebration in target culture explaining similarities and differences (e.g., On New Year’s eve in Spain each family member eats twelve grapes/in US people watch TV or go to parties.
        
        8.5-6.6: Create a “mock” marketplace typical of target countries) and assign rolls to students to represent vendors and customers. Buy and sell with play target currency. Bargain and/or trade according to norms of culture. Recognize and identify inventory that is
        
        8.5-6.7: Compare and contrast beliefs regarding sickness and ___?______ (e.g., role play US doctor attending to broken arm and Chinese acupuncturist attending to patient’s pain).
        
        8.5-6.8: Compare and contrast folktales and animal stories in US children’s literature and authentic cultural literature in simplified language (e.g., Simple Simon and Juan Bobo/image of fox in both cultures).
        
        8.5-6.9: Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g., equestrian statutes, legends, pictures, etc.)
      - 9.5-6: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        9.5-6.1: Identify and describe professions in the US which require proficiency in the target language studied.
        
        9.5-6.10: Collect and read advertisements of products/video clips from target language/culture(s).
        
        9.5-6.11: Explore cultural components of the Internet.
        
        9.5-6.12: Go with family to ethnic restaurants with menus in target language and speak to waiter in target language.
        
        9.5-6.13: Travel (true or vicarious trip) with family on vacation to a country where target language is spoken. Attend museum with target culture exhibit on display
        
        9.5-6.2: Develop an interview questionnaire/interview a native-speaker (preferably close to same age) in the target language.
        
        9.5-6.3: Plan an imaginary trip to a country of the language that includes itinerary, budget, transportation, etc.
        
        9.5-6.4: Use the country’s currency on the imaginary trip.
        
        9.5-6.5: Perform a story/play TV program in the target language to be presented to the community.
        
        9.5-6.6: Design/prepare thematic bulletin board/showcase display of an aspect of target culture with labels in target language (e.g., dolls, postcards, musical instruments, etc.)
        
        9.5-6.7: Prepare article for school newspaper in target language about cultural aspects of target countries.
        
        9.5-6.8: Exchange information about school, town and state with foreign pen pals or pen pals from Sister School in state where target language is spoken.
        
        9.5-6.9: Take on identity of famous native speaker and present to class.
    - Grades: 7-8
      - 1.7-8: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
        
        1.7-8.1: Respond to factual and interpretive questions audibly and clearly, varying pace, tone, and stress to enhance meaning.
        
        1.7-8.2: Orally express own thoughts, ideas, opinions and emotions (e.g., express approval, disapproval, wants, preferences, ask and answer what one likes best, give and respond to compliments.
        
        1.7-8.3: Describe themselves, a best friend, a favorite celebrity, etc.
        
        1.7-8.4: Demonstrate an awareness of dialects and regional variations.
        
        1.7-8.5: Respond with simple, appropriate social expressions (e.g., idioms such as “I have hunger” vs. “I am hungry”, “It makes cold” vs. “It is cold out)”.
        
        1.7-8.6: Describe a conflict/present a solution.
        
        1.7-8.7: Relate the sequence of a movie video without the sound.
        
        1.7-8.8: Identify customs from target cultures that have been assimilated to daily life in the U.S. (e.g., Taco Bell, Piñata at parties).
      - 2.7-8: Students will understand and interpret spoken and written language on a variety of topics.
        
        2.7-8.1: Read and respond creatively to texts (designing a poster, making a graph, etc.)
        
        2.7-8.10: Examine and discuss socio-cultural elements represented in text (e.g., values, attitudes and beliefs).
        
        2.7-8.11: Use a dictionary to validate choice of language.
        
        2.7-8.2: Express viewpoint on authentic magazine or newspaper article.
        
        2.7-8.3: Summarize or establish the sequence of events in a familiar recorded new story (e.g., Tour de France).
        
        2.7-8.4: Continue to explore cultural components of Internet.
        
        2.7-8.5: Read and respond creatively to texts by writing a simple rhyming poem (e.g., nonsense rhyming).
        
        2.7-8.6: Read and summarize an authentic magazine or newspaper article.
        
        2.7-8.7: Watch and answer questions on taped sporting or other social activities.
        
        2.7-8.8: Establish contact with target language school or person via the Internet.
        
        2.7-8.9: Read aloud familiar and unfamiliar texts with fluency and competent delivery.
      - 3.7-8: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        3.7-8.1: Fill in authentic forms (e.g., magazine subscriptions, invitations).
        
        3.7-8.10: Write a simple narrative or description on a given topic (e.g., an account of an event, a problem, etc.).
        
        3.7-8.2: Take notes from recorded phone messages.
        
        3.7-8.3: Write and act out a commercial with a group.
        
        3.7-8.4: Write brief paraphrases and summaries on teacher-given topics.
        
        3.7-8.5: Narrate/give an oral report in present, past and future times.
        
        3.7-8.6: Represent information visually.
        
        3.7-8.7: Design own form(s) of announcements.
        
        3.7-8.8: Write simple letters about self and school.
        
        3.7-8.9: Create original poem and illustrate it on a poster.
      - 4.7-8: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.
        
        4.7-8.1: Identify subculture(s) within the target culture(s) (e.g., differences in “Spanish” cultures among Spain, Mexico, Puerto Rico, etc.).
        
        4.7-8.10: Identify how people in the target culture(s) interact with their environment (e.g., living space, modes of transportation, recreational space).
        
        4.7-8.11: Identify and name forms of government and major political leaders in the target culture(s) (e.g., monarchy, social democracy, dictatorships).
        
        4.7-8.12: Identify and describe elements of subculture(s) within the target culture(s) (e.g., music genre, poems, dress, and folktales).
        
        4.7-8.13: Use appropriate etiquette in public places
        
        4.7-8.14: Describe attitudes of general population toward police, fire and other public service institutions (e.g., public vs. private).
        
        4.7-8.15: Name technology present in daily lives in target culture(s) (e.g., MINITEL, TV, radio, banks and exchanges).
        
        4.7-8.16: Compare shopping practices in the target culture(s) (e.g., bartering, bargaining, a set price).
        
        4.7-8.17: Identify culturally appropriate wording in formal correspondence.
        
        4.7-8.18: Exchange opinions with pen pals from the target culture(s) on social issues (e.g., dating practices, current fashions, movies, pastimes).
        
        4.7-8.19: Identify sociocultural elements represented in texts (e.g., idioms, proverbs, humor, etc.)
        
        4.7-8.2: Use appropriate etiquette in initiating and responding to telephone communication.
        
        4.7-8.20: Prepare a timeline to compare important events within a limited period of time in US history and the target culture’s history.
        
        4.7-8.21: Describe the regions of the target culture(s).
        
        4.7-8.22: Compare and contrast the role of television in the target culture(s) and the US.
        
        4.7-8.3: Identify the status of various occupations in target cultures(s) (e.g., status of teachers in Japan and Germany, status of nurses, engineers, etc. in western cultures).
        
        4.7-8.4: Demonstrate understanding of purchasing power of the currency of the target culture.
        
        4.7-8.5: Identify and describe various values reflected in food, clothing, and shelter in the target culture(s) e.g. kosher taboos, French herbal teas, extended family living quarters.
        
        4.7-8.6: Recognize the regions of the target culture(s).
        
        4.7-8.7: Identify the sports activities in the target culture(s).
        
        4.7-8.8: Describe styles of architecture used to design monuments.
        
        4.7-8.9: Identify and categorize television programs available in the target culture(s).
      - 5.7-8: Students will reinforce and expand their knowledge of other areas of study through the world language.
        
        5.7-8.1: Tell time according to the 24-hour clock.
        
        5.7-8.2: Explore health, nutrition, and physical fitness issues of adolescents in the target culture.
        
        5.7-8.3: Use metric system to describe personal attributes/abilities (e.g., height, weight, athletic record, etc.).
        
        5.7-8.4: Use numbers to 1 million
        
        5.7-8.5: Observe and record weather forecasts.
        
        5.7-8.6: Connect professions with their qualifications (e.g., apprenticeships, higher education, degrees, skills and interests, etc.).
        
        5.7-8.7: Identify how music, art, and literature reflect the target culture.
      - 6.7-8: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.
        
        6.7-8.1: Read a TV schedule train, train, and bus schedule from the target culture
        
        6.7-8.2: Identify jobs from American classified ads that require the target language.
        
        6.7-8.3: Use popular magazines from the target culture to identify and describe social conventions about adolescents.
        
        6.7-8.4: Use TV shows, videos, etc. to explore aesthetic concepts of the target culture.
        
        6.7-8.5: Plan a daily schedule based on a weather forecast.
        
        6.7-8.6: Use the Internet t access current events from the target culture.
        
        6.7-8.7: Complete an authentic job application from the target culture.
      - 7.7-8: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own.
        
        7.7-8.1: Cite and use borrowed words from other languages and hypothesize why languages in general need to borrow words.
        
        7.7-8.2: Collect and list examples showing differences in the grammar structure of the two languages (e.g., word order, gender, agreement, tense, etc.)
        
        7.7-8.3: Identify the use different titles of address used in the target country and the U.S.
        
        7.7-8.4: Initiate telephone conversation and compare differences in telephone etiquette in the target and their own cultures. (e.g., state one’s identity, ask to speak to someone, ask when someone will return, state that they will call again, conclude a call).
        
        7.7-8.5: Demonstrate how idiomatic expressions reflect culture.
        
        7.7-8.6: Generate idiomatic expressions in both the native language and the target language and discuss how idiomatic expressions work in general.
        
        7.7-8.7: Recognize that vocabulary conveys different meanings in various contexts.
      - 8.7-8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
        
        8.7-8.1: Describe appropriate clothing and celebration activities for different holidays/ceremonies (e.g., gifts, etc.)
        
        8.7-8.2: Choose a profession and tell about the career in both cultures.
        
        8.7-8.3: Describe a leisure activity in both native and target culture using the target culture.
        
        8.7-8.4: Describe an article or outfit in modern or traditional dress using the target language.
        
        8.7-8.5: Describe a particular myth associated with a celebration in both cultures that incorporates symbolism.
      - 9.7-8: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        9.7-8.1: Observe, take notes, and write a summary of an interview with a speaker of the target language.
        
        9.7-8.2: Compare cost of previous year’s imaginary travel to cost of same travel in current year.
        
        9.7-8.3: Exchange information with foreign pen-pal on topics of personal interest, community interests, and world concerns.
        
        9.7-8.4: Participate in a language immersion experience (e.g., language, camp, travel).
        
        9.7-8.5: Establish and maintain communication with peers in the target culture.
        
        9.7-8.6: Watch and listen to TV or radio broadcasts in the language studied.
        
        9.7-8.7: Attend at least two plays, concerts, or cultural celebrations.
    - Grades: 9-10
      - 1.9-10: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
        
        1.9-10.1: Expand on idioms (e.g., “I know it like the back of my hand.”).
        
        1.9-10.10: Interpret information presented visually (through art, drama, etc.
        
        1.9-10.11: Discuss advantages and disadvantages of an idea or proposed course of action (e.g., the year-round school, raising the age for getting a driver’s license to 18).
        
        1.9-10.2: Defend position on given social topic.
        
        1.9-10.3: Preview video without sound and write own dialog.
        
        1.9-10.4: Debate the value of specific cultural traditions.
        
        1.9-10.5: Respond to a series of instructions that involve interrelated tasks (e.g., how to drive a car, change a tire, etc.)
        
        1.9-10.6: Participate in an interview (e.g., with a guest speaker, local celebrity, etc.)
        
        1.9-10.7: Initiate and maintain discussions where some responses may be unpredictable (e.g., scenarios).
        
        1.9-10.8: Express own thoughts and opinions on topics of social and personal interests such as music, literature, the arts, and the sciences.
        
        1.9-10.9: Engage in extended conversations on a variety of topics.
      - 2.9-10: Students will understand and interpret spoken and written language on a variety of topics.
        
        2.9-10.1: Read and respond creatively to texts by scripting a skit.
        
        2.9-10.10: Obtain information through email.
        
        2.9-10.11: Use authentic documents to compare costs of goods and services in the home (e.g., gasoline, food, shelter, etc.)
        
        2.9-10.12: Examine and discuss socio-cultural elements represented via the Internet.
        
        2.9-10.2: Write an editorial on a current issue.
        
        2.9-10.3: Characterize the tone, mood, and/ or point of view of one or ore speakers.
        
        2.9-10.4: Create class web page.
        
        2.9-10.5: Read a story and represent the sequence of events through pictures, words, music, or drama (e.g., comic strip).
        
        2.9-10.6: Identify organizational features of texts (e.g., paragraphs, diagrams, titles, headings, table of contents, references).
        
        2.9-10.7: Comprehend unfamiliar text using contextual clues (e.g., including words with more than one meaning).
        
        2.9-10.8: Read a story and represent sequence of events through pictures, words, music, drama (e.g., comic strip).
        
        2.9-10.9: Use target language to validate choice of vocabulary.
      - 3.9-10: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        3.9-10.1: Extract information from timetables, menus, advertisements.
        
        3.9-10.10: Adjust spoken presentation to suit the audience.
        
        3.9-10.11: Write a business letter.
        
        3.9-10.2: Write an editorial based on teacher-designed topic.
        
        3.9-10.3: Respond in writing to personal questions.
        
        3.9-10.4: Write and present an original story.
        
        3.9-10.5: Complete authentic forms and documents (e.g., passport, driver’s license, job application).
        
        3.9-10.6: Take detailed notes on given topic via video.
        
        3.9-10.7: Retell events of a video using detailed notes.
        
        3.9-10.8: Write a well-organized paragraph.
        
        3.9-10.9: Proofread and peer-edit paragraphs.
      - 4.9-10: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.
        
        4.9-10.1: Recognize and discuss cultural differences in educational requirements, grades, and attitudes in the target culture(s) and the U.S.
        
        4.9-10.10: Compare how artists use universal themes in the U.S. and in the target culture(s) (e.g., love, grief, friendship, beauty).
        
        4.9-10.11: Compare form(s) of government in the roles of the major political leaders in the target culture(s) with those of the U.S.
        
        4.9-10.12: Identify emigration and immigration patterns to and from target culture country.
        
        4.9-10.13: Identify the perspectives and practices in regard to what causes and/or cures illness or death.
        
        4.9-10.14: Demonstrate an understanding of ways to give and receive compliments, show gratitude, apologize, express anger, impatience, in target culture.
        
        4.9-10.15: Exchange opinions with classmates on social issues from the target culture.
        
        4.9-10.16: Recognize elements of humor, irony, and satire in the target language and culture.
        
        4.9-10.17: Recognize use of slang, dialectics, and regionalisms in conversations.
        
        4.9-10.18: Interpret and respond appropriately to nonverbal cues and body language.
        
        4.9-10.19: Determine the appropriate distance to maintain while talking to someone, depending on the situation.
        
        4.9-10.2: Discuss how the roles of men and women and their occupations are changing.
        
        4.9-10.20: Study and experience the literature and arts that depict target cultural products, practices, and perspectives.
        
        4.9-10.21: Study and analyze the forms of government and political leaders in the target culture(s).
        
        4.9-10.22: Research the role of film (movie) in the target culture.
        
        4.9-10.23: Identify and recreate products and practices that represent subculture(s) of the target culture (e.g., Creole food, Algerian clothing, reggae music).
        
        4.9-10.24: Identify the economic situation of the target culture country and its position in the global economy.
        
        4.9-10.25: Explore the role religion and religious institutions play in the target culture.
        
        4.9-10.3: Describe attitudes toward money in the target culture(s).
        
        4.9-10.4: Identify practices and beliefs with regard to body hygiene.
        
        4.9-10.5: Research a cultural region of the target culture(s).
        
        4.9-10.6: Compare the contributions in sports between the target culture(s) and the U.S.
        
        4.9-10.7: Identify the architectural and city planning contributions that the target culture(s) make(s) to American society and the world.
        
        4.9-10.8: Identify and analyze the role of television in shaping attitudes and values in the target culture(s).
        
        4.9-10.9: Describe how people in the target culture(s) interact with their physical and social environment (e.g., living space, commercial and business space, parks and recreational space, open air markets, plazas, walled houses and cities, modes of transportation)
      - 5.9-10: Students will reinforce and expand their knowledge of other areas of study through the world language.
        
        5.9-10.1: Demonstrate ability to use large numbers in real life situations (e.g., buying a car, taking a trip, renting a house).
        
        5.9-10.2: Examine and describe unusual weather patterns (e.g., el Niño, le Mistral).
        
        5.9-10.3: Examine 20th century developments in the areas of arts, music, and literature in the target culture(s).
        
        5.9-10.4: Examine how target culture immigrants to the U.S. preserve their cultural traditions.
        
        5.9-10.5: Use authentic documents to compare costs of goods and services, wages/salaries, etc., in the home and target culture(s).
        
        5.9-10.6: Use a map to retrace the military campaigns/journeys of famous historical/regentary figures (e.g., Charlemagne, Columbus, Napoleon, Aeneas, Odysseus, etc.).
        
        5.9-10.7: Give examples of social, political and economic interdependence of the home and target culture(s).
      - 6.9-10: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.
        
        6.9-10.1: Research, record, and report scores of an athletic event.
        
        6.9-10.2: Use the Internet to record a log of weather conditions in the target country.
        
        6.9-10.3: Use the Internet to find employment opportunities in the target culture.
        
        6.9-10.4: Read, listen to and view works of literature and arts that describe contemporary life in the target culture.
        
        6.9-10.5: Access and organize information through authentic language text and media to contribute to a topic being discussed in a different class
        
        6.9-10.6: Research current weather conditions in target language countries via Internet
        
        6.9-10.7: Observe and record information about societal issues in the target culture through a variety of authentic texts and media.
      - 7.9-10: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own.
        
        7.9-10.1: Compare grammatical structures between the native and the target language (e.g., word order, verb tenses, noun cases, number, etc.).
        
        7.9-10.10: List and compare corresponding words with their social meanings in their particular cultures.
        
        7.9-10.2: Demonstrate differences in writing systems.
        
        7.9-10.3: Identify idiomatic expressions appropriate to a given situation in the target language.
        
        7.9-10.4: Recognize noun and verb forms and how they function in the target language in relation to comparable elements in English.
        
        7.9-10.5: Recognize that vocabulary conveys different meanings in various contexts within different cultures.
        
        7.9-10.6: Recognize the existence of language varieties within cultures through dialect comparisons.
        
        7.9-10.7: Identify idiomatic expressions appropriate to a given situation in the target language.
        
        7.9-10.8: Select and use appropriate title of address in the target language in a given situation.
        
        7.9-10.9: Identify and compare differences in telephone etiquette in the target and native languages.
      - 8.9-10: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
        
        8.9-10.1: Compare and contrast seasons and weather conditions of the target countries.
        
        8.9-10.10: Recognize the contributions of other parallel cultures (e.g., Native American, African, and European) to the target culture.
        
        8.9-10.2: Compare and contrast the concept of “snacks” in the two cultures.
        
        8.9-10.3: Discuss the similarities and differences between one’s own culture and the target culture as represented in the media and/or literature.
        
        8.9-10.4: Compare nuances meanings of words, idioms, and vocal inflections in the target language and their own.
        
        8.9-10.5: Identify and explain the relationship between weather and cultural activities/practices in different countries.
        
        8.9-10.6: Compare and contrast a typical “lunch” at home and in the target culture.
        
        8.9-10.7: Compare and contrast tangible products of the target cultures and their own (e.g., dress, toys, sports, equipment, etc.).
        
        8.9-10.8: Compare and contrast career choices and social roles in the target cultures and their own.
        
        8.9-10.9: Analyze the relationship between cultural stereotyping and its implications in different cultures.
      - 9.9-10: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        9.9-10.1: Write to international corporations requesting information on job qualifications that include a second language.
        
        9.9-10.10: Exhibit familiarity with stock and bond markets of the target country.
        
        9.9-10.11: Teach some of the target language to peers or younger children.
        
        9.9-10.12: Familiarize native speaker of the target language with the school community in the target language.
        
        9.9-10.13: Create a portfolio showing involvement in at least 10 leisure activities where the target language was heard/ read/spoken by the student.
        
        9.9-10.14: Explore an area of interest on the Internet.
        
        9.9-10.2: Compile a list of local part-time positions that have a need for proficiency in the target language.
        
        9.9-10.3: Re-enact famous target culture tales and stories for younger students.
        
        9.9-10.4: Write or give a review of a cultural event/performance attended.
        
        9.9-10.5: Explore international shopping market on the Internet.
        
        9.9-10.6: Explore opportunities to live and study in a target language culture.
        
        9.9-10.7: Use target language to request information about employment and career opportunities for bilingual speakers.
        
        9.9-10.8: Read and discuss articles in the target language on the global market
        
        9.9-10.9: Host a native speaker of the target language
    - Grades: K-2
      - 1.K-2: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
        
        1.K-2.1: Greet and respond to simple greetings and farewells, match time of day (morning, afternoon, evening) with pictured activity.
        
        1.K-2.2: Perform simple commands, (e.g., sit down, stand up, line up, get your pencil, open your books, etc)
        
        1.K-2.3: Identify necessity and need with courtesy phrases, (e.g., bathroom please, pencil sharpener please, thank you).
        
        1.K-2.4: Name the days of the week and identify them on a calendar.
        
        1.K-2.5: Imitate feelings, match feeling with picture and ask classmates how they feel, (e.g., I’m happy, I’m sad, I’m fine, I’m sick).
        
        1.K-2.6: Introduce and describe themselves, family members and pets, (e.g., me, my sister, my brother, my mother, my father, my grandfather, my grandmother and my pets).
        
        1.K-2.7: Respond to simple questions about themselves and surroundings (e.g., weather, places in city, beach, zoo, etc.).
        
        1.K-2.8: Identify dates, (months, days and numbers), tell birthdays and ages.
      - 2.K-2: Students will understand and interpret spoken and written language on a variety of topics.
        
        2.K-2.1: Recognize classroom objects in oral and written forms (e.g., clock, door, pencil sharpener.)
        
        2.K-2.10: Distinguish differences between simple binary (polar) opposites (e.g., tall/short, hot/cold, black/white).
        
        2.K-2.11: Read aloud familiar words demonstrating initial awareness of pronunciation, interaction, and stress
        
        2.K-2.12: Comprehend simple questions and commands on classroom topics by responding correctly either orally or physically (e.g., Where is the flag? Response could be, “It’s over there.” or child points to it).
        
        2.K-2.13: Make connections between illustration and simple written texts (e.g., use picture dictionary, match illustrations with short phrases or sentences).
        
        2.K-2.14: Find key words in song, rhymes, story or game.
        
        2.K-2.2: Orally supply missing word(s) to a song, rhyme, game or story at correct time (e.g., An apple a day keeps the __________ away).
        
        2.K-2.3: Draw pictures to demonstrate comprehension of simple stories
        
        2.K-2.4: Comprehend greetings, farewells and statements of feelings.
        
        2.K-2.5: Listen to, imitate and use gestures in simple songs, rhymes and stories (whenever possible they should be culturally authentic).
        
        2.K-2.6: Identify letters, symbols, or common characters in alphabetic, phonetic or syllabic systems.
        
        2.K-2.7: Identify beginning letters of posted classroom words
        
        2.K-2.8: Demonstrate comprehension of main idea or principal message in highly illustrated culturally based texts in which cognates, repetition, predictability and rhythm are used including stories, simple advertisements and/or other literacy sources.
        
        2.K-2.9: Comprehend the main idea of orally related personal anecdotes, songs, rhymes, familiar fairy tales and other narratives (familiar and/or culturally related) based on well known age appropriate themes.
      - 3.K-2: Students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        3.K-2.1: Pronounce proper nouns.
        
        3.K-2.10: Contribute to teacher directed shared writing activities (e.g., Gouin series, story mapping, “word snake” and concrete poetry).
        
        3.K-2.2: Identify and label vocabulary connected to the lesson theme.
        
        3.K-2.3: Complete simple sentences, phrases and/or short dialogues to accompany illustrations.
        
        3.K-2.4: Talk about pictures based on simple stories, rhymes or songs.
        
        3.K-2.5: Predict orally or through illustrations events in a story.
        
        3.K-2.6: Trace, copy words or characters from various sources
        
        3.K-2.7: Begin to write familiar words, phrases and simple sentences in a meaningful context.
        
        3.K-2.8: Perform short conversation (e.g., skits, puppet shows, role play, etc.)
        
        3.K-2.9: Use information from a text or oral story to draw or label pictures, diagrams, or charts.
      - 4.K-2: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.
        
        4.K-2.1: Respond to cultural expressions and gestures for greetings and farewells in appropriate social situations. (e.g., bowing, shaking hands, Mr., Mrs., Miss).
        
        4.K-2.10: Match animals with sounds perceived by target culture (e.g., rooster said “Cocorico” in France, “Quiquiriqui” in Spain, “Cucuricul” in Sweden
        
        4.K-2.11: Listen and respond to stories, songs, and rhymes of the target culture(s).
        
        4.K-2.12: Participate in children’s games representative of the target culture(s).
        
        4.K-2.13: Identify and color flags and a few landmarks of the target culture(s).
        
        4.K-2.14: Identify artwork (visual and performing arts) as a reflection of the target culture(s).
        
        4.K-2.15: Dramatize simplified authentic folktales from the target culture(s).
        
        4.K-2.16: Create a calendar with cultural holidays.
        
        4.K-2.17: Celebrate selected target culture national holiday with games, dances, songs, food, etc
        
        4.K-2.18: Identify utilitarian and/or aesthetic objects of the target culture(s) (e.g., chopsticks, Russian dolls, boleadoras).
        
        4.K-2.19: Name and explain the significance of some national and/or festivals from the culture(s) (e.g., flags, currency, commercial products, signs).
        
        4.K-2.2: Introduce self, family and/or teacher and respond to introductions.
        
        4.K-2.20: Access target culture(s) cookbooks to make traditional holidays foods.
        
        4.K-2.3: Initiate and respond to routine courtesy exchanges (e.g., excuse me, thank you, please) and make polite requests.
        
        4.K-2.4: Respond physically and/or orally to demonstrate respect and/or courtesy (e.g., in South America the principal walks in room and students stand up; in Germany, students rap on desks to express approval).
        
        4.K-2.5: Listen and share in reading/reciting authentic fairytales, folktales, nursery rhymes, etc. Identify and imitate characters.
        
        4.K-2.6: Participate in cultural activities and traditions (e.g., holidays, birthday, Saint’s day, celebrations).
        
        4.K-2.7: Name and experience foods and eating customs of the target culture (e.g., typical foods, table manners, chopsticks, samovar tea ceremony etc.)
        
        4.K-2.8: Participate in the creation of a group story on a cultural theme
        
        4.K-2.9: Describe selected ingredients in meals of the target culture.
      - 5.K-2: Students will reinforce and expand their knowledge of other areas of study through the world language.
        
        5.K-2.1: On a primary map or globe, point to country/region where the target language is spoken.
        
        5.K-2.10: View authentic artifacts, works of art and illustrations in children’s literature drawn from the target culture and will use adjectives to describe what they see. (e.g., Teacher asks “What color is the llama?” _____ “brown”. “Is the flower pretty or ugly?
        
        5.K-2.11: Identify geometric shapes in works of art and illustrations from authentic children’s literature (e.g., square, triangle, circle, etc.).
        
        5.K-2.12: Match puzzle-type shapes and places of five or six regions or countries of target culture(s) on primary map of the world.
        
        5.K-2.13: Sing and dance to children’s music from target culture(s).
        
        5.K-2.14: Play authentic instruments of target culture(s) to explore music and rhythms.
        
        5.K-2.15: Dress in authentic or imitation clothing of target culture(s) in either fashion show, folkloric dance representation or dramatic program.
        
        5.K-2.16: Follow simple directions through total physical response for activities typical of a physical education class (e.g., jump, run in place, crab walk, etc.)
        
        5.K-2.17: Respond to folktales, fables and legends known to children of target culture(s).
        
        5.K-2.18: Identify select list of flowers, fruits and/or vegetables from target culture(s).
        
        5.K-2.19: Use five senses to observe environment (native and/or school setting) and will acquire simple vocabulary to describe what they are seeing, hearing, smelling, tasting and touching.
        
        5.K-2.2: Identify eight colors using clothing of children and pictures.
        
        5.K-2.3: Classify selected objects by color, size and shape (e.g., small, red, triangle, etc.).
        
        5.K-2.4: Match animals with their food, homes, body parts, etc. (e.g., horse eats grass, bird lives in next, elephant has trunk, etc.)
        
        5.K-2.5: Identify unique characteristics of self and others, such as name, age, address and telephone number.
        
        5.K-2.6: Count 0 – 31, match and identify numbers on timeline and calendar.
        
        5.K-2.7: Calculate/solve simple math problems using numbers 1 – 10
        
        5.K-2.8: Name seven days of week in culturally correct order. Name 12 months of the year in order..
        
        5.K-2.9: Identify the four seasons, relating weather expressions to each one. Make connections between months, seasons and holidays.
      - 6.K-2: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.
        
        6.K-2.1: Through cassettes, videos, CDs, etc. listen to authentic music, folktales, fables and legends known to children of target culture.
        
        6.K-2.2: Retell a modified version of an authentic story (fable, legend and/or folktale) using multimedia sources.
        
        6.K-2.3: Watch videos of dances, children’s folkloric fashion shows and/or celebrations in the target culture in preparation for their own celebration.
        
        6.K-2.4: Receive and share information about the members of local families from the target culture(s) (e.g., native speakers in traditional costumes present with realia).
        
        6.K-2.5: Examine native crafts and either make a few simplified versions or prepare poster with pictures of crafts, using information accessed through technology and/or library.
      - 7.K-2: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own.
        
        7.K-2.1: Compare names in English with closest equivalent in target language.
        
        7.K-2.10: Respond to alphabet cards in L1 and L2 identifying which are from L1 and which are from L2. Respond similarly to eight or ten flash cards from theme (e.g., animals, classroom objects) that portray both picture and word in L1 and duplicate picture with wor
        
        7.K-2.2: Address the World language teacher appropriately in the target language using courteous language and body language, followed by addressing the classroom teacher appropriately and courteously in English.
        
        7.K-2.3: Identify and use (in greetings) titles for school personnel (e.g., Mr., Mrs., Miss for principal, librarian, etc.
        
        7.K-2.4: Answer the phone using appropriate expression in the target language (e.g., "Wer" in Chinese, "Mashi – Moshi" in Japanese, "Allô" in French, etc.)
        
        7.K-2.5: Recognize the writing system (alphabet and numbers) of the target language (e.g., kanji in Japanese, Chinese characters, Cyrillic alphabet, some differences in European languages, such as cross F’s, accents, etc.)
        
        7.K-2.6: Recognize some differences in the sound systems of the English language and target language (e.g., “n” in Spanish, “zh” in Chinese, “eu” in French).
        
        7.K-2.7: Recognize roots in two languages and compare cognates.
        
        7.K-2.8: Recognize that languages are inter-related and belong to language family(s), (e.g., Count to ten in two or three related languages and compare).
        
        7.K-2.9: Practice writing simple words in target language (e.g., names, label for classroom objects, animals to label drawings, etc.
      - 8.K-2: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
        
        8.K-2.1: Imitate common gestures of the target culture(s) (e.g., bowing, hand-shaking, kissing on cheeks, embracing, etc.) Imitate greeting and farewell behaviors appropriate to target culture(s).
        
        8.K-2.10: Compare two versions of a folktale/song/game/nursery rhyme through pictures and hearing text read aloud from the US and target culture. (e.g., “The Farmer in the Dell: ends in English with “the cheese stands alone” and in French with “le fromage est battu
        
        8.K-2.2: Recognize the similarities and differences in the representation of animal sounds in the two languages/cultures (e.g., rooster is perceived as making different sounds – in English “cock-a-doodle-doo”, in French “cocorico,” in Spanish “Quiquiriqui.”)
        
        8.K-2.3: Recognize the similarities and differences in the representation of environmental sounds in the two languages/cultures (e.g., train is perceived as “clac-clac-clac” in Spanish, “hong-long, hong-long” in Chinese and “choo-choo” in English).
        
        8.K-2.4: Celebrate a holiday or birthday according to the customs of the target culture(s) and compare simple aspects with customs of USA (e.g., a birthday party at a roller skating rink in USA versus mariachis serenading a Mexican child singing “Las Mañanitas” or
        
        8.K-2.5: Recognize pictures of target country peers in their school or everyday clothes (e.g., school uniform in some public schools abroad versus T-shirts and blue jeans in Connecticut).
        
        8.K-2.6: Identify dolls, pictures and/or photos of people in traditional/folkloric clothing at the target culture(s) and compare with costumes for American traditions/folklore (e.g., costumes of Veracruz and square dancing outfits).
        
        8.K-2.7: Experience/taste fruit or deserts/pastries are native to target culture(s) and compare with fruits/desserts/pastries typical of USA (e.g., mango vs. apple/crepe vs. cookie).
        
        8.K-2.8: Identify toys and/or games of the target culture and compare with toys/games of children from the United States (e.g., “el trompo” and “el emboque” are toys from many Latin American countries composed to marbles, pegs or the latest fad in children’s toys)
        
        8.K-2.9: Identify pictures of houses and stores typical of target culture(s) and of Connecticut.
      - 9.K-2: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        9.K-2.1: Introduce themselves in the target language to native – speaker peers in their school and community.
        
        9.K-2.2: Recognize local neighborhoods where the language is spoken (through sister school field trips, pen-pals, photographs, etc.)
        
        9.K-2.3: Recognize words in the target language heard/seen outside of school (e.g., on TV – “Sesame Street”, on cereal boxes, etc.)
        
        9.K-2.4: Interact/work/play through school project (e.g., Sister Schools, Multicultural grant, etc.) with children/adults from target culture(s).
        
        9.K-2.5: Celebrate with children from community where target language is spoken (e.g., dance performance, art display etc.)
        
        9.K-2.6: Look at pictures/read simple text in authentic story book and/or picture dictionary.
        
        9.K-2.7: Listen to/sing/recite songs and nursery rhymes from target culture(s).
        
        9.K-2.8: Attend multicultural/international four with parents/friends and will participate in activities such as making crafts, dance, eating, etc.
- Grade Level Expectations
  - English Language Arts (2008)
    - Grade 1
      - O: Students will listen and speak to communicate ideas clearly.
        
        O.1: Listen attentively to others without interrupting.
        
        O.2: Maintain eye contact, in line with cultural traditions, when listening to others.
        
        O.3: Listen for specific information in order to respond to questions.
        
        O.4: Listen to acquire information from a variety of sources.
        
        O.5: Ask questions for clarification and understanding.
        
        O.6: Give, restate and follow simple two-step verbal directions.
        
        O.7: Stay on topic.
        
        O.8: Use descriptive words when speaking about familiar people, places, things and events.
        
        O.9: Express ideas in logical sequence.
        
        O.10: Use vocabulary that is accurate and reasonably specific.
        
        O.11: Use English language syntax for simple sentences (may inappropriately use plural and past tense).
        
        O.12: Use elements of diction, inflection, volume and pace.
        
        O.13: Tell personal narratives, using organizational patterns, including beginning, middle and end.
        
        O.14: Retell stories using story grammar and relating the sequence of story elements by answering who, what, when, where, and how questions.
      - R: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.
        
        Concepts About Print
        
        R.1: Identify title page, table of contents, author and illustrator of books.
        
        R.2: Distinguish words from sentences.
        
        R.3: Match oral word to printed word, e.g., pointing to a word as one.
        
        R.4: Read simple graphs, charts and diagrams.
        
        Fluency
        
        R.19: Read aloud, attending to punctuation, e.g., pause at commas and periods, use inflection with question marks, use excitement with exclamation marks.
        
        R.20: Read aloud familiar informational/expository text and literary/narrative text in a manner that sounds like natural speech.
        
        R.21: Read aloud, while comprehending, unpracticed text with fluency at 40-90+ words correct per minute.
        
        High-Frequency Words
        
        R.18: Read at least 110 high-frequency words, e.g., Dolch or Fry.
        
        Phonics
        
        R.11: Identify uppercase and lowercase letters when shown out of order.
        
        R.12: Match sounds to letters to read words.
        
        R.13: Know sounds for common letter patterns, e.g., sh, th, ch, oo, ee, igh, ing, ed.
        
        R.14: Decode words with common letter patterns, e.g. -ake, -ick.
        
        R.15: Decode orthographically regular one-syllable words, e.g., sit, take, need and nonsense words, e.g., vit, dake, jeed.
        
        R.16: Decode compound words, contractions and words with common inflectional endings, e.g., -s, -es, -ed, -ing.
        
        R.17: Use context clues and pictures to aid in the decoding of new words.
        
        Phonological Awareness
        
        R.5: Identify initial, medial and final sounds in words.
        
        R.6: Distinguish long and short vowel sounds in spoken one syllable words, e.g., bit/bite.
        
        R.7: Delete, add and substitute letter sounds in initial position to make different words.
        
        R.8: Identify the number of syllables in a spoken word.
        
        R.9: Blend up to four orally presented phonemes into a correct word.
        
        R.10: Segment one-syllable spoken words into phonemes.
        
        Students will independently accomplish all before, during and after comprehension grade-level expectations. Teachers will continue to spiral all previous grade-level expectations. Students will read, view, listen to and write about a variety of fiction an
        
        R.26: Identify the elements of a genre to help understand the characteristics of different text, e.g., fairy tales, problem and solution in fictional stories, repetitive phrases of nursery rhymes.
        
        R.27: Make predictions about text by looking at the title, cover and author.
        
        R.28: Tell the purpose for reading a text when the objective is stated.
        
        R.29: Make connections to texts based on prior knowledge of the topics.
        
        R.30: Ask and answer questions about text.
        
        R.31: Recognize and use text features, such as a map or graph, to find information.
        
        R.32: Read nonfiction text to gain specific information, e.g., main idea and details.
        
        R.33: Read and follow simple directions.
        
        R.34: Create mental imagery about text when prompted by the teacher.
        
        R.35: Make connections, including text-to-text and text-to-self connections.
        
        R.36: Make and confirm predictions.
        
        R.37: Make inferences to construct meaning.
        
        R.38: Reread when simple sentences fail to make sense.
        
        R.39: Use cueing system to determine meaning of unknown words, e.g., meaning, structure and visual.
        
        R.40: Answer “who,” “what,” “when,” “where,” “why” and “how” questions about nonfiction text.
        
        R.41: Identify story elements, e.g., characters, setting, plot, theme, conflict and point of view.
        
        R.42: Identify the topic of and two facts about nonfiction text.
        
        R.43: Summarize information with a beginning, middle and end.
        
        R.44: Follow one-step written directions.
        
        R.45: Identify whether text is fiction or nonfiction.
        
        R.46: Support oral and written responses with evidence from text.
        
        R.47: Make text-to-self and text-to-text connections.
        
        R.48: Identify the words an author or orator uses to create an image in the reader’s mind.
        
        R.49: Develop and ask one question that would provide more information about a topic after reading a nonfiction text.
        
        R.50: Write a different ending to a story.
        
        R.51: Select “just right” books to independently read based on known criteria, e.g., five-finger rule, favorite author, etc.
        
        R.52: Choose a variety of genres to read.
        
        R.53: Read or listen to a text and explain its appeal.
        
        R.54: Reflect orally on reading behaviors when prompted, i.e., What did I learn today as a reader?
        
        Vocabulary
        
        R.22: Recognize words have more than one meaning.
        
        R.23: Classify categories of words, e.g., can tell which of the following are fruits and which are vegetables: oranges, carrots, bananas, peas.
        
        R.24: Explain content-specific vocabulary.
        
        R.25: Identify common antonyms and synonyms.
      - W: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.
        
        W.1: Use high-frequency words.
        
        W.2: Use spelling approximations, including beginning, middle and ending sounds and conventional spelling of common words:
        
        W.2.a: onset and rime, e.g., bat, cat, fat; man, fan, can
        
        W.2.b: short vowel patterns, e.g., hat, pet, sip, mop, cut
        
        W.2.c: blends, e.g., st, tr, dr, br
        
        W.2.d: digraphs, e.g., sh, th, ch
        
        W.2.e: long vowel silent e, e.g., make, like
        
        W.3: Use periods, question marks and exclamation points.
        
        W.4: Use nouns, verbs and adjectives.
        
        W.5: Use simple singular and plural nouns, e.g., house/houses, girl/girls.
        
        W.6: Use capital letters for the first word in a sentence.
        
        W.7: Print legibly, e.g., size, spacing, formation, uppercase and lowercase.
        
        W.8: generate ideas, e.g., brainstorm, sketch, web.
        
        W.9: complete a draft with three or more related sentences, using ideas generated in the planning stage.
        
        W.10: revise a completed draft by adding, deleting and/or rearranging words.
        
        W.11: edit drafts for errors in beginning capitalization and ending punctuation.
        
        W.12: publish and present completed drafts, e.g., Author’s Chair, PowerPoint, reading aloud to parents.
        
        W.13: state the way in which changes to the writing made it better, e.g., maintain an interactive portfolio.
        
        W.14: Write details about a topic, e.g., favorite food, favorite place.
        
        W.15: Use adjectives.
        
        W.16: Write personal and fictional narratives that consist of three or more related sentences.
        
        W.17: Use action verbs.
        
        W.18: Demonstrate voice, e.g., tone, expressive language.
        
        W.19: Write personal correspondence, e.g., e-mail, thank you note, friendly letter.
        
        W.20: Write to explain a process, e.g., how to make sandwich, how to enter class ready to work.
        
        W.21: Write reasons for liking something, e.g., school, book, best friend, pet.
        
        W.22: Write two or more lines of rhymed poetry, e.g., nursery rhyme.
    - Grade 2
      - O: Students will listen and speak to communicate ideas clearly.
        
        O.1: Listen attentively to the opinions of others about texts, e.g., does not interrupt, faces speaker, asks questions.
        
        O.2: Listen to obtain information and solve problems.
        
        O.3: Ask for clarification and explanation of stories and ideas.
        
        O.4: Listen to and tell stories from a variety of cultures; discuss similarities and differences in the way language is used.
        
        O.5: Stay on topic and supply relevant supporting details.
        
        O.6: Sequence ideas appropriately with use of transition words.
        
        O.7: Use varied language to describe events or ideas, including multiple meaning words and figurative language.
        
        O.8: Present ideas with style and creativity using diction, inflection, volume, pace, etc.
        
        O.9: Use appropriate syntax for regular and irregular plurals and past tenses.
        
        O.10: Use oral language conventions, such as structures of standard English.
      - R: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.
        
        Fluency
        
        R.12: Read aloud informational/expository text and literary/narrative text, attending to intonation.
        
        R.13: Read aloud, while comprehending, unpracticed text with fluency at 90-100+ words correct per minute.
        
        High-Frequency Words
        
        R.10: Read unfamiliar words, containing complex letter patterns/word families, e.g., -ought, -aught, in isolation and in context.
        
        R.11: Read at least 300 high-frequency words, e.g., Dolch or Fry.
        
        Phonemic Awareness
        
        R.1: Understand that sounds of language contribute to fluency of texts, e.g., rhyme and rhythm of poetry, books by Dr. Seuss.
        
        R.2: Add, delete and change targeted sounds to modify or change words, e.g., cat to cot.
        
        Phonics/Word Study
        
        R.3: Identify sounds automatically for all long and short vowels.
        
        R.4: Identify sounds for common vowel-r patterns, e.g., ar, er, ir, or, ur, and for letter patterns found in multisyllabic words, such as very common prefixes and suffixes that recur in second grade text, e.g., -ful, -ness, and dis-, in-.
        
        R.5: Apply knowledge of basic syllabication rules when reading, e.g., V/C =su/per, VC/CV=sup/per.
        
        R.6: Use phonetic, structural, syntactical and contextual clues to read and understand unfamiliar words in grade level text.
        
        R.7: Decode multisyllabic words, using strategies, i.e., dividing compound words or syllables and separating suffixes and prefixes.
        
        R.8: Decode orthographically regular multisyllable words, e.g., butterfly, happiness, by using knowledge of sound-symbol relationships, syllable division and the alphabetic principle.
        
        R.9: Read irregularly spelled words, e.g., ocean, angel.
        
        Students will independently accomplish all before, during and after comprehension grade-level expectations. Teachers will continue to spiral all previous grade-level expectations. Students will read, view, listen to and write about a variety of fiction an
        
        R.22: Identify the elements of genre to aid in comprehension, e.g., biography, personal narrative, expository, folktales and fables.
        
        R.23: Preview parts of books, e.g., table of contents and glossary, to gain understanding.
        
        R.24: Activate prior knowledge about an author or genre in order to make connections to text.
        
        R.25: Identify chapter headings, pictures, illustrations and charts in the text.
        
        R.26: Identify print and nonprint resource materials matched to a specific purpose (such as informational text and/or illustrations and graphics on a nonfiction topic).
        
        R.27: Apply comprehension strategies, such as connecting, predicting, questioning, inferring and visualizing to above grade-level stories read aloud by the teacher and to own reading at independent level.
        
        R.28: Use text features such as titles, tables of contents and chapter headings to locate information in nonfiction texts.
        
        R.29: Identify and use important words in a text to perform a task, e.g., math problem solving, follow multistep directions.
        
        R.30: Identify the speaker in a poem and the narrator in a story.
        
        R.31: Monitor comprehension while reading and self-correct using visual cues first, followed by meaning and auditory cues (decoding should be rapid enough not to impede comprehension).
        
        R.32: Identify elements of author’s craft, e.g., similes.
        
        R.33: Read nonfiction materials for answers to specific questions or for specific purposes.
        
        R.34: Interpret information from simple graphs and charts.
        
        R.35: Respond to oral and written questions about story elements, e.g., characters, setting, plot, theme, conflict and point of view.
        
        R.36: Respond to oral and written questions about the facts in nonfiction text.
        
        R.37: Identify rhythm, rhyme, alliteration and assonance in poetry.
        
        R.38: Follow two-step or more written directions.
        
        R.39: Compare similarities and differences of characters in a story.
        
        R.40: Compare information across nonfiction selections, e.g., seagulls vs. hawks.
        
        R.41: State fact versus opinion, e.g., I am a boy; Everyone loves ice cream.
        
        R.42: Read several texts within a genre, about a single topic, or by a single author and compare similarities and differences.
        
        R.43: Make text-to-text and text-to-world connections.
        
        R.44: Make connections to text representing different perspectives family, friendship, culture and tradition, generating personal and text-based responses.
        
        R.45: Identify the author’s use of literary devices, e.g., interesting word choice.
        
        R.46: Identify what is important to an author based on the content of text.
        
        R.47: Synthesize information from a text to extend meaning, e.g., ask an author questions or points to include in a speech.
        
        R.48: Select “just right” books of different genres for independent reading and explain why the book choice was appropriate.
        
        R.49: Independently read for a variety of purposes, including literacy experience, to gain information, to perform a task, for enjoyment and to build fluency.
        
        R.50: Explain what good readers do and identify own good reader behaviors.
        
        Vocabulary
        
        R.14: Use content-specific vocabulary in speaking and writing.
        
        R.15: Explain common antonyms, e.g., big, little; day, night, and synonyms, e.g., little, small.
        
        R.16: Explain multiple meanings of common words, e.g., fly, duck.
        
        R.17: Use glossaries and dictionaries to identify word meanings.
        
        R.18: Use prefixes, suffixes, inflectional endings and abbreviated words to determine the meaning of unknown words.
        
        R.19: Reread and read on to determine meaning of unknown words.
        
        R.20: Use new vocabulary from narrative and expository text in well-constructed sentence.
        
        R.21: Identify unfamiliar words.
      - W: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations
        
        W.1: Spell high-frequency words correctly, including two-syllable words.
        
        W.2: Spell basic short-vowel, long vowel and consonant blend and digraph patterns, e.g., th, sh, etc.
        
        W.3: Spell regular and common irregular plurals correctly, e.g., boy/boys; child/children.
        
        W.4: Spell common irregular words, e.g., of, come, were.
        
        W.5: Spell common letter patterns, e.g., ee, ai, ar, oo.
        
        W.6: Use phonetic approximation for challenging words.
        
        W.7: Recognize when words may be misspelled.
        
        W.8: Use commas in a series, e.g., after greeting and closing of a letter, in a date, between city and state.
        
        W.9: Use quotation marks in dialogue.
        
        W.10: Capitalize names, pronoun “I,” proper nouns, days, months, holidays, and salutation and closing of a letter.
        
        W.11: Form contractions; use apostrophes.
        
        W.12: Use nouns in sentences, e.g., singular, plural, common, proper, possessive.
        
        W.13: Use verbs in sentences, e.g., past and present tense, agreement, linking verbs, common irregular verbs.
        
        W.14: Use adjectives in sentences, e.g., descriptive, comparative, superlative.
        
        W.15: Use correct subject-verb agreement, correct pronoun choice, and logical word order.
        
        W.16: Distinguish between complete and incomplete sentences.
        
        W.17: Combine simple sentences into compound sentences by using and/or/but.
        
        W.18: Print legibly, e.g., size, spacing, formation, uppercase and lowercase.
        
        W.19: develop ideas for particular purpose or audience.
        
        W.20: complete a draft of at least one paragraph, using ideas generated in the planning stage.
        
        W.21: revise a completed draft by adding, deleting and/or rearranging words, phrases or sentences; use specific words to replace common nouns and overused verbs, e.g., replace said with whispered; dog with German shepherd dog.
        
        W.22: edit drafts for complete sentences.
        
        W.23: publish and present completed drafts, e.g., Author’s Chair, computerized books, present science project.
        
        W.24: explain why a representative piece of work is better than another, e.g., maintain an interactive portfolio.
        
        W.25: Write one or more detailed paragraphs, using topic sentences and supporting details.
        
        W.26: Use sensory words.
        
        W.27: Write personal and fictional narratives that consist of one paragraph or more, including a beginning, middle and end.
        
        W.28: Use transition words, e.g., first, then, next, last.
        
        W.29: Write personal correspondence, e.g., invitation, thank you note, letter to the principal.
        
        W.30: Write to explain a process, e.g., how to solve a math problem, how to report scientific observations.
        
        W.31: Write one or more paragraphs about data, e.g., how many students like recess, observations of nature.
        
        W.32: Write a paragraph about a topic of interest, e.g., why there should be school uniforms, why there should be ice cream in the cafeteria.
        
        W.33: Write eight or more lines of patterned rhymed poetry, e.g., ababcdcd.
    - Grade 3
      - O: Students will listen and speak to communicate ideas clearly.
        
        O.1: Recognize the difference between standard and nonstandard English.
        
        O.2: Listen to the opinions of others about written, oral and visual texts.
        
        O.3: Paraphrase information that has been shared by others.
        
        O.4: Express clearly main idea and elaborate with supporting details.
        
        O.5: Sequence ideas logically with effective transition words to connect ideas.
        
        O.6: Present ideas with clarity, voice and fluency to communicate a message, e.g., present dramatic interpretations of experiences, stories, poems or plays.
      - R: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.
        
        Fluency
        
        R.12: Read aloud informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing and expression.
        
        R.13: Read aloud, while comprehending, unpracticed text with fluency at 110-120+ words correct per minute.
        
        R.14: Silently read longer, more complex texts.
        
        High-Frequency Words
        
        R.11: Read at least 600 high-frequency words, e.g., Dolch or Fry.
        
        Phonics/Word Study
        
        R.1: Use phonetic, structural, syntactical and contextual clues to read and understand words.
        
        R.2: Know sounds for a wide range of suffixes and prefixes, e.g., -able, -tion, -ment, ex-, re-.
        
        R.3: Use letter-sound correspondence, structural analysis and syllable patterns to decode multisyllable words.
        
        R.4: Infer word meanings from roots, prefixes, and suffixes.
        
        R.5: Recognize automatically common regular and irregular words.
        
        R.6: Analyze the meaning of words and phrases in context.
        
        R.7: Use context to accurately read words with more than one pronunciation, e.g., an object vs. to object.
        
        R.8: Explain common homophones, e.g. fair/fare or made/maid, and homographs, e.g., a lead weight vs. lead the way.
        
        R.9: Identify pronoun referents in text.
        
        R.10: Read words containing complex letter patterns and/or word families, e.g., -ieve, -eive, -ield, in isolation and in context.
        
        Students will independently accomplish all before, during and after comprehension grade-level expectations. Teachers will continue to spiral all previous grade-level expectations. Students will read, view, listen to and write about a variety of fiction an
        
        R.19: Choose the appropriate text for a specific purpose.
        
        R.20: Articulate what is known about the text topic based on the title, author, pictures, illustrations, prior knowledge.
        
        R.21: Make relevant predictions about what will probably happen in a story (fiction) or what will be learned (nonfiction) based on title, cover, chapter headings, illustrations, etc.
        
        R.22: Make predictions and connections.
        
        R.23: Ask and answer questions.
        
        R.24: Describe the mental imagery that occurs while reading.
        
        R.25: Identify specific words or phrases that cause comprehension difficulties and self monitor.
        
        R.26: Explain first-, second-, and third-person point of view.
        
        R.27: Interpret graphical information, e.g., charts, tables, diagrams.
        
        R.28: Make inferences based on explicit information in the text; provide justification for those inferences.
        
        R.29: Describe characters’ physical and personality traits.
        
        R.30: Develop a new title that best fits a text.
        
        R.31: Describe the conflict faced by a character in a story.
        
        R.32: State the main idea with supporting details in informational text.
        
        R.33: State the theme in literary text.
        
        R.34: Explain similarities and differences in a story.
        
        R.35: Draw conclusions based on implicit or explicit evidence from text.
        
        R.36: Decide an author’s purpose for including particular information in text.
        
        R.37: Interpret meaning based on charts, graphs, maps, illustrations, photos in text.
        
        R.38: Identify and explain text structures, e.g., sequence, main idea/details, compare/contrast, cause and effect.
        
        R.39: Recognize values, ethics and beliefs included in a text.
        
        R.38a: Identify most surprising/interesting/important part of a text and explain why.
        
        R.40: Select, synthesize and use relevant information from a text to include in an extension or response to the text, e.g., journal response, questions to ask the author, points to include in a speech.
        
        R.41: Identify the author’s use of literary devices, e.g., simile, personification.
        
        R.42: Discuss the culture and/or traditions described in a piece of literature and explain how they are similar or different from those of the reader.
        
        R.43: Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture and tradition.
        
        R.44: Identify reading strengths and weaknesses with teacher assistance and select targets on which to work.
        
        R.45: Cite favorite authors and books and support with reasons.
        
        Vocabulary
        
        R.15: Use glossary, dictionary and thesaurus to find and confirm word meanings.
        
        R.16: Use prior knowledge, context, pictures, illustrations and diagrams to predict, clarify and/or expand word meaning, including multiple-meaning words.
        
        R.17: Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.
        
        R.18: Define words and concepts necessary for understanding math, science, social studies, literature and other content area text.
      - W: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.
        
        W.7: Spell words involving previously studied generalizations and word patterns, and words taught as part of the third-grade spelling curriculum.
        
        W.8: Use phonetic spelling for challenging words.
        
        W.9: Recognize words that may be misspelled and make corrections.
        
        W.10: Capitalize person’s title, e.g., President Smith vs. the president.
        
        W.11: Capitalize first word inside quotation marks.
        
        W.12: Capitalize all proper nouns.
        
        W.13: Write apostrophes to show possession.
        
        W.14: Use period after an abbreviation or initial, e.g., Dr. Georgia Scott, M.D.
        
        W.15: Use comma between city and state, e.g., Seattle, Washington.
        
        W.16: Use commas in a series, e.g., She bought red socks, white shoes, and a blue dress OR She bought red socks, white shoes and a blue dress.
        
        W.17: Use comma between the day of the month and the year, e.g., March 2, 2000.
        
        W.18: Use comma in compound sentences.
        
        W.19: Use quotation marks in dialogue.
        
        W.20: Use apostrophe in possessive nouns, e.g., the dog’s house, the dogs’ houses.
        
        W.21: Use correct pronoun as subject, e.g., I vs. me.
        
        W.22: Use consistent verb tense most of the time.
        
        W.23: Do not use double negatives or make common errors such as would of rather than would have; does not run sentences together or write accidental fragments.
        
        W.24: Use appropriate homonym, e.g., it’s vs. its, your vs. you’re, their vs. there vs. they’re, to vs. two vs. too.
        
        W.25: Use paragraph conventions, e.g., designated by indentation or skipping lines between paragraphs.
        
        W.26: Use resources to find correct spelling for words identified as misspelled, e.g., word walls, student dictionaries.
        
        W.27: Print and use cursive legibly, e.g., size, spacing, formation, uppercase and lowercase; and type when appropriate.
        
        W.28: develop ideas for a particular topic or purpose, e.g., questioning, brainstorming, drawing and listing key thoughts.
        
        W.29: complete a draft of a single topic, using simple notes or outlines generated from the planning stage.
        
        W.30: revise a completed draft by rearranging words, phrases or sentences, provide supporting details, use correct sequence, fix run-on sentences and fragments.
        
        W.31: edit drafts for complete sentences, capitalization, punctuation and usage.
        
        W.32: publish and present completed drafts, e.g., student authors’ celebration, cooperative group science project, peer teaching math word problems.
        
        W.33: explain strengths and weaknesses of writing, e.g., CMT rubric and anchor papers, checklist, scoring guides.
        
        W.34: Select a topic and use specific words to “paint a picture.”
        
        W.35: Use a variety of sentence lengths and sentence types, e.g., declarative, imperative, interrogative.
        
        W.36: Write personal narratives, using personal experience and observations to support ideas, e.g., diary entries, autobiography.
        
        W.37: Write fictional narratives with an evident problem and solution, e.g., folktale, fairytale, fable.
        
        W.38: Use transition words to connect ideas, e.g., afterward, later on.
        
        W.39: Write a report to explain a topic, citing one source.
        
        W.40: Write three or more paragraphs, maintaining focus on a specific topic and using a variety of sentence beginnings, e.g., start with an adverb, quickly, the snake slithered away.
        
        W.41: Describe procedures sequentially, e.g., steps in a scientific experiment, mathematical problem, recipe.
        
        W.42: Summarize through the use of charts and graphs.
        
        W.43: Write two or more paragraphs, stating an opinion and supporting that opinion with details.
        
        W.44: Write a quatrain poem.
        
        W.45: Write a limerick.
        
        W.46: Write a free verse poem, e.g., repeated sentence beginnings: If I were to change the world...
    - Grade 4
      - O: Students will listen and speak to communicate ideas clearly.
        
        O.1: Speak in a clear voice with fluency to communicate an accurate message (i.e., present dramatic interpretations of experiences, stories, poems, plays, directions).
        
        O.2: Pose questions, listen to the ideas of others, and contribute own information and ideas in group discussions.
        
        O.3: Make oral presentations that show appropriate consideration of audience, purpose and information to be conveyed.
        
        O.4: Use volume, pitch, phrasing, pace, modulation and gestures to enhance meaning.
      - R: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.
        
        Fluency
        
        R.5: Adjust reading rate to match text complexity, type of text and purpose for reading, e.g., skimming for facts, scanning for key words, and close/careful reading for understanding new or complex ideas.
        
        R.6: Read aloud, while comprehending, unpracticed text with fluency at 120-135+ words correct per minute.
        
        Students will independently accomplish all before, during and after comprehension grade-level expectations. Teachers will continue to spiral all previous grade-level expectations. Students will read, view, listen to and write about a variety of fiction an
        
        R.16: Activate prior knowledge before reading, e.g., Direct Reading-Thinking Activity, KWL Chart, Anticipation Guide, Response Notebooks.
        
        R.17: Examine the text before reading, e.g., Chapter Tour, Read Around the Text, Concept of Definition Map.
        
        R.18: Evaluate predictions and adjust as necessary.
        
        R.19: Use cueing system and context clues to determine meanings of words.
        
        R.20: Summarize information to maintain focus and provide clarity.
        
        R.21: Use appropriate resources to locate information, e.g., index, glossary, dictionary, thesaurus, directory, website on a specific topic or for a specific purpose.
        
        R.22: Explain steps in a process, e.g., problem solving in mathematics, life cycle of a butterfly.
        
        R.23: Summarize information, including main idea, most important text-based facts, details, and/or ideas, e.g., newspaper, magazine, Internet articles and content journals.
        
        R.24: Describe the components of setting, e.g., time, location, descriptive surroundings.
        
        R.25: Infer characteristics, setting, plot events, theme, conflict.
        
        R.26: Identify and explain the elements of particular literary forms, e.g., poetry, short story, biography, journalistic writing, narrative.
        
        R.27: Distinguish fact vs. opinion in text.
        
        R.28: Use multiple texts to compare and contrast characters, settings, plots, themes, conflicts and points of view.
        
        R.29: Recognize organizational patterns of text, e.g., main ideas and supporting details, compare/contrast, cause/effect, sequence of events.
        
        R.30: Determine character traits, using knowledge of the characters’ situations.
        
        R.31: Identify and explain the difference between first-, second- and third-person point of view.
        
        R.32: Determine an author’s purpose for including or omitting details to create meaning.
        
        R.33: Determine an author’s purpose for choosing a certain genre.
        
        R.34: Analyze how characters deal with diversity and adversity relating to real-world situations.
        
        R.35: Identify the best/worst part of an event or situation in text.
        
        R.36: Identify literacy devices the author uses to appeal to the reader, e.g., humor, imagery.
        
        R.37: Identify and explain the author’s use of metaphor and onomatopoeia.
        
        R.38: Synthesize information in the text to extend the meaning, e.g., what might the next paragraph be about.
        
        R.39: Recognize and discuss an author’s values, ethics and beliefs included in many texts.
        
        R.40: Make generalizations about a topic after reading more than one text, e.g., life during the Civil War after reading several informational/expository and literary/narrative accounts of this historic period.
        
        R.41: Choose a variety of genres to read for personal enjoyment.
        
        R.42: Elicit, discuss and respect the opinions of others about written, oral and visual texts.
        
        R.43: Share opinions and judgments based on texts.
        
        R.44: Explain the appeal of a text.
        
        R.45: Identify reading strengths and weaknesses and select targets on which to work.
        
        Vocabulary
        
        R.7: Develop a high-frequency word vocabulary list from literary and content area texts, e.g., across content vocabulary notebook.
        
        R.8: Identify specific words or phrases causing comprehension difficulties and apply strategies to support comprehension.
        
        R.9: Explain common homophones, homographs, e.g., maid/made; to/two/too; pencil lead vs. to lead the way, words with multiple meanings, and meanings of words specific to various content areas, e.g., product in math.
        
        R.10: Infer word meanings from common roots, prefixes, suffixes, e.g., port: transportation, porter, import, report.
        
        R.11: Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in oral and written communication.
        
        R.12: Understand and respond to words in directions, e.g., mainly, brief, evidence, information, support.
        
        R.13: Define words and concepts necessary for understanding math, science, social studies, literature and other content area text.
        
        R.14: Explain that some words have a different meaning in different content areas, e.g., concept of shade in science and art.
        
        R.15: Apply the necessary strategy, e.g., Concept of Definition Map, Context Clues for Determining Word Meanings, List-Group-Label, Possible Sentences, Semantic Feature Analysis, Word Walls, Knowledge Rating Scale to better comprehend vocabulary.
        
        Word Study
        
        R.1: Know sounds for letter patterns common to multisyllable or low frequency words, e.g., ch as in machinery, chemistry and chip.
        
        R.2: Know sounds and meanings for a wide range of suffixes and prefixes, including those relevant to specific content areas.
        
        R.3: Use context to read and understand words with more than one pronunciation, e.g., an object vs. to object.
        
        R.4: Use letter-sound correspondence, structural analysis, and analogy to decode grade-appropriate unfamiliar words across all content areas.
      - W: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.
        
        W.5: Use spelling rules and patterns from previous grades.
        
        W.6: Spell grade-appropriate words taught as part of the curriculum across content areas.
        
        W.7: Spell high-frequency words correctly, e.g., people, water.
        
        W.8: Spell common homophones, e.g., its, it’s; know, no; your, you’re.
        
        W.9: Use knowledge about morphology and structural analysis as an aid to spelling words.
        
        W.10: Apply spelling knowledge in writing (vowels, patterns, etc.).
        
        W.11: Use capitalization, punctuation, and usage rules from previous grades.
        
        W.12: Capitalize important words in a title of a book or article, e.g., Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.
        
        W.13: Capitalize abbreviations correctly, e.g., Calif. or CA, Mr., Dr.
        
        W.14: Use resources to correct capitalization.
        
        W.15: Indent paragraphs consistently.
        
        W.16: Cite sources, e.g., lists titles and authors alphabetically.
        
        W.17: Use comma to set off titles or initials, e.g., Dr. Smith, M.D.
        
        W.18: Use comma in complete address, e.g., 345 Oak Ave., Hartford, CT.
        
        W.19: Use comma after an introductory phrase, e.g., After the scary movie, she wished she had read the book, or clause, e.g., After she went to the movie, she wanted to read the book.
        
        W.20: Use italics, underlining, or quotation marks for titles.
        
        W.21: Use colon after greeting in a business letter.
        
        W.22: Use hyphen between syllables at line breaks.
        
        W.23: Use single/plural agreement between nouns and modifiers, e.g., one child and two children.
        
        W.24: Logically use conjunctions, e.g., I like dogs, but I am allergic to them.
        
        W.25: Use correct placement of pronouns.
        
        W.26: Use resources to find correct spelling for words identified as misspelled, e.g., electronic spellers, dictionaries, personal dictionaries.
        
        W.27: choose an appropriate written, oral or visual format based on audience and purpose.
        
        W.28: complete a draft demonstrating connections among ideas.
        
        W.29: revise a completed draft, incorporating feedback from peers and teacher, e.g., ...helped me understand the topic more clearly, I was confused by..., Be more clear about..., Use a better word for...
        
        W.30: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing.
        
        W.31: publish and present final products in a variety of ways, including the arts and technology, e.g., book of poetry, a theatrical performance, a newscast.
        
        W.32: critique one’s own and a peer’s writing, using established criteria, e.g., I improved on..., This piece demonstrates how well I elaborate.
        
        W.33: Write a descriptive anecdote within a narrative and expository piece to enhance elaboration.
        
        W.34: Write a myth, legend or fantasy piece, using literary devices, e.g., personification, metaphor, hyperbole.
        
        W.35: Provide a specific account of an event.
        
        W.36: Write a personal narrative in own voice, e.g., Spinach makes me gag.
        
        W.37: Write a report with accurate use of appropriate text structure, e.g., organization, transition and sequence.
        
        W.38: Write a news article with a strong lead and supporting detail.
        
        W.39: Write to persuade an audience to purchase a product or change a rule, e.g., advertisement, letter to principal about dress code.
        
        W.40: Write an imagery poem.
        
        W.41: Write a cinquain poem.
        
        W.42: Write a refrain poem.
        
        W.43: Use complete sentences in writing.
        
        W.44: Write a variety of sentence beginnings, e.g., starts with an introductory adverb clause: If you want to see an ant up close, you should use a magnifying glass.
        
        W.45: Write a variety of sentence lengths.
        
        W.46: Write a variety of sentence structures, e.g., My dog enjoys music and howls when we listen to certain songs. It makes me laugh. After his song is over, I give him a treat.
    - Grade 5
      - O: Students will listen and speak to communicate ideas clearly.
        
        O.1: Pose questions, listen to the ideas of others, and contribute own information and ideas in group discussions.
        
        O.2: Make oral presentations that show appropriate consideration of audience, purpose and information to be conveyed.
        
        O.3: Analyze how dialects are reflected in language styles of different groups (e.g. geographical or social) and individuals.
      - R: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.
        
        Reading Comprehension
        
        R.4: Synthesize using multiple strategies/multiple sources for new insight, e.g., Visualizing, Think-Aloud, Question-Answer Relationship, List-Group-Label.
        
        R.5: Determine the importance of ideas (main ideas, details and themes) in text.
        
        R.6: Use cueing system and context clues to determine meanings of words.
        
        R.7: Make inferences based on implicit and explicit information in the text; provide justification for those inferences.
        
        R.8: Identify recurring themes in literature, including books by the same author, e.g., friendship, conflict.
        
        R.9: Use knowledge of the situation, characters’ actions, motivations, feelings, and physical attributes to determine characters’ traits.
        
        R.10: Discuss and analyze how characters in text deal with conflicts of human experience, relating to real life situations.
        
        R.11: Summarize the major actions that define the plot and how actions lead to conflict or resolution.
        
        R.12: Explain the influence of setting on character and plot.
        
        R.13: Identify the narrator and explain which point of view is used in the text.
        
        R.14: Explain how a story would change if a different character narrated it.
        
        R.15: Follow multistep directions in a procedural text and explain and/or follow the process.
        
        R.16: Explain the characteristics of various genres.
        
        R.17: Compare and contrast ideas, themes and/or issues across texts, and across texts representing multicultural experiences.
        
        R.18: Compare and contrast the same conflict from the point of view of two different characters.
        
        R.19: Explain how specific text features help you understand a selection, e.g., how a chapter heading helps you think about the chapter, how boldface or italics signals a new term that can be found in the glossary.
        
        R.20: Explain similarities and differences within and among multiple cultures or historical periods, e.g., marriage customs or family vs. community responsibilities.
        
        R.21: Explain how personal beliefs and values influence the interpretation of text.
        
        R.22: Find similarities and differences within and between texts using text-based evidence, e.g., character’s point of view in poetry and narrative; the author’s feelings and the poet’s feelings; cultural perspectives in a magazine article and an editorial.
        
        R.23: Take a position regarding a topic/issue.
        
        R.24: Evaluate the quality and value of text.
        
        R.25: Connect current issues, information from other texts, and personal experiences to characters, events and information.
        
        R.26: Understand how the author’s experience and beliefs influence text.
        
        R.27: Recognize author’s perspective, e.g., opinion about an idea, stand on an issue, perspective on a topic, and cite supporting literary/narrative text details or information text facts.
        
        R.28: Understand the social and cultural perspective from which the author writes and how that contributes to the text.
        
        R.29: Examine and determine the validity of sources of information.
        
        R.30: Explain how information in a text could be used to solve a problem and cite text-based examples, e.g., use information from an article about when fruits and vegetables are in season to save money at the grocery store.
        
        R.31: Choose a variety of genres to read, hear, view and write for personal enjoyment.
        
        R.32: Recommend books to others and explain the reason for the recommendation.
        
        R.33: Set reading goals, create a plan to meet those goals, and monitor progress.
        
        Vocabulary
        
        R.1: Use prior knowledge, context clues and graphic features to predict, clarify, and/or expand word meanings and concepts.
        
        R.2: Use structural analysis to understand new words and concepts.
        
        R.3: Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms and parts of speech.
      - W: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.
        
        W.1: Use spelling rules and patterns from previous grades.
        
        W.2: Correctly spell high-frequency words.
        
        W.3: Use multiple strategies to spell.
        
        W.4: Use capitalization, punctuation, and usage rules from previous grades.
        
        W.5: Use standard and nonstandard English.
        
        W.6: Capitalize brand names, e.g., Nike.
        
        W.7: Capitalize geographic regions, e.g., the West.
        
        W.8: Use periods in abbreviations, e.g., pg., ft..
        
        W.9: Uses commas to set off interjections, e.g., Okay, if you say so; or explanatory phrases, e.g., They stood together, away from the pile of stones in the corner, and their voices were quiet.
        
        W.10: Use comma after date or address within text, e.g., June 1, 1993, was an important day in my life.
        
        W.11: Use quotation marks in dialogue, e.g., “How’s it going?” the boy asked.
        
        W.12: Use hyphen in numbers, e.g., twenty-three.
        
        W.13: Use hyphens to join numbers, e.g., pages 1-3; the Mariners won 17-6.
        
        W.14: Use ellipsis (...) to show omitted words and to show a pause.
        
        W.15: Use semicolon between two independent clauses.
        
        W.16: Use subject vs. object pronouns correctly, e.g., I vs. me.
        
        W.17: Use new paragraphs to change speakers in dialogue.
        
        W.18: Cite sources in research using a bibliographic format.
        
        W.19: Use resources to find correct spelling for words identified as misspelled.
        
        W.20: gather and organize information from multiple sources to address a topic, e.g., electronic graphic organizer, comparison or classification chart.
        
        W.21: complete draft demonstrating connections among ideas, supported by information gathered during planning stage.
        
        W.22: rework writing several times based on different points of focus, e.g., first reading — add details for elaboration; second reading — delete sentences or phrases to achieve paragraph unity; third reading — reorganize ideas for meaning.
        
        W.23: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing.
        
        W.24: Publish and present final products, using a variety of technology, e.g., word processor, spreadsheet, multimedia, slideshow, publication software.
        
        W.25: Make purposeful decisions about format, graphics, illustrations, and other features, e.g., captioned photos, maps, based on audience.
        
        W.26: Publish for global audience.
        
        W.27: Provides evidence that writing goals have been met, e.g., My sentence fluency has improved because I now vary the beginnings of my sentences.
        
        W.28: Identifies professional authors’ styles and techniques, e.g., leads, conclusions, word choice, purpose, character and plot development; critiques peers’ writing and supports the opinion using established criteria, e.g., content, organization, style, conve
        
        W.29: Integrate descriptive writing into other modes, using literary techniques, e.g., flashback, specific word choice, character development.
        
        W.30: Write a biography based on an interview.
        
        W.31: Write a historical fiction essay, using primary sources.
        
        W.32: Write varied narratives with different beginnings and endings.
        
        W.33: Write a story ending from the perspective of a different character.
        
        W.34: Write an explanatory piece, building up to the most important point.
        
        W.35: Write book reviews.
        
        W.36: Write compare-contrast essay, using point-by-point structure.
        
        W.37: Write a persuasive piece, using “if-and-then” structure.
        
        W.38: Write a book or movie critique.
        
        W.39: Write a haiku.
        
        W.40: Write a rap.
        
        W.41: Write words to the music of an already existing song.
        
        W.42: Write a ballad.
        
        W.43: Write a lyrical poem.
        
        W.44: Write a cacophony.
        
        W.45: Include more than one form/genre in a single piece, e.g., a report about salmon that includes a poem, fact box and story.
        
        W.46: Write a variety of sentence lengths; write a variety of sentence beginnings, e.g., starts with a participial phrase: Laughing loudly, they walked down the hall; write a variety of sentence structures, e.g., Mike, busy with his homework, didn’t hear the te
    - Grade 6
      - O: Students will listen and speak to communicate ideas clearly.
        
        O.1: Speak with clarity, voice, and fluency to communicate ideas, judgments and opinions in oral presentations, speeches and performances.
        
        O.2: Pose questions, listen to the ideas of others, and contribute own information and ideas in group discussions, panel discussions and interviews.
        
        O.3: Make oral presentations that show appropriate consideration of audience, purpose and information to be conveyed.
        
        O.4: Analyze how dialects are reflected in slang, jargon and language styles of different groups and individuals.
        
        O.5: Relate the speaker’s verbal, e.g., tone, word choice, pitch, and nonverbal cue to convey meaning.
      - R: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.
        
        Students will independently accomplish all before, during and after comprehension grade-level expectations. Teachers will continue to spiral all previous grade-level expectations. Students will read, view, listen to and write about a variety of fiction an
        
        R.4: Select appropriate strategies for different reading purposes, e.g., skim/scan for big ideas, close reading for details, inferring information from graphs, charts, maps, blueprints, computer manuals, and science and mathematical data.
        
        R.5: Use cueing system and context clues to determine meanings of words.
        
        R.6: Make and support judgments about text.
        
        R.7: State both literal and/or inferred main ideas.
        
        R.8: Identify the type of conflict in a text and recognize how it affects the characters’ actions.
        
        R.9: Identify the point of view used (first, second, third or omniscient) and interpret how point of view influences the text, e.g., how would a story change if the point of view changed.
        
        R.10: Explain the influence of setting (historical context) on mood, character and plot.
        
        R.11: Summarize information, including introduction and closing statements, main idea, most important supporting text-based facts, details and/or ideas, connections between the key ideas, and in one’s own words.
        
        R.12: Describe how major and minor characters change over time.
        
        R.13: Explain the use of foreshadowing and parallel plots to convey meaning.
        
        R.14: Explain the use of flashbacks to convey meaning.
        
        R.15: Explain various subgenres of fiction based on their characteristics, e.g., science fiction, fantasy, myths, legends.
        
        R.16: Explain how characters deal with diversity, e.g., culture, ethnicity, and conflicts of human experience, relating these to real life situations.
        
        R.17: Interpret cause-and-effect relationships, e.g., how the time period of a novel determines a character’s behavior.
        
        R.18: Explain how information in a text could be applied to understand a similar situation or concept in another text.
        
        R.19: Explain the impact of literary devices on meaning, e.g., flashback, tone, bias, dialect, irony/satire, and use of fragments.
        
        R.20: Evaluate the author’s use of various techniques to influence readers’ perspectives, e.g., appeal of characters in a graphic novels and picture books, logic and credibility of plots and settings, use of figurative language.
        
        R.21: Understand how social, cultural and historical contexts contribute to an author’s perspective.
        
        R.22: Draw a conclusion about how text might be useful to someone.
        
        R.23: Create literal and inferential questions based on text to extend meaning.
        
        R.24: Decide if the author’s ideas are grounded in fact.
        
        R.25: Evaluate the credibility, accuracy and bias of informational text, including Internet sites, electronic recordings, visuals and other technology resources.
        
        R.26: Choose a variety of genres to read, hear, view and write for personal enjoyment.
        
        R.27: Recommend books to others and explain the reason for the recommendation.
        
        R.28: Set and monitor reading goals making adjustments and corrections as needed.
        
        R.29: Identify and explain the author’s purpose for writing a particular text.
        
        Vocabulary
        
        R.1: Use word origins to determine the meaning of unknown words.
        
        R.2: Use abstract, derived root words, prefixes and suffixes from Greek and Latin to analyze the meaning of complex words, e.g., process, procession.
        
        R.3: Define vocabulary critical to the meaning of content-area texts and use that knowledge to interpret the texts, e.g., property in science or social studies.
      - W: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.
        
        W.1: Use spelling rules and patterns from previous grades.
        
        W.2: Use multiple strategies to spell.
        
        W.3: Use capitalization, punctuation, and usage rules from previous grades.
        
        W.4: Capitalize languages, races, nationalities and religions.
        
        W.5: Use commas in appositives, e.g., Bob, the dog, was fun.
        
        W.6: Use commas to set off direct address, e.g., Mom, may I go to the movies?
        
        W.7: Use apostrophe to show quotation within a quotation in dialogue, e.g., He said, “Mom said, ‘Clean your room.’”
        
        W.8: Use parentheses, e.g., A hypothesis (prediction) is a critical component of a scientific investigation.
        
        W.9: Use a semicolon between two independent clauses connected by a conjunctive adverb, e.g., I studied late into the night; consequently, I passed the test.
        
        W.10: Show agreement of pronoun and its referent, e.g., A person needs his or her own space.
        
        W.11: Maintain consistent person.
        
        W.12: Use parallel construction when listing verbs particularly in informational and technical writing.
        
        W.13: Use paragraph conventions, e.g., designated by indentation or block format, skipping lines between paragraphs.
        
        W.14: Provide detailed labeling, captions, headings, and subheadings when appropriate.
        
        W.15: Cite sources according to prescribed format.
        
        W.16: Use resources to correct own spelling.
        
        W.17: gather information, using an organizer, from a range of resources to analyze, synthesize, and/or evaluate information to plan writing.
        
        W.18: reread text and continue to draft over time.
        
        W.19: seek and consider feedback from adults and peers to revise text for content, organization and tone.
        
        W.20: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing.
        
        W.21: publish and present final products using a range of graphics and illustrative material, e.g., photos, diagrams, threefold display, informational posters.
        
        W.22: use criteria to choose and defend choices for writing portfolio; select pieces that demonstrate growth.
        
        W.23: Expand upon one idea using additional details to create an image.
        
        W.24: Write a memoir.
        
        W.25: Write a mystery with elements, e.g., clues, suspense, red herring.
        
        W.26: Write a compare-contrast essay, grouping similarities together and differences together.
        
        W.27: Write an informational report using cause-and-effect structure.
        
        W.28: Write an informational piece with a spatial order or chronological order.
        
        W.29: Write in forms associated with specific tasks or careers, e.g., application for student body office, presentation software as a visual aid.
        
        W.30: Write a persuasive piece using “least to most important” arguments.
        
        W.31: Write a persuasive piece that incorporates research and information.
        
        W.32: Write an ode.
        
        W.33: Write a carpe diem.
        
        W.34: Write a tanka.
        
        W.35: Write a couplet.
        
        W.36: Construct introductions using various approaches, e.g., rhetorical question, interesting fact, brief history, captivating moment.
        
        W.37: Construct conclusions using various approaches, e.g., summary, interesting fact, echoed introduction.
    - Grade 7
      - O: Students will listen and speak to communicate ideas clearly.
        
        O.1: Deliver an oral presentation from notes, using appropriate intonation, enunciation and phrasing that is fluent and well-modulated.
        
        O.2: Provide helpful feedback to speakers concerning the quality of a speech and the speaker’s delivery.
        
        O.3: Engage in oral telling of stories from a variety of cultures that use a range of strategies to make the story engaging to the audience, e.g., using dialogue and suspense; showing narrative action with movement, gestures, and expressions.
      - R: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.
        
        Students will independently accomplish all before, during and after comprehension grade-level expectations. Teachers will continue to spiral all previous grade-level expectations. Students will read, view, listen to and write about a variety of fiction an
        
        R.2: Use cueing system and context clues to determine meanings of words.
        
        R.3: Synthesize information from multiple texts, e.g., skim headings, chapter titles and book summary.
        
        R.4: Select texts based on author and genre preference; be able to articulate reasons for choices.
        
        R.5: Compare and contrast universal themes, human nature, cultural and historical perspectives in multiple texts.
        
        R.6: Identify an author’s use of time and sequence through the use of literary devices, e.g., foreshadow, flashbacks, dream sequences, parallel episodes, and the use of traditional and/or cultural-based organizational patterns.
        
        R.7: Identify the major actions that define the plot and how actions lead to conflict or resolution.
        
        R.8: Compare and contrast authors’ and/or characters’ perspectives expressed in multiple texts.
        
        R.9: Explain the similarities and differences in how an idea or concept is expressed in multiple texts.
        
        R.10: Respond to literal and inferential questions with explicit and implicit evidence from texts.
        
        R.11: Analyze the characteristics and structural elements/essential attributes in a variety of poetic forms, e.g., epic, sonnet, ballad, haiku, free verse.
        
        R.12: Apply information in one text to understand a similar situation or concept in another text.
        
        R.13: Explain the author’s purpose for writing a text.
        
        R.14: Explain the author’s use of voice, e.g., formal, casual, intimate, and how this influences meaning.
        
        R.15: Explain how readers’ experiences, ethics, values, assumptions and beliefs influence the interpretation of text.
        
        R.16: Evaluate how an author's experiences, ethics, culture, heritage, ethnicity, values, assumptions and beliefs bias meaning.
        
        R.17: Evaluate how authors, illustrators and filmmakers express political and social issues.
        
        R.18: Evaluate ideas, themes and issues across texts.
        
        R.19: Judge the validity of the evidence the author uses to support his/her position, e.g., is the evidence dated, biased, inaccurate, and justify the conclusion.
        
        R.20: Set reading goals and create a plan to meet those goals.
        
        R.21: Monitor progress toward implementing the plan, making adjustments and corrections as needed.
        
        R.22: Recommend books to others and explain the reason for the recommendation.
        
        R.23: Form opinions about different texts, and persuade others about a point of view.
        
        Vocabulary
        
        R.1: Identify meanings and origins of commonly used words adopted from other languages, e.g., tsunami, salsa; use those words while speaking, writing and presenting.
      - W: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.
        
        W.1: Use spelling rules and patterns from previous grades.
        
        W.2: Use multiple strategies to spell.
        
        W.3: Use capitalization rules from previous grades.
        
        W.4: Use capitals correctly in an outline or list.
        
        W.5: Use consistent capitalization when formatting technical documents.
        
        W.6: Use punctuation rules from previous grades.
        
        W.7: Use commas to separate an interrupter, e.g., The teacher, however, was not impressed.
        
        W.8: Use semicolons to separate groups that contain commas, e.g., The Seahawks traveled to Washington, D.C.; New York, N.Y.; and Oakland, Calif.
        
        W.9: Use the hyphen to prevent confusion, e.g., re-elect.
        
        W.10: Use bullets in technical writing when applicable.
        
        W.11: Apply usage rules from previous grades.
        
        W.12: Use adverbs vs. adjectives correctly.
        
        W.13: Use comparative and superlative adjectives correctly.
        
        W.14: Use parallel construction of elements in a list.
        
        W.15: Cite sources according to prescribed format.
        
        W.16: gathers and paraphrases information from a variety of resources, e.g., interviews, multimedia, periodicals; explains purpose and selects effective form at prewriting stage.
        
        W.17: rereads text and decides to continue draft or to start a new draft.
        
        W.18: revises at any stage of process; uses a variety of revision tools or strategies; evaluates feedback and justifies the choice to use feedback, e.g., I chose to change the word things because my group said it was confusing.
        
        W.19: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing.
        
        W.20: uses different technologies to produce, design and publish a finished product, e.g., political cartoons, brochure, stock market or consumer analysis.
        
        W.21: creates and follows a management timeline for written projects, e.g., portfolios, research papers, i-search papers.
        
        W.22: Write character sketches varying methods of character development, e.g., how character looks, acts, talks, thinks.
        
        W.23: Write elaborate settings varying time, place, mood, physical environment.
        
        W.24: Write a fictional story using various literary techniques, e.g., dialogue, humor, figurative language, first or third person, precise language, including all story elements: setting, plot, theme, character development, events, problem, solution.
        
        W.25: Write a suspenseful story with cliffhanger ending.
        
        W.26: Include technical and content specific terms in writing.
        
        W.27: Write from more than one point of view, e.g., cultural perspective for a character’s viewpoint in history or literature.
        
        W.28: Develop and use a rubric by which to evaluate the effectiveness of the presentation, style and content of electronic communications, e.g., film, television, Internet.
        
        W.29: Write a persuasive essay that considers both sides to an argument.
        
        W.30: Write a persuasive piece supporting the opposing viewpoint.
        
        W.31: Develop a rubric by which to evaluate.
        
        W.32: Draw/write a political cartoon.
        
        W.33: Write an epic.
        
        W.34: Write an allegory.
        
        W.35: Write a doggerel.
    - Grade 8
      - O: Students will listen and speak to communicate ideas clearly.
        
        O.1: Evaluate the credibility of a speaker, e.g., hidden agendas, slants or biases.
        
        O.2: Deliver focused, coherent oral presentations, with and without notes, that clearly convey ideas and use appropriate intonation, enunciation, pace, word choice and grammar.
        
        O.3: Use audience feedback, e.g., verbal and nonverbal cues, to modify an oral presentation.
        
        O.4: Provide helpful feedback to speakers based on agreed on criteria concerning the quality of a speech and the speaker’s delivery.
        
        O.5: Engage in oral telling of stories from a variety of cultures and periods of history that use a range of strategies to make the story engaging to the audience, e.g., using dialogue and suspense; showing narrative action with movement, gestures and expressi
      - R: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.
        
        Students will independently accomplish all before, during and after comprehension grade-level expectations. Teachers will continue to spiral all previous grade-level expectations. Students will read, view, listen to and write about a variety of fiction an
        
        R.2: Use cueing system and context clues to determine meanings of words.
        
        R.3: Evaluate and justify an author’s genre preference.
        
        R.4: Generalize about universal themes, human nature, cultural and historical perspectives from reading multiple texts.
        
        R.5: Explain how a story’s plots and subplots do/do not contribute to the conflict and resolution.
        
        R.6: Interpret how situations, actions and other characters influence a character’s personality and development.
        
        R.7: Develop literal and inferential questions about texts using explicit and implicit evidence from the texts.
        
        R.8: Compare and contrast literature written in a variety of genres and explain why certain genres are best suited to convey a specific message or invoke a particular response from the reader.
        
        R.9: Analyze the characteristics and structural elements/essential attributes in a variety of poetic forms, e.g., epic, sonnet, ballad, haiku, free verse.
        
        R.10: Compare, contrast and critique two author’s beliefs and assumptions about a single topic or issue and decide which author presents the stronger argument.
        
        R.11: Explain how certain actions cause certain effects, e.g., how the Holocaust changed international politics today or how the internment of Japanese Americans during World War II affected traditional Japanese family structure.
        
        R.12: Identify motivations and reactions of literary characters from different cultures or historical periods when confronting similar personal conflicts, and hypothesize how those characters would handle a similar modern conflict.
        
        R.13: Critique the way in which an author uses a variety of language structures to create an intended effect, e.g., words or phrases from another language, dialect, simile and metaphor.
        
        R.14: Critique an author’s reasoning and use of evidence in an argument or defense of a claim.
        
        R.15: Analyze and critique the intended effects of propaganda techniques the author uses to influence readers’ perspectives.
        
        R.16: Evaluate recurring themes in literature that reflect worldwide social and/or economic change, e.g., social change, such as characters that change their attitudes after learning about different cultures.
        
        R.17: Extend the meaning of a text by expressing an insight implied but not stated, e.g., author’s perspective, the nature of conflict, or use text-based information to solve a problem not explicitly identified in the text, e.g., use information in an article a
        
        R.18: Set goals for reading and develop a reading improvement plan.
        
        R.19: Track reading progress through the use of such tools as portfolios, learning logs, self-scoring rubrics or strategy charts.
        
        Vocabulary
        
        R.1: Explain and evaluate the effectiveness of persuasive vocabulary authors across all content areas use to influence reader’s opinions or actions, e.g., loaded words, exaggeration, emotional words, euphemisms.
      - W: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.
        
        W.1: Use spelling rules and patterns from previous grades.
        
        W.2: Use multiple strategies to spell.
        
        W.3: Use capitalization, punctuation, and usage rules from previous grades.
        
        W.4: Capitalizes the title of a specific course, e.g., History 9a as opposed to history.
        
        W.5: Use commas to enclose titles, e.g., Jennifer Longstreet, M.D., is a pediatrician.
        
        W.6: Use commas for emphasis or clarity, e.g., What the teacher does, does affect students’ learning.
        
        W.7: Place commas and periods inside quotation marks.
        
        W.8: Use apostrophes to form plurals of letters or numbers, e.g., know your ABC’s.
        
        W.9: Use apostrophes in possessive compound nouns, e.g., the mother-in-law’s birthday.
        
        W.10: Use a colon between title and subtitle, e.g., Write Source 2000: A Guide to Thinking, Writing and Learning.
        
        W.11: Uses slash (/) correctly, e.g., in a fraction; to show choice.
        
        W.12: Uses parallel construction when listing infinitive phrases, e.g., parallel: Bradley likes to run, dive, and ride horses; not parallel: Bradley likes to run, to dive, and ride a horse.
        
        W.13: Use paragraph conventions, e.g., designated by indentation or block format, skipping lines between paragraphs.
        
        W.14: Use textual markers, e.g., rows, columns, tables.
        
        W.15: Cite sources according to prescribed format, e.g., MLA, APA.
        
        W.16: collect and explore ideas for later use as a basis for informational, persuasive or literary writing, e.g., maintain writer’s notebook.
        
        W.17: decide if multiple drafts are necessary, and continue drafting/revising as appropriate.
        
        W.18: revise, checking for organization, clarity, fluency and elaboration.
        
        W.19: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing.
        
        W.20: uses different technologies to produce, design and publish a finished product, e.g., political cartoons, brochure, stock market or consumer analysis.
        
        W.21: critique work independently and in groups, and establish a focus collaboratively, e.g., author’s craft, elaboration, fluency.
        
        W.22: Write a script for a play or television episode, fully developing setting and characters so actors can take on role.
        
        W.23: Write a piece selecting literary devices to convey a specific meaning, e.g., symbols and analogies.
        
        W.24: Write a piece selecting words for connotation and denotation, e.g., plump vs. fat, shack vs. house.
        
        W.25: Write elaborate dialogue, e.g., script, commercial.
        
        W.26: Write a speech about a mathematical or scientific concept.
        
        W.27: Write an informational report, e.g., science, social studies, art history, music.
        
        W.28: Write minutes to a group meeting.
        
        W.29: Write a letter to the editor.
        
        W.30: Analyze and synthesize information from multiple resources to establish and support a position, and to examine opposing perspectives.
        
        W.31: Prepare a position for and engage in a debate.
        
        W.32: Develop a business portfolio to sell a product.
        
        W.33: Write a review of a restaurant, movie, television show, concert, website.
        
        W.34: Write a newspaper editorial.
        
        W.35: Write a public service announcement.
        
        W.36: Write a cover letter to a business expressing interest in volunteering, employment.
        
        W.37: Write poetry in style of choice.
        
        W.38: Research and present types of poetry not yet learned.
    - Kindergarten
      - O: Students will listen and speak to communicate ideas clearly.
        
        O.1: Listen for a specific purpose, including recalling events, summarizing details, and acquiring information.
        
        O.2: Listen to acquire information and to respond to questions.
        
        O.3: Follow simple verbal three- and four-step directions.
        
        O.4: Take turns during conversation.
        
        O.5: Participate in group discussion.
        
        O.6: Use voice level fitting of setting.
        
        O.7: Share information and ideas in complete sentences.
        
        O.8: Relate an experience or a story in a logical sequence.
        
        O.9: Recite short poems, rhymes and songs.
        
        O.10: Describe objects, events, feelings, etc. with details or examples.
        
        O.11: Make simple comparisons, e.g., positional words.
      - R: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.
        
        Concepts About Print
        
        R.1: Recognize words are separated by spaces.
        
        R.2: Recognize sentences are made of separate words.
        
        R.3: Identify types of everyday print materials, e.g., poems, newspapers, signs, labels and storybooks.
        
        R.4: Distinguish letters from words.
        
        R.5: Identify parts of books, e.g., spine, cover, pages, title, front, back.
        
        R.6: Emergently “read” familiar books, i.e., recognize print and pictures tell the story.
        
        R.7: Track printed words from left to right demonstrating one-to-one correspondence.
        
        Fluency
        
        R.22: Read decodable texts to practice and gain fluency.
        
        R.23: Identify patterns in books, rhymes and songs.
        
        R.24: Read or sing along with correct expression and pace in books, rhymes and songs.
        
        High-Frequency Words
        
        R.20: Read at least 25 high-frequency words, e.g., Dolch or Fry.
        
        R.21: Recognize some high-frequency words taught in context.
        
        Phonics
        
        R.17: Demonstrate letter-sound correspondences for all single consonants.
        
        R.18: Identify letters matched to short vowel sounds.
        
        R.19: Use common consonant sounds with short vowels to decode three letter words.
        
        Phonological Awareness
        
        R.8: Produce rhyming words orally in response to spoken words.
        
        R.9: Blend onset and rime to form words, e.g., /d/ /o/ /g/ = dog.
        
        R.10: Identify spoken words with similar initial sounds.
        
        R.11: Identify spoken words with similar ending sounds.
        
        R.12: Produce groups of words orally that begin with the same initial sounds.
        
        R.13: Segment and isolate initial, medial and final sounds of CVC (consonant-vowel-consonant) words.
        
        R.14: Blend up to three orally presented phonemes into a correct word.
        
        R.15: Substitute initial phoneme sounds.
        
        R.16: Identify the number of syllables in three-syllable words.
        
        Students will independently accomplish all before, during and after comprehension grade-level expectations. Teachers will continue to spiral all previous grade-level expectations. Students will read, view, listen to and write about a variety of fiction an
        
        R.27: Use pre-reading strategies, such as predicting, picture walks, and questioning to set context for reading and to aid comprehension.
        
        R.28: Activate prior knowledge to aid comprehension of fiction and nonfiction texts in terms of what is true and what is not true.
        
        R.29: Ask questions when things do not make sense.
        
        R.30: Create pictures from read-aloud and shared readings.
        
        R.31: Identify parts of a text that seem important.
        
        R.32: Make connections between text and self.
        
        R.33: Make predictions about what may happen next.
        
        R.34: Answer literal and easy inferential questions about texts read aloud.
        
        R.35: Retell information from a story, using proper sequence.
        
        R.36: Identify the setting, theme, conflict, and important events of the plot in a story.
        
        R.37: Identify the topic of a nonfiction text.
        
        R.38: Make text-to-self connections.
        
        R.39: Identify the specific purposes of a text, e.g., to find information, to enjoy a story, to receive a message.
        
        R.40: Express opinions about texts and the reasons why, e.g., I liked..., I did not like...
        
        R.41: Choose a book to read, and share it with the teacher and classmates.
        
        R.42: Independently “read” books for 5-10 minutes.
        
        Vocabulary
        
        R.25: Confirm meanings of unknown words, using prior knowledge, context, photos, illustrations and diagrams.
        
        R.26: Identify common words in basic categories, i.e., can give examples of favorite foods or favorite colors.
      - W: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.
        
        W.1: Use periods, question marks and exclamation marks at the end of sentences.
        
        W.2: Use letters in writing; represent sounds, especially beginning and ending phonemes; use spaces to represent words; use left-to-right progression.
        
        W.3: Write first and last name with correct capitalization.
        
        W.4: Use directionality of print in writing—left to right, top to bottom.
        
        W.5: Use capital letters to begin sentences, names and the word “I.”
        
        W.6: Leave space between words.
        
        W.7: Recognize names of letters and are able to write uppercase and lowercase letters when the letter name or sound is dictated.
        
        W.8: Spell high-frequency words, e.g., I, a, it, go, the, and.
        
        W.9: Look at pictures and listen to discussions to generate ideas for writing.
        
        W.10: “Write” for several minutes.
        
        W.11: Write name on paper.
        
        W.12: Revise by adding details to pictures or letters to words.
        
        W.13: Talk about writing with the teacher.
        
        W.14: Publish and present final products in a variety of ways, e.g., reader’s theater, word processing.
        
        W.15: Use pictures and letters to describe a topic, idea or event.
        
        W.16: Draw and write in journals about the day’s events.
        
        W.17: Draw and write a story with a character and a problem.
        
        W.18: Dictate and write simple lists, labels, captions and informational sentences.
        
        W.19: Dictate and write one idea for liking something.
        
        W.20: Write an ABC poem.
        
        W.21: Write a name or acrostic poem.
        
        W.22: Demonstrate voice through the use of different colors, facial features and actions of “characters.”
    - Prekindergarten
      - O: Students will listen and speak to communicate ideas clearly.
        
        O.1: Attend to a speaker or reader during group activities.
        
        O.2: Follow simple verbal one- and two-step directions.
        
        O.3: Attend to peer speech during play.
        
        O.4: Attend to partners’ speech during conversation.
        
        O.5: Use complete sentences with at least five words.
        
        O.6: Participate in one-to-one conversations and group discussions.
        
        O.7: Share personal experiences.
        
        O.8: Repeat familiar short poems, rhymes, and songs.
        
        O.9: Recite short poems, rhymes and songs.
        
        O.10: Describe objects, events, feelings, etc. with details and examples.
        
        O.11: Ask simple comparisons, e.g., big/small, light/dark.
        
        O.12: Use language to act out a simple dramatic play scenario.
      - R: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.
        
        Concepts About Print
        
        R.1: Demonstrate book awareness, e.g., hold book upright, turn pages from front of book to the back, and scan pages from top to bottom and left to right.
        
        R.2: Recognize printed letters, e.g., letters in child’s name.
        
        R.3: Recognize familiar printed words.
        
        R.4: Recognize print conveys meaning, e.g., environmental print.
        
        R.5: Demonstrate independent interest in reading-related activities, e.g., independently chooses a book and tells a story to peers.
        
        Fluency
        
        R.15: Articulate patterns in books, rhymes and songs.
        
        R.16: Read or sing along with books, rhymes and songs.
        
        High-Frequency Words
        
        R.14: Recognize high-frequency words in isolation.
        
        Phonics
        
        R.12: Identify both upper and lower case letters of the alphabet.
        
        R.13: Recognize familiar letter-sound correspondences.
        
        Phonological Awareness
        
        R.6: Identify spoken words that rhyme.
        
        R.7: Orally produce rhyming words.
        
        R.8: Segment and blend initial sounds.
        
        R.9: Identify spoken words with similar initial sounds.
        
        R.10: Identify the number of syllables in two-syllable words.
        
        R.11: Imitate initial sounds.
        
        Students will independently accomplish all before, during and after comprehension grade-level expectations. Teachers will continue to spiral all previous grade-level expectations. Students will read, view, listen to and write about a variety of fiction an
        
        R.19: Set a context, using pre-reading strategies, such as predicting, picture walks, activating prior knowledge/connections and questioning.
        
        R.20: Activate prior knowledge to aid comprehension of fiction and nonfiction texts.
        
        R.21: Predict outcomes based on clues in a text by answering teacher-led questions, e.g., What do you think will happen next?
        
        R.22: Ask questions when things do not make sense.
        
        R.23: Create pictures that represent thoughts from read-aloud or shared readings.
        
        R.24: Make connections between text and self.
        
        R.25: Make predictions.
        
        R.26: Answer “who,” “what,” “when,” “where,” “why” and “how” questions about the characters, setting, plot, theme, conflict, and point of view in a story.
        
        R.27: Retell information from a story.
        
        R.28: Identify the characters in a story.
        
        R.29: Draw conclusions after listening to a story.
        
        R.30: Recognize there are different text structures, e.g., Once upon a time... beginnings — fairytales; Hickory, dickory, dock — nursery rhymes.
        
        R.31: Choose a book to “read” and share it with teacher/classmates.
        
        R.32: Independently “read” books.
        
        Vocabulary
        
        R.17: Predict meanings of unknown words, using prior knowledge, context, photos, illustrations and diagrams.
        
        R.18: Use newly learned vocabulary during class discussions.
      - W: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.
        
        W.1: Use symbols or drawings to express thoughts, feelings and ideas.
        
        W.2: Print or copy their first name.
        
        W.3: Use letter-like approximation.
        
        W.4: Contribute ideas about a topic during shared writing.
        
        W.5: Revise by adding details to pictures.
        
        W.6: Explain a piece of writing or drawing.
        
        W.7: Present final products in a variety of ways, e.g., the arts, dramatic play, technology.
        
        W.8: Use pictures and letter-like approximations to describe a person, place or thing.
        
        W.9: Write or discuss “stories,” using at least pictures and letter-like approximations.
        
        W.10: Write, discuss or draw to explain a current event, e.g., weekend news.
        
        W.11: Write, discuss or draw to explain why they like something, e.g., school, teacher, dessert.
        
        W.12: Write, discuss or draw to complete a rhyming sentence.
  - Mathematics (2008)
    - Grade 1
      - A: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        A.1: Sort, classify and order numbers and objects by one and two attributes, including size, shape, color, texture, orientation, position and use; and explain the reason or rule used.
        
        A.2: Recognize, extend and create one-attribute and two-attribute patterns such as size and shape, counting such as by five or ten, and number patterns such as n + 2. Describe the pattern and the rule used to make it.
        
        A.3: Replicate a pattern using a different representation such as from color to shape.
        
        A.4: Develop and test generalizations based on observations of patterns and relationships.
        
        A.5: Model real-life situations that represent the result of counting, combining and separating sets of objects (addition and subtraction of whole numbers) with objects, pictures, symbols and open sentences.
        
        A.6: Demonstrate understanding of equivalence or balance with objects, models, diagrams, operations or numbers such as using a balance scale or an arm balance showing the same amount on both sides.
      - D: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        D.1: Pose questions that can be used to guide data collection, organization and representation.
        
        D.2: Collect and systematically organize and represent data that answer questions using lists, charts and tables, tallies, glyphs (coded pictures), picture graphs and bar graphs.
        
        D.3: Describe data that have been organized and make comparisons using terms such as largest, smallest, most often or least often.
        
        D.4: Describe and explain the likelihood of the occurrence of various events in the student’s world using terms such as possible, impossible, likely, unlikely or certain.
        
        D.5: Engage in simple probability activities and games, including the use of number cubes and spinners; record, graph and describe the results of the activities and games.
      - G: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        G.1: Identify and describe familiar two- dimensional shapes and three-dimensional solids in the environment and contextual situations.
        
        G.2: Copy two- and three-dimensional designs from visual memory.
        
        G.3: Compare and sort familiar shapes and solids and designs found in the environment and contextual situations.
        
        G.4: Construct shapes and solids using a variety of materials, and create two-dimensional shapes and designs with a line of symmetry.
        
        G.5: Describe location, direction and position of objects or parts of objects using terms such as left, right and opposite.
        
        G.6: Know the days of the week in order and locate dates, days, weeks and months on a calendar. Use the information to solve problems involving the planning and sequencing of events.
        
        G.7: Solve problems involving telling time to the nearest hour using digital and analog clocks. Estimate and compare the length of time needed to complete a task using comparative language such as longer, shorter, more or less.
        
        G.8: Use nonstandard units or physical referents to estimate answers to measurement problems involving length, area, weight, temperature, volume and capacity, and then justify the reasonableness of the answers. Suggested materials include Unifix or locking cub
        
        G.9: Use nonstandard units, references or direct comparison of objects (appearance) to order objects by length, area and capacity.
        
        G.10: Explore using standard units of measure (inch and centimeter) to communicate measurement in a universal manner.
      - N: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        N.1: Represent and identify whole numbers up to one hundred as groups of tens and ones using models and number lines.
        
        N.2: Compare and order quantities of up to one hundred objects, including naming a number that is one or ten more or less than a given number.
        
        N.3: Describe and estimate quantities using benchmark amounts such as zero, ten and one hundred.
        
        N.4: Identify ordinal numbers up to tenth with an ordered set of objects.
        
        N.5: Use a variety of models and familiar objects to compare two parts of a whole object and describe the parts as being closer to very little, one half or one whole.
        
        N.6: Use a variety of models and familiar objects to:
        
        N.6.a: Make a whole of equal size parts of familiar objects.
        
        N.6.b: Show and identify equal size pieces of a whole as halves, thirds or fourths.
        
        N.6.c: Identify pieces of a whole as not being halves, thirds or fourths.
        
        N.7: Determine half of a whole set of up to twenty objects.
        
        N.8: Describe ratios in terms of the patterns that develop in the relationships between quantities.
        
        N.9: Count by rote to at least one hundred.
        
        N.10: Count on from a given amount orally and with models, and count back from ten.
        
        N.11: Count and group at least one hundred objects by tens.
        
        N.12: Identify, read and write numerals to one hundred.
        
        N.13: Create problems and write one- and two-digit number sentences that reflect contextual situations and real world experiences. Solve the problems using a variety of methods including models, pictures, pencil and paper, estimation and mental computation and
        
        N.14: Solve contextual problems using all addition sums to eighteen and subtraction differences from ten with flexibility and fluency.
        
        N.15: Estimate the amount of objects in a set using zero, ten and one hundred as benchmarks and then determine if the estimate was reasonable.
        
        N.16: Identify and name pennies, nickels, dimes and quarters.
        
        N.17: Determine and compare sets of pennies and dimes valued up to $1.00; trade sets of pennies for dimes and vice versa.
    - Grade 2
      - A: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        A.1: Sort, classify and order objects and numbers in more than one way and by one and two attributes and describe the rule used. Use attributes such as size, shape, color, texture, orientation, position and use and characteristics such as symmetry and congruen
        
        A.2: Recognize, extend, and create repeating, growing and number patterns such as skip counting, odd/even, counting on by ten, and one and two attribute patterns. Describe the pattern and the rule used to make it.
        
        A.3: Replicate the pattern using a different representation such as letters to numbers.
        
        A.4: Use patterns and the rules that describe the patterns to identify a missing object, objects with common or different attributes, and the complement of a set of objects.
        
        A.5: Analyze and describe observable changes in patterns using language that describes number characteristics and qualitative characteristics such as attributes, orientation and position.
        
        A.6: Model real-life situations that represent the addition and subtraction of whole numbers with objects, pictures, symbols and open sentences.
        
        A.7: Demonstrate an understanding of equivalence or balance of sets using objects, models, diagrams, numbers, whole number relationships (operations) and the equals sign.
      - D: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        D.1: Pose questions that can be used to guide data collection, organization and representation.
        
        D.2: Collect and systematically organize and represent the data that answer the questions using lists, charts and tables, tallies, glyphs (coded pictures), picture graphs and bar graphs.
        
        D.3: Describe data that have been organized and make comparisons using terms such as largest, smallest, most often or least often.
        
        D.4: Determine patterns and make predictions from data displayed in tables and graphs.
        
        D.5: Describe and explain the likelihood of the occurrence of various events. State possibilities, make predictions and test the predictions in practical situations.
        
        D.6: Conduct simple probability investigations involving activities of chance and games with number cubes and spinners; record, graph and describe the results of the investigations.
      - G: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        G.1: Identify, describe and draw polygons (triangles, quadrilaterals including trapezoids and rhombuses, pentagons and hexagons), solids and other familiar two- and three-dimensional objects in the environment.
        
        G.2: Compare and sort familiar polygons, solids, and other two- and three- dimensional objects in the environment.
        
        G.3: Construct polygons, solids and other two- and three-dimensional objects using a variety of materials, and create two-dimensional shapes and designs with one or more lines of reflective symmetry (lines that divide the shape or design into two congruent par
        
        G.4: Investigate and predict the result of putting together and taking apart two- and three-dimensional shapes in the environment.
        
        G.5: Know the months of the year in order, and locate dates, days, weeks and months on a calendar. Use the information to write and solve problems involving calendars.
        
        G.6: Solve problems involving telling time to the half-hour using analog and digital clocks, including estimating and measuring the length of time needed to complete a task.
        
        G.7: Use measurement tools such as thermometers to measure temperature, basic rulers to measure length to the nearest half-inch or centimeter, and balance scales to measure weight /mass in grams.
        
        G.8: Use nonstandard referents and standard benchmarks to estimate and measure the following
        
        G.8.a: length to the nearest inch, half-inch, foot, yard, centimeter or meter;
        
        G.8.b: area in square inches;
        
        G.8.c: capacity in liters and cups;
        
        G.8.d: weight in grams;
        
        G.8.e: temperature; and
        
        G.8.f: volume (using water or sand).
        
        G.9: Describe the strategy used to determine an estimate and determine if the estimate is reasonable.
        
        G.10: Describe the relationships between and centimeter and meter among inch, foot and yard.
      - N: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        N.1: Locate, label, compare and order whole numbers up to one thousand using pictures, place value models, number lines and benchmarks of zero, ten and one hundred, including naming the number that is ten or one hundred more or less than a given number.
        
        N.2: Represent whole numbers up to one thousand by modeling and writing numbers in expanded forms such as 37 = (3 x 10) + (7 x 1) and regrouped forms such as (2 x 10) + (17 x 1) = 37 and use the forms to support computational strategies.
        
        N.3: Represent multiplication and division with factors of one, two, five and ten using a variety of models and strategies such as arrays, pictures, skip counting, extending number patterns, and repeated addition and subtraction; describe the connection betwee
        
        N.4: Use a variety of models and familiar objects to compare, order and estimate parts of a whole using the unit fractions 1/2, 1/3, 1/4.
        
        N.5: Use a variety of models to represent and describe parts of groups as unit fractions 1/2 through 1/10.
        
        N.6: Estimate and determine 1/2, 1/3, 1/4 of a small group of up to twenty objects.
        
        N.7: Describe ratios in terms of the linear patterns that develop from the relationships between quantities.
        
        N.8: Count whole numbers to one thousand and beyond.
        
        N.9: Count on by tens from a given amount such as 17, 27, 37, etc.
        
        N.10: Read and write numerals up to one thousand.
        
        N.11: Skip count by twos, fives, tens and hundreds to one thousand and beyond.
        
        N.12: Determine whether a set of objects has an odd or even number of items by pairing objects and creating arrays.
        
        N.13: Create word problems and write and solve two- and three-digit number sentences that reflect contextual situations and real-world experiences involving addition and subtraction. Construct and solve open sentences such as _ + 5 = 11. Solve the problems usin
        
        N.14: Solve problems using addition and subtraction facts involving sums and differences to twenty with flexibility and fluency.
        
        N.15: Add two-digit numbers with and without regrouping. Subtract two-digit numbers without regrouping and with regrouping using models.
        
        N.16: Determine when an estimate for a problem involving two- and three-digit numbers is appropriate or when an exact answer is needed.
        
        N.17: Use a variety of strategies to estimate solutions and to determine if a solution to a computation or word problem reflecting real-world experiences involving addition and subtraction of two- and three-digit whole numbers is reasonable.
        
        N.18: Determine and compare the value of pennies, nickels, dimes, quarters and half dollars.
        
        N.19: Count, compare and trade sets of pennies, dimes and dollars up to $10.00.
    - Grade 3
      - A: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        A.1: Sort, classify and order a group of objects and numbers in more than one way and explain the reason or describe the rule used.
        
        A.2: Create and construct numerical and spatial patterns and sequences that repeat and grow.
        
        A.3: Analyze, describe and extend repeating and growing patterns and sequences, including those found in real-world contexts, by constructing and using tables, graphs and charts.
        
        A.4: Describe mathematical relationships and situations involving computation of whole numbers (addition, subtraction, multiplication and division) using words, symbols, open number sentences and equations.
        
        A.5: Demonstrate understanding of equivalence as a balanced relationship of quantities by using the equals sign to relate two quantities that are equivalent and the inequality symbols, < and >, to relate two quantities that are not equivalent.
        
        A.6: Solve problems and demonstrate an understanding of equivalence using the equals sign in number sentences that reflect the commutative and associative properties of addition and multiplication of whole numbers such as 3 x 5 = 5 x 3.
      - D: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        D.1: Pose questions that can be used to guide data collection, organization and representation.
        
        D.2: Collect and organize the data that answer the questions using diagrams, charts, tables, lists, pictographs, bar graphs and line plots.
        
        D.3: Analyze data that have been collected and organized in order to draw and defend conclusions based on the data.
        
        D.4: Describe an event or element as typical based upon the range, median and mode of a set of data.
        
        D.5: Experiment to test predictions and determine probability in practical situations such as investigating the fairness of games using a variety of spinners and dice.
        
        D.6: Describe the probability of an outcome as ___ out of ___ such as three out of five.
        
        D.7: Investigate combinations using models.
      - G: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        G.1: Identify, describe, construct and draw two- dimensional shapes such as quadrilaterals (including parallelograms), pentagons and hexagons.
        
        G.2: Identify, describe, construct and represent three-dimensional figures such as cubes, spheres, cylinders, cones, pyramids and prisms.
        
        G.3: Compare and classify polygons and solids by using attributes such as the number and length of sides, faces and edges and the number and kinds of angles (acute, right and obtuse), and determine congruence of polygons.
        
        G.4: Create two-dimensional figures with one or more lines of reflective symmetry.
        
        G.5: Draw and interpret simple maps using shapes or pictures on a coordinate grid.
        
        G.6: Investigate ways to tile or tessellate a shape or region using a variety of polygons.
        
        G.7: Use calendar and clocks to plan and sequence events and identify events and times as occurring in the a.m. and p.m.
        
        G.8: Solve problems involving telling time to the nearest quarter hour, five minutes and minute using analog and digital clocks.
        
        G.9: Develop an understanding of and describe the relationships between and among appropriate units of measure through concrete experiences (ounces and pounds; gram and kilograms; inches, feet and yards; meters and kilometers; cups, pints and quarts; and milli
        
        G.10: Estimate and measure using nonstandard units and appropriate customary and metric tools and units:
        
        G.10.a: length and perimeter to the nearest 1/4 inch or 1/2 centimeter;
        
        G.10.b: area in square inches or square centimeters;
        
        G.10.c: capacity in cups, pints, quarts, milliliters or liters,
        
        G.10.d: weight in ounces, pounds and grams (mass in grams);
        
        G.10.e: temperature to the nearest degree; and
        
        G.10.f: volume using inch cubes and centimeter cubes.
        
        G.11: Describe and use estimation strategies that can identify a reasonable answer to a measurement problem when an estimate is appropriate.
      - N: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        N.1: Locate, label, compare and order whole numbers up to ten thousand using place value models, number lines and number patterns, including multiples of one hundred and one thousand.
        
        N.2: Identify the number that is one hundred and one thousand more or less than a given number up to ten thousand using place value models, pictures and number lines.
        
        N.3: Round three- and four-digit numbers to the nearest hundred and thousand using place value models, number lines and number patterns.
        
        N.4: Represent three- and four-digit numbers up to ten thousand in expanded forms such as 5,472 = (5 x 1,000) + (4 x 100) + (7 x 10) + (2 x 1) and regrouped forms such as 5,472 = (4 x 1,000) + (14 x 100) + (6 x 10) + (12 x 1). Use the forms to support computat
        
        N.5: Represent fractions with like and unlike denominators of two, three, four, five, six and eight using a variety of materials; label the fractional parts using words and fraction symbols.
        
        N.6: Locate, label and estimate fractions with like and unlike denominators of two, three, four, five, six and eight by constructing and using models, pictures and number lines.
        
        N.7: Determine equivalence of and compare and order fractions through the construction and use of models, pictures and number lines with like and unlike denominators of two, three, four, five, six and eight, including identifying a whole object or a whole set
        
        N.8: Use models, number patterns, and counting and grouping of objects to find equal parts of a set of objects, and identify amounts such as 2/3 of 12 is 8.
        
        N.9: Describe quantitative relationships using ratios, and identify patterns with equivalent ratios such as three out of six crayons are red or four out of eight crayons are red and are the same as one out of two crayons is red.
        
        N.10: Recall the multiplication and division facts for one, two, three, four, five and ten.
        
        N.11: Write multiplication and division story problems to match a given multiplication or division number sentence and vice versa; solve the problems and justify the solution.
        
        N.12: Solve problems involving addition and subtraction of two- and three-digit whole numbers and money amounts up to $100.00 with and without regrouping using a variety of strategies, including models.
        
        N.13: Create and solve addition and subtraction word problems by using place value patterns and algebraic properties (commutative and associative for addition).
        
        N.14: Solve problems involving the multiplication and division of two- and three-digit numbers by one digit (two, three, four, five or ten) with models, arrays and pictures of sets.
        
        N.15: Determine when an estimate for a problem involving two- and three-digit numbers is appropriate or when an exact answer is needed.
        
        N.16: Use a variety of estimation strategies to determine and justify the reasonableness of an answer to a computation or word problem involving addition and subtraction of two- and three-digit whole numbers and money amounts up to $100.00.
        
        N.17: Determine when a strategy will result in an overestimate or an underestimate in problems involving two- and three-digit numbers.
        
        N.18: Determine and compare the value of sets of coins and write the values using decimal notation.
        
        N.19: Determine, compare and write the value of money amounts up to $100.00; and identify equivalent ways to represent a given amount of money, including combinations of pennies, nickels, dimes, quarters and half dollars such as $0.25 can be five nickels, two d
    - Grade 4
      - A: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        A.1: Extend and compare numerical and geometric sequences. Classify patterns as growing or repeating.
        
        A.2: Develop and test generalizations based on observable patterns and relationships. Describe the rules for number patterns using equations.
        
        A.3: Describe mathematical relationships and situations involving ratios and computation of whole numbers in all four operations using symbols, number sentences and equations.
        
        A.4: Represent possible values by using symbols (variables) to represent quantities in expressions and number sentences. Use number sentences (equations) to model and solve word problems.
        
        A.5: Solve problems and demonstrate an understanding of equivalence in mathematical situations that reflect the commutative and associative properties of addition and multiplication of whole numbers and the distributive property.
      - D: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        D.1: Pose questions and develop a plan to collect data using observations, surveys and experiments to answer the questions.
        
        D.2: Collect, organize and represent data that answer questions using simple circle graphs and broken line graphs.
        
        D.3: Discuss, make predictions and write about patterns and trends in categorical and numerical data that have been represented in a variety of ways.
        
        D.4: Determine the range, median, mode and mean of a set of data and describe characteristics of the data set as typical or average based on those determinations.
        
        D.5: Conduct probability experiments and express the probability based on possible outcomes.
        
        D.6: Determine and describe possible combinations where order does not matter.
      - G: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        G.1: Describe and represent polygons, solids and other familiar two- and three-dimensional objects.
        
        G.2: Compare and classify polygons based on relationships such as parallel or perpendicular lines, symmetry and congruence.
        
        G.3: Make and test conjectures about polygons using geometric relationships such as symmetry and congruence.
        
        G.4: Draw and interpret simple maps with ordered pairs of numbers and/or letters in quadrant one of an x, y coordinate system and find possible paths between two points.
        
        G.5: Analyze geometric reflections (flips), rotations (turns), and translations (slides) of plane figures and describe the relationship to the original figure.
        
        G.6: Use calendars and clocks to solve problems and schedule events involving elapsed time.
        
        G.7: Write and solve problems involving the conversion of simple measures of time, including minutes to hours, hours to days and days to weeks and months.
        
        G.8: Use customary and metric tools and units and non-standard units to estimate, measure and solve problems involving length and perimeter to the nearest quarter-inch or half-centimeter, area, capacity, weight, mass, temperature and volume.
        
        G.9: Use estimation strategies to predict reasonable answers to measurement problems and explain the reasoning used orally and in writing.
      - N: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        N.1: Locate, label, compare and order numbers up to one hundred thousand using place value models, number lines and number patterns, including multiples of one thousand and ten thousand.
        
        N.2: Extend number patterns to determine one thousand and ten thousand more or less than a given number in practical situations.
        
        N.3: Round whole numbers up to one hundred thousand using number patterns, number lines, diagrams and place value models.
        
        N.4: Write and describe equivalent representations of four- and five-digit whole numbers up to one hundred thousand and beyond in expanded and regrouped forms. Use the forms to support computational strategies.
        
        N.5: Relate multiplication and division to number patterns and models of groups and rectangular arrays.
        
        N.6: Identify and define prime and composite numbers through the use of models, including rectangular arrays, place value models and pictures.
        
        N.7: Construct and use number lines, pictures and models, including rulers, to determine and identify equivalent ratios and fractions.
        
        N.8: Locate, label and estimate (round) fractions with like and unlike denominators of two, three, four, five, six, eight and ten by constructing and using models, pictures and number lines.
        
        N.9: Construct and use models, pictures and number lines, including rulers, to compare and order fractional parts of a whole and mixed numbers with like and unlike denominators of two, three, four, five, six, eight and ten.
        
        N.10: Construct and use models, pictures and number lines, including rulers, to identify wholes and parts of a whole, including a part of a group or groups, as simple fractions and mixed numbers.
        
        N.11: Use models to represent tenths and hundredths and record the representations using equivalent ratio, fraction and decimal notation (1/10, 0.1).
        
        N.12: Express a ratio or division problem as a fraction and describe the relationship between the divisor and the remainder written as a fraction.
        
        N.13: Solve practical problems involving simple ratios and proportions such as determining distance on maps by using models, pictures and number patterns.
        
        N.14: Develop and use a variety of computation strategies, including place value concepts, number lines and the commutative and associative properties, to add and subtract three- and four-digit numbers and money amounts up to $1,000.00.
        
        N.15: Solve contextual problems involving addition and subtraction of whole numbers using a variety of methods, including writing appropriate number sentences (equations) and explaining the strategies used.
        
        N.16: Create story problems to match a given number sentence (equation).
        
        N.17: Recall the multiplication and division facts one through ten.
        
        N.18: Write multiplication and division story problems involving basic facts and two- and three-digit by one-digit numbers to match a given number sentence and vice versa; solve the problems using strategies that include models and arrays and justify the soluti
        
        N.19: Determine and explain in writing when an estimate involving computation with three- and four- digit numbers and money amounts up to $1,000.00 is appropriate, and whether a particular estimation strategy is reasonable or will result in an overestimate or u
        
        N.20: Use models and pictures to add and subtract fractions with like and unlike denominators of two, three, four, five, six, eight and ten and match number sentences or equations to the problems.
        
        N.21: Identify or write number sentences to solve simple problems involving fractions, decimals (tenths) and mixed numbers.
        
        N.22: Write contextual problems involving the addition and subtraction of fractions with like denominators, decimals (tenths) and mixed numbers; solve the problems and justify the solutions.
        
        N.23: Estimate a reasonable answer to simple problems involving fractions, mixed numbers and decimals (tenths).
        
        N.24: Write and solve multi-step contextual problems, including problems with extraneous information, and explain orally and in writing how the answers were determined.
    - Grade 5
      - A: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        A.1: Represent, extend and compare geometric and numeric patterns using words, tables, graphs and equations.
        
        A.2: Analyze patterns and data to make generalizations and predictions and to identify trends.
        
        A.3: Represent and describe mathematical relationships using variables or symbols in expressions, equations and inequalities.
        
        A.4: Describe how a change in one variable relates to a change in a second variable in context.
        
        A.5: Replace variables or symbols in algebraic expressions with given values, and evaluate or simplify the expressions.
        
        A.6: Model, write and solve one-step equations by using appropriate concrete materials that model equivalence.
      - D: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        D.1: Represent sets of data using line plots, bar graphs, double bar graphs, pictographs, simple circle graphs, stem-and-leaf plots and scatter plots.
        
        D.2: Compare different representations of the same data set and evaluate how well each kind of display represents the features of the data.
        
        D.3: Design and conduct surveys of a representative sample of a population and use the data collected to begin to make inferences about the general population.
        
        D.4: Determine the mean, mode and median of a data set and explain in writing how they are affected by a change in the data set.
        
        D.5: Design and conduct probability experiments and simple games of chance to test predictions about outcomes and fairness.
        
        D.6: Determine and describe possible outcomes, and express the likelihood of events as a fraction.
        
        D.7: Determine and describe possible outcomes using permutations where order does matter.
      - G: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        G.1: Represent the surface of three-dimensional solids using two-dimensional nets.
        
        G.2: Develop formulas for finding the perimeter and area of squares, rectangles and triangles and use them to solve problems.
        
        G.3: Use the attributes of parallel sides, perpendicular sides, congruent sides/angles, number and length of sides or faces, and number and kinds of angles (right, acute and obtuse) to describe, classify and sort polygons and solids (cube, prism, pyramid and s
        
        G.4: Make and test conjectures about polygons using geometric relationships such as the sum of angles in different polygons.
        
        G.5: Use an x, y coordinate system to plot points, to estimate the distance between points and to determine the horizontal or vertical distance between two points.
        
        G.6: Analyze and describe the effect that changing the dimensions (perimeter) of a polygon has on its area and vice versa.
        
        G.7: Use calendars and clocks to plan and sequence events and to solve problems involving the conversion of measures of time and elapsed time using days, hours, minutes and seconds.
        
        G.8: Estimate and measure to solve a variety of problems that involve angles, length, area, weight, mass, temperature, capacity and volume in either metric or customary units; explain the reasoning used orally and in writing.
        
        G.9: Use cubic inch or cubic centimeter models to find the volume of rectangular solids.
        
        G.10: Solve length problems involving conversions of measure within the customary (inches, feet, yards and miles) or metric (millimeters, centimeters, meters and kilometers) systems.
      - N: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        N.1: Compare order and round whole numbers to one million using number patterns, number lines and diagrams.
        
        N.2: Represent whole numbers up to one million in expanded and regrouped forms and use the forms to support computation.
        
        N.3: Construct and use models, number patterns and pictorial representations to extend place value concepts and patterns to decimals.
        
        N.4: Investigate negative integers (values less than zero) using place value models, diagrams and number lines; represent negative integers in practical applications such as temperatures, money and locations below sea level.
        
        N.5: Classify numbers as prime, composite or perfect squares; identify factor pairs using rectangular arrays.
        
        N.6: Represent equivalent fractions, decimals, ratios and percents using models, pictures, number patterns and common factors.
        
        N.7: Choose and use benchmarks to approximate locations of fractions, mixed numbers and decimals on number lines and coordinate grids.
        
        N.8: Write division problems in fraction form and round the fraction form to estimate an answer to a division problem.
        
        N.9: Use models and pictures to identify and compare ratios and represent ratios in equivalent fraction and decimal forms.
        
        N.10: Solve practical problems involving ten, one hundred, one thousand and ten thousand more or less than a number.
        
        N.11: Estimate products and missing factors using multiples of ten, one hundred and one thousand.
        
        N.12: Develop and use strategies involving place value relationships, inverse operations and algebraic properties (commutative, associative and distributive) to simplify addition, subtraction and multiplication problems with three-, four- and five-digit numbers
        
        N.13: Multiply and divide decimals and money amounts by whole numbers.
        
        N.14: Write and solve multi-step problems for all four operations involving multi-digit whole numbers and money amounts and explain how answers were determined orally and in writing.
        
        N.15: Find fractional parts of a set by using estimation, counting, number patterns, equivalent ratios, division and grouping of objects.
        
        N.16: Add and subtract fractions, decimals and mixed numbers using a variety of strategies such as models, mental math, equivalence and substitution.
        
        N.17: Construct and use models and pictorial representations to multiply common fractions and mixed numbers by whole numbers.
        
        N.18: Use ratios and proportions to solve practical problems such as interpreting scale drawings and maps and determining the probability of an event.
        
        N.19: Use estimation to predict results and to recognize when an answer is or is not reasonable or will result in an overestimate or underestimate and explain the reasoning used orally and in writing.
    - Grade 6
      - A: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        A.1: Analyze, describe in writing and extend a variety of patterns to justify predictions and identify trends.
        
        A.2: Create tables of values and scatterplots from mathematical relationships and equations and vice versa to solve problems.
        
        A.3: Examine tables, graphs and equations to determine patterns of change in linear relationships.
        
        A.4: Write expressions, formulas, equations or inequalities using symbols or variables to denote a pattern or represent a contextual situation.
        
        A.5: Evaluate algebraic expressions and formulas using substitution.
        
        A.6: Write, model and solve one-step equations using mental math, tables, substitution and concrete models that demonstrate equivalence, and justify the solutions.
      - D: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        D.1: Compare sets of data between two populations such as heights of two classes of students or within a population such as height vs. arm length of sixth-grade students using a variety of graphical representations.
        
        D.2: Select, create and use appropriate graphical representations of data including, circle graphs, scatter plots, histograms, and stem-and-leaf plots.
        
        D.3: Describe the shape of numerical data sets using measures of spread (range) and central tendency (mean, median, mode) and outliers.
        
        D.4: Determine how the mean, median, mode and range change as a result of changes in the data set and describe the changes in writing.
        
        D.5: Investigate and describe the relationship between the number of trials in an experiment and the predicted outcomes.
        
        D.6: Design and conduct probability experiments to test predictions about outcomes and fairness.
        
        D.7: Express probabilities as fractions, ratios, decimals and percentages.
        
        D.8: Find all possible outcomes using systematic listing and counting strategies to solve problems.
      - G: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        G.1: Classify sets and subsets of polygons using the relationship of the sides (length, parallel and perpendicular) and angles (types and measure).
        
        G.2: Make and test conjectures about polygons and congruence using side and angle relationships and describe the results in writing.
        
        G.3: Identify lines of symmetry and reflections, rotations and translations of geometric figures.
        
        G.4: Use rectangles as basic shapes to model and develop formulas for finding the area of triangles, parallelograms and trapezoids.
        
        G.5: Recognize the relationships among radius, diameter, circumference and area of circles and develop formulas for finding circumference and area based on these relationships.
        
        G.6: Use and describe concrete strategies for finding the volume of rectangular solids and cylinders.
        
        G.7: Use measurements to examine the ratios between corresponding side lengths of scale models and similar figures.
        
        G.8: Select and use appropriate strategies, tools and units to estimate and solve measurement problems involving length, perimeter, area, volume, capacity, mass and weight.
        
        G.9: Use ratios to convert between customary units of length, mass, capacity and time.
        
        G.10: Use ratios and powers of 10 to convert between metric units.
      - N: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        N.1: Locate and label whole numbers, fractions, decimals and positive and negative integers on number lines, scales, coordinate grids (all four quadrants) and measurement tools.
        
        N.2: Compare and order whole numbers, fractions, decimals and positive and negative integers in context using number lines and scales.
        
        N.3: Represent and compare whole numbers (to a billion) and decimals (to thousandths) in expanded notation.
        
        N.4: Represent chain multiplication, including powers of 10, in exponential and standard form such as 5 × 5 × 5³ = 53 = 125.
        
        N.5: Factor composite numbers and express them as a product of primes using exponents.
        
        N.6: Determine equivalent fraction, decimal and percentage representations and choose among these forms to solve problems.
        
        N.7: Use ratios and rates (involving different units) to compare quantities.
        
        N.8: Understand place value and patterns in place value when multiplying and dividing decimals by powers of 10.
        
        N.9: Develop, describe and use strategies for solving, simplifying and estimating multiplication and division problems involving large numbers, decimals and powers of 10.
        
        N.10: Estimate and find percentages of a number in context using benchmarks, number patterns and ratios to one hundred.
        
        N.11: Solve practical problems involving rates, ratios, percentages and proportionality.
        
        N.12: Add, subtract, multiply and divide by fractions and decimals in context.
        
        N.13: Describe situations in writing that connect multiplying fractions to determining the fractional part of a set.
        
        N.14: Examine the relationships between multiplication by a unit fraction and division by the fraction’s denominator, and use this to solve problems.
        
        N.15: Use the inverse relationship between multiplication and division to make sense of procedures for multiplying and dividing fractions.
        
        N.16: Understand and defend in writing the magnitude of the result of multiplication or division problems involving fractions or decimals.
        
        N.17: Determine when an estimate is sufficient or when an exact answer is needed.
        
        N.18: Estimate solutions to problems, and justify the reasonableness of estimates in writing.
        
        N.19: Write and solve multi-step problems in context involving addition, subtraction, multiplication and division with whole numbers, fractions, decimals, money and simple percentages.
        
        N.20: Understand and use divisibility rules, factors of composite numbers and powers of 10 to find products and quotients.
        
        N.21: Apply the order of operations and algebraic properties (commutative, associative, distributive, inverse operations, and the additive and multiplicative identities) to compute and solve multi-step problems, and explain solutions in writing.
        
        N.22: Use concrete models to develop strategies to add and subtract integers.
    - Grade 7
      - A: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        A.1: Analyze a variety of patterns (physical phenomena, numeric and geometric patterns, arithmetic sequences) and generalize with algebraic expressions, formulas or equations.
        
        A.2: Identify and describe in writing the independent and dependent variables in a mathematical situation such as age vs. height of children.
        
        A.3: Determine when mathematical situations are continuous such as distance traveled over time, or discrete sets of points such as weekly sales.
        
        A.4: Write expressions, formulas, equations or inequalities using variables to represent mathematical relationships and solve problems.
        
        A.5: Represent and compare the characteristics of linear and nonlinear relationships using verbal descriptions such as linear –“increases $1 per month” vs. nonlinear – “doubles every month”, tables, graphs, equations or inequalities when possible.
        
        A.6: Examine situations with constant or varying rates of change and know that a constant rate of change describes a linear relationship.
        
        A.7: Evaluate and simplify algebraic expressions, equations and formulas using the order of operations and algebraic properties (commutative, associative, distributive, inverse operations, and the additive and multiplicative identities).
        
        A.8: Solve real world problems using a variety of algebraic methods including tables, graphs, equations and inequalities.
        
        A.9: Write, model and solve one- and two-step equations such as 2x + 3 = 11 using a variety of methods, including tables, concrete models and the Properties of Equality, and justify the solution.
      - D: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        D.1: Formulate questions and design studies such as surveys, experiments, and research using published sources and the Internet to collect and analyze data.
        
        D.2: Organize and display data using appropriate graphical representation such as tables and charts, line, bar and circle graphs, Venn diagrams, stem-and-leaf plots, scatter plots and histograms.
        
        D.3: Make and defend in writing predictions based on patterns and trends from graphical representations.
        
        D.4: Find, use and interpret measures of central tendency and spread, including mean, median, mode, range and outliers.
        
        D.5: Compare two sets of data based on their spread and measures of central tendency.
        
        D.6: Identifying all possible outcomes using models, tree diagrams, tables and/or organized lists to determine theoretical probabilities.
        
        D.7: Perform experiments to determine experimental probabilities.
        
        D.8: Compare and contrast experimental probability results to theoretical probabilities in writing.
        
        D.9: Solve probability problems in familiar contexts, including simple events such as flipping a coin and compound events such as flipping a coin and rolling a number cube.
      - G: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        G.1: Classify two- and three-dimensional geometric figures based on their properties, including relationships of sides and angles and symmetry (line and/or rotational) and apply this information to solve problems.
        
        G.2: Identify polygons that have line and/or rotational symmetry.
        
        G.3: Draw the result of transformations, including translations, rotations, reflections and dilations (reductions and enlargements) on polygons on coordinate planes.
        
        G.4: Describe the effect of transformations (position and orientation from the original figure and size), on polygons that have line and/or rotational symmetry.
        
        G.5: Compare and describe in writing the relationships, including congruence, equality and scale, between the angles, sides, perimeters and areas of congruent and similar geometric shapes.
        
        G.6: Identify and/or draw two-dimensional representations of three-dimensional geometric solids using nets, cross-sections, and front, side and top views to solve problems.
        
        G.7: Use two-dimensional representations of rectangular prisms, pyramids and cylinders to determine surface area.
        
        G.8: Use formulas to solve problems involving perimeters and areas of polygons and circles.
        
        G.9: Develop and use formulas to determine volumes of geometric solids (rectangular prisms and cylinders).
        
        G.10: Use estimation and measurement strategies to solve problems involving area of irregular polygons and volumes of irregular solids and justify solutions in writing.
        
        G.11: Write and solve problems in context involving conversions of customary or metric units and units of time.
      - N: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        N.1: Compare and order rational numbers such as -2, 3/8, -3.15, 0.8 in context and locate them on number lines, scales and coordinate grids.
        
        N.2: Represent rational numbers in equivalent fraction, decimal and percentage forms.
        
        N.3: Represent fractions as terminating decimals such as 1/2 = 0.5 or repeating decimals such as 1/3 = 0.333… and determine when it is appropriate to round the decimal form in context.
        
        N.4: Use patterns to compute with and write whole numbers and fractions as powers of whole numbers and vice versa.
        
        N.5: Understand the relationship between squares and square roots.
        
        N.6: Read, write, compare and solve problems with whole numbers in scientific notation and vice versa.
        
        N.7: Estimate solutions to problems in context or computations with rational numbers and justify the reasonableness of the estimate in writing.
        
        N.8: Apply the order of operations and algebraic properties (commutative, associative, distributive, inverse operations, and the additive and multiplicative identities) to write, simplify and solve problems, including those with parentheses and exponents.
        
        N.9: Apply a variety of strategies to write and solve problems involving addition, subtraction, multiplication and division of positive rational numbers, including whole numbers, fractions and decimals.
        
        N.10: Write ratios and proportions to solve problems in context involving rates, scale factors and percentages.
        
        N.11: Find and/or estimate a percentage of a number, including percentages that are more than 100 percent and less than 1 percent using a variety of strategies, including:
        
        N.11.a: Number patterns
        
        N.11.b: Distributive Property
        
        N.11.c: Proportions
        
        N.11.d: Multiplication of decimal equivalent
        
        N.11.e: Estimation
        
        N.12: Solve percent problems in context using a variety of strategies such as proportions or equations, including finding what percentage one number is of another, and finding the percentage increase and or percentage decrease.
        
        N.13: Compare the magnitude of and compute with whole numbers expressed as positive powers of 10.
        
        N.14: Develop and describe strategies for estimating and multiplying whole numbers expressed in scientific notation.
        
        N.15: Estimate and solve problems containing whole numbers expressed in expanded notation, powers of 10 and scientific notation.
        
        N.16: Develop and describe in writing strategies for addition, subtraction, multiplication and division and solve problems with positive and negative integers using models, number lines, coordinate grids and computational strategies.
        
        N.17: Develop an understanding of absolute value using a number line while solving problems involving distance.
    - Grade 8
      - A: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        A.1: Generalize the relationships in patterns in a variety of ways, including recursive and explicit descriptions.
        
        A.2: Determine whether relationships are linear or nonlinear.
        
        A.3: Write and solve problems involving proportional relationships (direct variation) using linear equations (y = mx).
        
        A.4: Examine and make comparisons in writing between linear and non-linear mathematical relationships, including y = mx, y = mx² and y = mx³, using a variety of representations.
        
        A.5: Represent linear and nonlinear mathematical relationships with verbal descriptions, tables, graphs and equations when possible.
        
        A.6: Determine the constant rate of change in a linear relationship and recognize this as the slope of a line.
        
        A.7: Compare and contrast the slopes and the graphs of lines that have a positive slope, negative slope, zero slope, undefined slope, slopes greater than one and slopes between zero and one.
        
        A.8: Compare and contrast the slopes and the graphs of lines to classify lines as parallel, perpendicular or intersecting.
        
        A.9: Interpret and describe slope and y-intercepts from contextual situations, graphs and linear equations.
        
        A.10: Evaluate and simplify algebraic expressions, equations and formulas, including those with powers, using algebraic properties and the order of operations.
        
        A.11: Examine systems of two linear equations in context that have a common solution, (point of intersection) using tables, graphs and substitution and interpret the solution.
        
        A.12: Write and solve multi-step equations using various algebraic methods, including the distributive property such as 3(x + 2) =10), combining like terms such as 3x + 2x = 15, and properties of equality and justify the solutions.
      - D: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        D.1: Collect, organize and display data using an appropriate representation (including box-and-whisker plots, stem-and-leaf plots, scatter plots and histograms) based on the size and type of data set and the purpose for its use.
        
        D.2: Use appropriate representations to compare and analyze large data sets.
        
        D.3: Identify where measures of central tendency and spread are found in graphical displays, including box-and-whisker plots, stem-and-leaf plots, scatter plots and histograms.
        
        D.4: Use descriptive statistics (including range, mode, median, mean, quartiles and outliers) to describe data and support conclusions in writing.
        
        D.5: Make predictions from scatter plots by using or estimating a line-of-best-fit.
        
        D.6: Make observations and inferences and evaluate hypotheses based on collected and/or experimental data.
        
        D.7: Describe in writing the accuracy of statistical claims such as four out of five dentists prefer Brand X toothpaste by recognizing when a sample is biased or when data is misrepresented.
        
        D.8: Explain the effects of sample size and sampling techniques (convenience sampling, voluntary response sampling, systematic sampling and random sampling) on statistical claims.
        
        D.9: Determine when a situation is a permutation (changing the order results in a different outcome) or a combination (changing the order does not result in a different outcome).
        
        D.10: Use tree diagrams, lists or the Counting Principle to determine all possible outcomes in permutations and combinations.
        
        D.11: Apply permutations and combinations to predict possible outcomes and find probabilities to solve problems in a variety of contexts.
      - G: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        G.1: Determine the effect of scale factors (resulting in similar figures) on the perimeters and areas of two-dimensional shapes and the surface areas and volumes of three-dimensional solids.
        
        G.2: Make and test conjectures about the angle and side relationships to determine that similar figures have congruent angles and corresponding sides proportional and congruent figures have congruent angles and sides.
        
        G.3: Construct and/or examine right triangles, make and test conjectures about the relationships of the angles and sides and develop the Pythagorean Theorem.
        
        G.4: Apply side and angle relationships in geometric figures to solve problems, including the Pythagorean Theorem and similar figures.
        
        G.5: Use a coordinate plane to make and test conjectures about changes in the coordinates of the vertices of polygons as a result of a transformation (translation and/or reflection) and describe the results in writing.
        
        G.6: Develop and use formulas to determine the surface areas of rectangular prisms, cylinders and pyramids.
        
        G.7: Develop formulas using measurement strategies and concrete models, and use formulas to determine the volumes of pyramids, cones and spheres.
        
        G.8: Understand and describe in writing that measurement tools, measurements and estimates of measures are not precise and can affect the results of calculations.
        
        G.9: Use estimation and measurement strategies, including formulas, to solve surface area and volume problems in context.
        
        G.10: Solve customary or metric measurement problems in context using Dimensional Analysis (the Unit Factor Method) and justify the results in writing.
      - N: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        N.1: Compare and order rational and common irrational numbers such as -5, 1/16, -4 1/2, the square root of 2, and pi; and locate them on number lines, scales and coordinate grids.
        
        N.2: Identify perfect squares and their square roots and use these relationships to estimate other square roots.
        
        N.3: Read and represent whole numbers and those between zero and one in scientific notation and vice versa and compare their magnitudes.
        
        N.4: Represent fractions, mixed numbers, decimals and percentages in equivalent forms.
        
        N.5: Compute using addition, subtraction, multiplication and division; solve problems with positive and negative rational numbers.
        
        N.6: Calculate the square roots of positive rational numbers using technology.
        
        N.7: Develop and use strategies for multiplying and dividing with numbers expressed in scientific notation using the commutative and associative properties.
        
        N.8: Estimate reasonable answers and solve problems in context involving rational and common irrational numbers, ratios and percentages, including percentage of increase and decrease, and justify solutions in writing.
        
        N.9: Use proportional reasoning to write and solve problems in context.
        
        N.10: Solve a variety of problems in context involving percents, including the following:
        
        N.10.a: Percentage of a number
        
        N.10.b: The percentage one number is of another number
        
        N.10.c: The percentage of a missing amount
        
        N.10.d: Percentage increase/decrease
        
        N.11: Use the rules for exponents to multiply and divide with powers of 10 and extend to other bases.
        
        N.12: Estimate answers to problems in context containing numbers expressed in scientific notation.
        
        N.13: Use tables, spreadsheets and calculators to solve problems in context that involve repetitive multiplication (such as compound interest and depreciation) to develop an understanding of exponential growth and decay.
    - Kindergarten
      - A: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        A.1: Sort and classify objects by attributes, including size, shape, color, texture, orientation, position and use, and explain the reason for each sort.
        
        A.2: Describe and make comparisons of qualitative and quantitative changes of a given pattern using terms such as warmer, softer, more, one more, less, one less, bigger, smaller, longer and shorter.
        
        A.3: Recognize, reproduce, extend and create repeating patterns using movement, sounds, color, shapes, numbers and textures.
        
        A.4: Identify and extend visual, auditory and physical patterns to make predictions.
      - D: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        D.1: Pose questions about objects and events in the environment that can be used to guide the collection of data.
        
        D.2: Collect data and record the results using real graphs and picture graphs.
        
        D.3: Arrange information in a systematic way using counting, sorting, lists and graphic organizers.
        
        D.4: Describe data using the terms more, less and the same.
        
        D.5: Identify and extend patterns from organized data to make predictions.
        
        D.6: Describe the likelihood of the future occurrence of events based on patterns and personal experiences using terms such as likely, unlikely or certainly.
        
        D.7: Engage in simple probability activities and discuss the results.
      - G: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        G.1: Identify and describe familiar shapes (triangles, squares, rectangles and circles) and solids (cubes, spheres, cylinders, cones and prisms) in the environment.
        
        G.2: Compare and sort familiar shapes and solids in the environment and contextual situations.
        
        G.3: Construct small sets of shapes and solids using a variety of materials.
        
        G.4: Describe location, direction and position of objects or parts of objects, using terms such as under/over, inside/outside, next to/near, top/bottom, in front of, first and last.
        
        G.5: Complete simple shape and jigsaw puzzles and explain the reasoning used to complete the puzzle and solve the problem.
        
        G.6: Recognize events that reoccur at specific times of the day or week.
        
        G.7: Locate yesterday, today and tomorrow on a calendar to sequence events, and use terms such as before and after to compare events.
        
        G.8: Use nonstandard units, physical referents (such as a finger) or everyday objects such as links, Unifix cubes or blocks to compare, estimate and order measures of length, area, capacity, weight and temperature and describe the reasoning and strategies used
        
        G.9: Describe and order small sets of familiar objects by size, length or area using comparative language such as more, bigger, longer, shorter and taller.
        
        G.10: Use a balance scale to compare the weight of two objects and identify which is heavier.
      - N: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        N.1: Represent quantities of up to thirty objects in a set.
        
        N.2: Compare sets of up to thirty objects and use the terms more, less or the same to compare the two sets, and identify a set with one more or one less than a given set.
        
        N.3: Order sets of up to thirty objects from least to greatest.
        
        N.4: Identify the ordinal position of objects: first, second, third, fourth, fifth and last.
        
        N.5: Use a variety of models and familiar object to compare two parts of a whole and describe the parts as being closer to a whole or closer to very little.
        
        N.6: Use a variety of models and familiar objects to:
        
        N.6.a: Identify one whole and one half of an object.
        
        N.6.b: Recognize a half and put two halves of an object together to make a whole.
        
        N.6.c: Form a whole from two smaller sets that have equal amounts.
        
        N.7: Count by rote to at least thirty.
        
        N.8: Count and group up to thirty objects by tens.
        
        N.9: Identify the numerals one to thirty and match each numeral to an appropriate set of objects.
        
        N.10: Act out and solve addition and subtraction story problems that reflect real-world experiences and contextual problems using sets of up to ten objects and describe the strategy or reasoning used to solve a problem.
        
        N.11: Write the number sentences that correspond to story problems using addition, subtraction and equals symbols (+, -, =) correctly.
        
        N.12: Estimate the amount of objects in a set using ten as a benchmark and then count to determine if the amount is more or less than ten.
        
        N.13: Identify and name pennies and dimes.
        
        N.14: Count pennies and trade pennies for objects.
    - Prekindergarten
      - A: Patterns and functional relationships can be represented and analyzed using a variety of strategies, tools and technologies.
        
        A.1: Sort and classify familiar objects by a single attribute, including size, shape, color, texture, orientation and position and explain the reason.
        
        A.2: Recognize, copy, extend and create simple AB patterns using objects, movement or sounds.
      - D: Data can be analyzed to make informed decisions using a variety of strategies, tools and technologies.
        
        D.1: Create real graphs using familiar objects and pictures that represent information about the group of children.
        
        D.2: Describe real graphs using comparative language such as more, less, most, least and the same.
        
        D.3: Use patterns to describe some events that repeat.
        
        D.4: Explain why events are likely or unlikely to happen based on personal experiences.
      - G: Shapes and structures can be analyzed, visualized, measured and transformed using a variety of strategies, tools and technologies.
        
        G.1: Identify and describe familiar shapes (triangles, squares, rectangles and circles) and solids (cubes, spheres, cylinders and prisms) in the environment and contextual situations.
        
        G.2: Compare and sort familiar shapes and solids in the environment and contextual situations.
        
        G.3: Construct shapes using a variety of materials.
        
        G.4: Describe location, direction and position of objects using terms such as under, over, inside, next to, near, in front of, first and last.
        
        G.5: Complete simple shape and jigsaw puzzles and explain the reasoning used to complete the puzzle.
        
        G.6: Use patterns to determine events that reoccur.
        
        G.7: Sequence events and describe time periods using terms such as morning, afternoon, night, yesterday, today and tomorrow.
        
        G.8: Use nonstandard units or reference objects to compare length, area and capacity and to order, estimate and sort objects by size (length or area). Describe the comparisons using language such as more, longer, shorter or taller.
        
        G.9: Discuss strategies to estimate and compare length, area, temperature and weight.
      - N: Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technologies.
        
        N.1: Represent quantities of up to twenty objects in a set.
        
        N.2: Compare two sets of up to twenty objects and identify which set is more, less or the same.
        
        N.3: Identify the ordinal position of objects: first and last.
        
        N.4: Explore a whole and half of an object.
        
        N.5: Count by rote to at least twenty.
        
        N.6: Count as one more object is added to a set of up to twenty objects.
        
        N.7: Act out and solve story problems using sets of up to ten objects.
  - Science (2009)
    - Grade 5
      - 5.1b: Sound and light are forms of energy.
      - 5.1: Sound and light are forms of energy.
        
        5.1a.1: Generalize that vibrating objects produce sound if the vibrations are transferred from the object through another material (e.g., air, a solid, or a liquid).
        
        5.1a.2: Demonstrate how the loudness, pitch and quality/timbre of sound can be varied.
        
        5.1a.3: Design and conduct investigations to determine factors that affect pitch.
        
        5.1a.4: Describe the properties of materials that reflect or absorb sound.
        
        5.1a.6: Construct simple musical instruments (e.g., rubber band guitars, drums, etc.) that produce sounds with various pitches, volume and timbres.
        
        5.1b.10: Explain that all visible objects are reflecting some light to the human eye.
        
        5.1b.11: Contrast the way light is reflected by a smooth, shiny object (e.g., mirror or pool of water) and how light is reflected by other objects.
        
        5.1b.12: Measure angles to predict the path of light reflected by a mirror.
        
        5.1b.13: Determine whether a material is opaque, transparent or translucent based on how light passes through it.
        
        5.1b.14: Design and conduct light absorption experiments that vary the size, length, direction and clarity of a shadow by changing the position of the light-blocking object or the light source.
        
        5.1b.7: Provide evidence that light travels in straight lines away from a source in all directions.
        
        5.1b.8: Investigate how light is refracted as it passes through a lens or through one transparent material to another.
        
        5.1b.9: Demonstrate that white light is composed of many colors.
        
        5.: Analyze properties of materials that cause sound to be reflected or absorbed, then apply findings to design a device that reflects or absorbs sound.
      - 5.2: Perceiving and responding to information about the environment is critical to the survival of organisms.
        
        5.2.1: Explain the role of sensory organs in perceiving stimuli (e.g., light/dark, heat/cold, flavors, pain, etc.) and sending signals to the brain.
        
        5.2.2: Pose testable questions and design experiments to explore factors that affect human reaction time.
        
        5.2.3: Conduct simple tests to explore the capabilities of the human senses.
        
        5.2.4: Summarize nonfiction text to explain the role of the brain and spinal cord in responding to information received from the sense organs.
        
        5.2.5: Identify the major structures of the human eye, ear, nose, skin and tongue, and explain their functions.
        
        5.2.6: Draw diagrams showing the straight path of light rays from a source to a reflecting object to the eye, allowing objects to be seen.
        
        5.2.7: Describe the properties of different materials and the structures in the human eye that enable humans to perceive color.
        
        1.: Explain the role of sensory organs in perceiving stimuli (e.g., light/dark, heat/cold, flavors, pain, etc.)
      - 5.3: Most objects in the solar system are in a regular and predictable motion.
        
        5.3.1: Explain the motion of the Earth relative to the sun that causes Earth to experience cycles of day and night.
        
        5.3.2: Construct models demonstrating Earth’s rotation on its axis, the moon’s revolution around the Earth, and the Earth and moon revolving around the sun.
        
        5.3.3: Distinguish between the sun as a source of light and the moon as a reflection of that light.
        
        5.3.4: Observe and record the moon’s appearance over time and analyze findings to describe the cyclical changes in its appearance from Earth (moon phases).
        
        5.3.5: Relate the moon phases to changes in the moon’s position relative to the Earth and sun during its 29-day revolution around the Earth.
      - 5.4: Humans have the capacity to build and use tools to advance the quality of their lives.
        
        5.4.1: Generalize that optical tools, such as binoculars, telescopes, eyeglasses or periscopes, change the path of light by reflecting or refracting it.
        
        5.4.2: Construct simple periscopes and telescopes, and analyze how the placement of their lenses and mirrors affects the quality of the image formed.
        
        5.4.3: Evaluate the best optical instrument to perform a given task.
        
        5.4.4: Design and conduct simple investigations to determine how the shape of a lens or mirror (concave, convex, flat) affects the direction in which light rays travel.
        
        5.4.5: Explain how eyeglasses or contact lenses improve vision by changing the path of light to the retina.
        
        5.4.6: Analyze the similarities and differences between structures of the human eye and those of a simple camera.
    - Grade 1
      - 1.1: The sun appears to move across the sky in the same way every day, but its path changes gradually over the seasons.
        
        1.1.1: Compare and contrast the relative positions of objects using words (in front of, behind, next to, inside of, above or below) and numbers (by measuring its distance from another object).
        
        1.1.2: Apply direct and indirect pushes and pulls to cause objects to move (change position) in different ways (e.g., straight line, forward and backward, zigzag, in a circle).
        
        1.1.3: Classify objects by the way they move (e.g., spinning, rolling, bouncing).
        
        1.1.4: Conduct simple experiments and evaluate different ways to change the speed and direction of an object’s motion.
        
        1.1.5: Observe, record and predict the sun’s position at different times of day (morning, noon, afternoon or night).
        
        1.1.6: Conduct simple investigations of shadows and analyze how shadows change as the relative position of the sun (or an artificial light source) changes.
      - 1.2: Living things have different structures and behaviors that allow them to meet their basic needs.
        
        1.2.1: Infer from direct observation and print or electronic information that most animals and plants need water, food and air to stay alive.
        
        1.2.2: Identify structures and behaviors used by mammals, birds, amphibians, reptiles, fish and insects to move around, breathe and obtain food and water (e.g., legs/wings/fins, gills/lungs, claws/fingers, etc.).
        
        1.2.3: Sort and classify plants (or plant parts) by observable characteristics (e.g., leaf shape/size, stem or trunk covering, flower or fruit).
        
        1.2.4: Use senses and simple measuring tools to measure the effects of water and sunlight on plant growth.
        
        1.2.5: Compare and contrast information about animals and plants found in fiction and nonfiction sources.
      - 1.3: Organisms change in form and behavior as part of their life cycles.
        
        1.3.1: Explain that living things experience a life cycle that includes birth, growth, reproduction and death.
        
        1.3.2: Distinguish between animals that are born alive (e.g., humans, dogs, cows) and those that hatch from eggs (e.g., chickens, sea turtles, crocodiles).
        
        1.3.3: Compare and contrast the changes in structure and behavior that occur during the life cycles of animals that undergo metamorphosis with those that do not.
        
        1.3.4: Analyze recorded observations to compare the metamorphosis stages of different animals and make predictions based on observed patterns.
      - 1.4: The properties of materials and organisms can be described more accurately through the use of standard measuring units.
        
        1.4.1: Use nonstandard and standard measurements to describe and compare the weight, length, and size of objects and organisms.
        
        1.4.2: Show approximate size of a centimeter, meter, inch, foot and yard using referents such as a finger, a hand or a book.
        
        1.4.3: Select appropriate tools for measuring length, height, weight or liquid volume.
        
        1.4.4: Use metric and customary rulers to measure length, height or distance in centimeters, meters, inches, feet and yards.
        
        1.4.5: Use balances and scales to compare and measure the heaviness of objects and organisms in kilograms, grams, pounds and ounces.
        
        1.4.6: Use graduated cylinders, beakers and measuring cups to measure the volume of liquids in milliliters, liters, cups and ounces.
        
        1.4.7: Use thermometers to measure air and water temperature in degrees Celsius and degrees Fahrenheit.
        
        1.4.8: Make graphs to identify patterns in recorded measurements such as growth or temperature over time.
    - Grade 2
      - 2.1: Materials can be classified as solid, liquid or gas based on their observable properties.
        
        2.1.1: Compare and contrast the properties that distinguish solids, liquids and gases.
        
        2.1.2: Classify objects and materials according to their state of matter.
        
        2.1.3: Measure and compare the sizes of different solids.
        
        2.1.4: Measure and compare the volume of a liquid poured into different containers.
        
        2.1.5: Design a fair test to compare the flow rates of different liquids and granular solids.
      - 2.2: Plants change their forms as part of their life cycles.
        
        2.2.1: Use senses and simple tools to observe and describe the roots, stems, leaves, flowers and seeds of various plants (including trees, vegetables and grass).
        
        2.2.2: Use magnifiers to observe and diagram the parts of a flower.
        
        2.2.3: Describe the functions of roots, stems, leaves, flowers and seeds in completing a plant’s life cycle.
        
        2.2.4: Record observations and make conclusions about the sequence of stages in a flowering plant’s life cycle.
        
        2.2.5: Compare and contrast how seeds of different plants are adapted for dispersal by water, wind or animals.
        
        2.2.6: Conduct a fair test to explore factors that affect seed germination and plant growth.
      - 2.3: Earth materials have varied physical properties that make them useful in different ways.
        
        2.3.1: Use senses and simple tools (e.g., sieves and beakers) to separate soil into components such as rock fragments, water, air and plant remains.
        
        2.3.2: Classify soils by properties such as color, particle size (sand, silt or clay), or amount of organic material (loam).
        
        2.3.3: Explain the importance of soil to plants, animals and people.
        
        2.3.4: Evaluate the quality of different soils in terms of observable presence of air, water, living things and plant remains.
        
        2.3.5: Conduct fair tests to investigate how different soil types affect plant growth and write conclusions supported by evidence.
        
        1.: Use senses and simple tools (e.g., sieves and settlement tests) to separate soil into components such as rock fragments, water, air and plant remains.
      - 2.4: Human beings, like all other living things, have special nutritional needs for survival.
        
        2.4.1: Explain that food is a source of carbohydrates, protein and fats —nutrients that animals (including humans) convert to energy they use to stay alive and grow.
        
        2.4.2: Classify foods into groups based on their source, and relate common foods to the plant or animal from which they come.
        
        2.4.3: Give examples of ways people can improve soil quality and crop growth (e.g., irrigation, fertilizer, pest control).
        
        2.4.4: Compare and contrast how different cultures meet needs for basic nutrients by consuming various foods.
        
        2.4.5: Evaluate the nutritional value of different foods by analyzing package labels.
    - Grade 3
      - 3.1: Materials have properties that can be identified and described through the use of simple tests.
        
        3.1.1: Compare and contrast the properties of solids, liquids and gases.
        
        3.1.2: Demonstrate that solids, liquids and gases are all forms of matter that take up space and have weight.
        
        3.1.3: Carry out simple tests to determine if materials dissolve, sink or float in water, conduct heat or attract to magnets.
        
        3.1.4: Classify materials based on their observable properties, including state of matter.
        
        3.1.5: Design and conduct fair tests to investigate the absorbency of different materials, write conclusions based on evidence, and analyze why similar investigations might produce different results.
        
        3.1.6: Explain the role of heating and cooling in changing matter from one state to another during freezing, melting, evaporation and condensation.
      - 3.2: Organisms can survive and reproduce only in environments that meet their basic needs.
        
        3.2.1: Compare and contrast the external features and behaviors that enable different animals and plants (including those that are extinct) to get food, water and sunlight; find mates; and be protected in specific land and water habitats.
        
        3.2.2: Explain how behaviors such as hibernation, dormancy and migration give species advantages for surviving unfavorable environmental conditions.
        
        3.2.3: Give examples of ways animals benefit from camouflage.
        
        3.2.4: Evaluate whether an adaptation gives a plant or animal a survival advantage in a given environment.
        
        3.2.5: Design a model of an organism whose adaptations give it an advantage in a specific environment.
      - 3.3: Earth materials have different physical and chemical properties.
        
        3.3.1: Differentiate between rocks and minerals.
        
        3.3.2: Use the senses and simple measuring tools to gather data about various rocks and classify them based on observable properties (e.g., shape, size, color, weight, visible markings).
        
        3.3.3: Conduct simple tests to determine properties of different minerals (e.g., color, odor, streak, luster, hardness, magnetism), organize data in a table, and use the data and other resources to identify unknown mineral specimens.
        
        3.3.4: Summarize nonfiction text to compare and contrast the conditions under which igneous, metamorphic and sedimentary rocks are formed.
        
        3.3.5: Observe and analyze rock properties (e.g., crystal size or layers) to infer the conditions under which the rock was formed.
        
        3.3.6: Evaluate the usefulness of different rock types for specific applications (e.g., buildings, sidewalks, stone walls, statues or monuments).
      - 3.4: Earth materials provide resources for all living things, but these resources are limited and should be conserved.
        
        3.4.1: Describe ways people use earth materials, such as fossil fuels, trees, water, soils and rocks as natural resources to improve their lives.
        
        3.4.2: Summarize nonfiction text to explain how humans use technology to access and use natural resources to produce electricity or other products (e.g., paper or concrete).
        
        3.4.3: Explain advantages and disadvantages of renewable and nonrenewable energy sources that can be used for making electricity, fueling cars or heating homes.
        
        3.4.4: Design and conduct experiments to evaluate the effectiveness of different insulating materials for keeping a substance (or space) warm or cold (i.e., conducting heat).
        
        3.4.5: Use mathematics to estimate, measure and graph the quantity of a natural resource (e.g., water, paper) used by an individual (or group) in a certain time period.
        
        3.4.6: Distinguish among reducing, reusing, recycling and replacing as conservation techniques.
        
        6.: Evaluate the environmental advantages and disadvantages of reducing, reusing, recycling and replacing as conservation methods.
    - Grade 4
      - 4.1: The position and motion of objects can be changed by pushing or pulling.
        
        4.1.1: Demonstrate that a force can cause an object to start moving, stop, or change speed or direction.
        
        4.1.2: Use measurement tools and standard units to compare and contrast the motion of objects such as toy cars, balls, model rockets or planes in terms of change in position, speed and direction.
        
        4.1.3: Design and conduct experiments to determine how the motion of an object is related to the mass of the object and the strength of the force applied.
        
        4.1.4: Describe how friction forces caused by air resistance or interactions between surface materials affect the motion of objects.
        
        4.1.5: Predict the effect of an object’s mass on its motion.
      - 4.2: All organisms depend on the living and nonliving features of the environment for survival.
        
        4.2.1: Give examples of ways that living and nonliving things are interdependent within an ecosystem.
        
        4.2.2: Draw diagrams showing how the sun’s energy enters and is transferred from producers to consumers in a local land or aquatic food chain.
        
        4.2.3: Design and conduct simple investigations to record interactions among producers, consumers, herbivores, carnivores, omnivores and decomposers in an ecosystem.
        
        4.2.4: Analyze food webs to describe how energy is transferred from plants to various animals in an ecosystem.
        
        4.2.5: Distinguish between naturally occurring changes in ecosystems and those caused by human activity.
        
        4.2.6: Predict the effect an environmental change, such as drought or forest destruction, might have on the community of living things.
      - 4.3: Water has a major role in shaping the Earth’s surface.
        
        4.3.1: Describe the role of heat energy (i.e., heating and cooling) in the continuous cycling of water between the earth and the atmosphere through evaporation, condensation and precipitation.
        
        4.3.2: Use models to demonstrate that topography causes precipitation landing on earth to move in streams and rivers from higher to lower elevations.
        
        4.3.3: Design and conduct simple investigations to determine how moving water (flowing downhill or in ocean waves) causes changes to the land, the coastline or the course of a stream or river.
        
        4.3.4: Pose testable questions and employ simple equipment and measuring tools to collect data about factors that affect erosion (e.g., type of earth material in an area, volume of moving water, slope of land, vegetation coverage).
        
        4.3.5: Present evidence to support a scientific claim about the relationship between the amount and speed of moving water and the size of earth materials moved (e.g., sand, silt, pebbles, boulders).
      - 4.4: Electrical and magnetic energy can be transferred and transformed.
        
        4.4.1: Construct complete (closed) and incomplete (open) series circuits in which electrical energy is transformed into heat, light, sound and/or motion energy.
        
        4.4.2: Draw labeled diagrams of complete and incomplete circuits, explain necessary components and how components can be arranged to make a complete circuit.
        
        4.4.3: Predict whether diagrammed circuit configurations will light a bulb.
        
        4.4.4: Develop a method for testing conductivity and analyze data to generalize that metals are generally good electrical conductors and nonmetals are not.
        
        4.4.5: Observe magnetic effects associated with electricity and investigate factors that affect the strength of an electromagnet.
        
        4.4.6: Describe materials that are attracted by magnets.
        
        4.4.7: Design procedures to move objects and separate mixtures of solids using magnets.
        
        4.4.8: Investigate how magnets react with other magnets and analyze findings to identify patterns in the interactions between north and south poles of magnets.
        
        4.4.9: Give examples of uses of magnets (e.g., motors, generators, household devices).
    - Grade 6
      - 6.1: Materials can be classified as pure substances or mixtures, depending on their chemical and physical properties.
        
        6.1.1: Describe the structure of the atom and its component parts.
        
        6.1.2: Explain that density is a ratio of mass to volume. Use density to identify elements or separate mixtures.
        
        6.1.4: Compare and contrast the properties of a metals, nonmetals and metalloids.
        
        6.1.4: Illustrate the differences in the physical and chemical properties of a molecule and the individual atoms that bonded to form that molecule.
        
        6.1.5: Differentiate between a mixture and an element or compound and identify examples.
        
        6.1.6: Conduct and report on an investigation that uses physical means such particle size, density, solubility or magnetism to separate substances in a mixture.
        
        6.1.7: Use the patterns in the Periodic Table to locate metals, metalloids and nonmetals and to predict the general characteristics of an element.
        
        1.: Distinguish between mass and density.
        
        3.: Demonstrate that different substances float or sink in water depending on their density.
        
        8.: Compare and contrast physical and chemical changes, and use evidence to support or refute a claim that a chemical reaction has occurred.
      - 6.2: An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact.
        
        6.2.1: Analyze and interpret how biotic and abiotic factors interact within a given ecosystem.
        
        6.2.10: Explain the impact of environmental conditions such as climate, elevation, topography or water quality on food chains.
        
        6.2.11: Predict what will happen to a population based on current trends (fires, disease, overhunting, development) and defend the prediction.
        
        6.2.2: Design and conduct a scientific investigation to explore the porosity and permeability of soils and their ability to support different plant life.
        
        6.2.3: Present an oral or written argument to support the claim that “The sun is the source of energy to support life on Earth.”
        
        6.2.4: Express in general terms how plants and other photosynthetic organisms use the sun’s energy.
        
        6.2.4: Investigate and report on the effects of abiotic factors on a plant’s ability to carry out photosynthesis.
        
        6.2.5: Compare and contrast the energy transfers and matter cycling among producers, consumers and decomposers in varied Connecticut ecosystems.
        
        6.2.7: Identify local examples of predator-prey relationships and justify the impact of each type of population on the other.
        
        6.2.8: Create and interpret graphs that illustrate the fluctuation of populations over time.
        
        6.2.9: Distinguish a food chain from a food web and identify local examples of each.
        
        1.: Explain the interdependence between biotic and abiotic factors within a given ecosystem.
        
        6.: Create and interpret graphs that illustrate relationships between predator-prey populations over time.
        
        7.: Evaluate the impacts of environmental changes caused by nature and by humans.
      - 6.3: Variations in the amount of the sun’s energy hitting the earth’s surface affects daily and seasonal weather patterns.
        
        6.3.1: Compare the composition and functions of the earth’s atmospheric layers.
        
        6.3.10: Design a weather forecast based on collected weather data.
        
        6.3.2: Explain how changes in temperature, pressure, moisture and density of air create weather.
        
        6.3.3: Describe in writing how solar energy drives Earth’s weather systems.
        
        6.3.4: Investigate and report on how the introduction of heat affects the motion of particles and the distance between them.
        
        6.3.5: Illustrate the transfer of energy as matter changes phase.
        
        6.3.6: Design, conduct and report in writing an investigation that reveals different substances absorb and release heat at different rates.
        
        6.3.7: Research and give examples of heat transfer and local weather differences in Connecticut.
        
        6.3.8: Investigate and explain the movement of local winds, including “sea breezes” and “land breezes,” based on the uneven heating of the Earth’s surface and a change in air pressure.
        
        6.3.9: Examine and explain that global winds are caused by uneven heating of the Earth’s surface and the rotation of the Earth.
        
        3.: Describe differences between climate and weather.
        
        4.: Demonstrate the arrangement and motion of atoms or molecules in solids, liquids and gases.
        
        5.: Predict the phase change that will result from the absorption or release of heat energy by solids, liquids or gases.
        
        6.: Create models or diagrams that demonstrate how solar energy drives different phases of the water cycle.
        
        7.: Design, conduct and report in writing an investigation to compare the heat absorption and release rates of water and earth materials.
        
        8.: Compare and contrast conditions that cause local sea breezes/land breezes and global wind patterns.
        
        9.: Predict the type of weather that may result given certain cloud types, warm and cold fronts and air pressure.
        
        10.: Explain the causes of temperature differences between coastal and inland areas.
      - 6.4: Water moving across and through earth materials carries with it the products of human activities.
        
        6.4.1: Discuss and chart the reasons why water is essential for life.
        
        6.4.2: Observe, analyze and record the unique physical and chemical properties of water.
        
        6.4.3: Research the differences in quantities between fresh water (solid and liquid) and salt water covering the Earth’s surface and report on the impact to humans.
        
        6.4.4: Investigate and explain in writing how substances, both harmful and beneficial, dissolve in and are carried by surface and ground water.
        
        6.4.5: Use appropriate maps to locate and identify the major watersheds that drain into Long Island Sound and analyze how the topography influences the way water moves in the Long Island Sound watershed.
        
        6.4.6: Research and evaluate in writing the effects of common point and nonpoint water pollutants in Connecticut.
        
        6.4.7: Compare and contrast the general structures, processes and limitations of a septic system to a secondary wastewater treatment plant.
        
        6.4.8: Debate the effectiveness of a law designed to protect water resources.
    - Grade 7
      - 7.1: Energy provides the ability to do work and can exist in many forms.
        
        7.1.1: Calculate work done on an object as force or distance varies.
        
        7.1.1: Conduct simple experiments that show and explain how forces work to change the motion of an object.
        
        7.1.2: Explain in writing how the six simple machines make work easier but do not alter the amount of work done on an object.
        
        7.1.3: Determine ways to modify a simple machine (inclined plane, pulley and lever) to improve its mechanical advantage.
        
        7.1.4: Defend the statement, “Work output of a machine is always less than work input because of energy lost due to friction.”
        
        7.1.5: Design and create a working compound machine from several simple machines.
        
        7.1.6: Use a diagram or model of a moving object (roller coaster, pendulum, etc.) to describe the conversion of potential energy into kinetic energy and vice versa.
        
        7.1.7: Discuss different forms of energy and describe how they can be converted from one form to another for use by humans (e.g., thermal, electrical, light, chemical, mechanical).
        
        7.1.9: Calculate potential and kinetic energy and relate those quantities to total energy in a system.
        
        7.1.9: Trace energy conversions that occur in the human body once food enters and explain the conversions in writing.
        
        8.: Trace energy conversions that occur in the human body.
      - 7.2: Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance.
        
        7.2.1: Compare and contrast living organisms that are single celled with multicellular organisms.
        
        7.2.10: Label the major parts of the human digestive system and explain in writing the function of each part in the chemical and physical breakdown of food (mouth, esophagus, stomach, small intestine, large intestine and rectum).
        
        7.2.2: Illustrate and describe in writing the structure and the function of the cell membrane, cytoplasm, mitochondria and nucleus in an animal cell.
        
        7.2.3: Explain how the structure and function of multicellular organisms (animals) is dependent on the interaction of cells, tissues, organs and organ systems.
        
        7.2.4: Investigate and explain in writing the basic structure and function of the human skeletal system.
        
        7.2.5: Differentiate between the structures and range of motion associated with ball, socket and hinge joints and relate human joints to simple machines.
        
        7.2.6: Demonstrate how the muscles, tendons, ligaments and bones interact to support the human body and allow movement.
        
        7.2.7: Label the major parts of the human respiratory system and explain in writing the function of each part (nasal cavity, trachea, bronchi, lungs and diaphragm).
        
        7.2.8: Label the major parts of the human circulatory system and explain in writing the function of each part (heart, veins, arteries and capillaries).
        
        7.2.9: Design and conduct controlled variable experiments to analyze the interaction between the circulatory and respiratory systems as the demand for oxygen changes.
      - 7.3: Landforms are the result of the interaction of constructive and destructive forces over time.
        
        7.3.1: Illustrate and describe in writing the composition of the three major layers of the Earth’s interior.
        
        7.3.10: Observe and report on the geological events that are responsible for having shaped Connecticut’s landscape.
        
        7.3.2: Explain how Earth’s internal energy is transferred to move tectonic plates.
        
        7.3.3: Demonstrate the processes of folding and faulting of the Earth’s crust.
        
        7.3.4: Correlate common geological features/events (deep sea trenches, mountains, earthquakes, volcanoes) with the location of plate boundaries.
        
        7.3.5: Examine and compare geological features that result from constructive forces shaping the surface of the earth over time (e.g., mountains, ridges, volcanoes) with geological features that result from destructive forces shaping the surface of the earth over
        
        7.3.6: Analyze and interpret data about the location, frequency and intensity of earthquakes.
        
        7.3.7: Compare and contrast the major agents of erosion and deposition of sediments: running water, moving ice, wave action, wind and mass movement due to gravity.
        
        7.3.8: Investigate and determine how glaciers form and affect the Earth’s surface as they change over time.
        
        7.3.9: Distinguish between weathering and erosion.
      - 7.4: Technology allows us to improve food production and preservation, thus improving our ability to meet the nutritional needs of growing populations.
        
        7.4.1: Investigate and describe in writing different types of microbes and the environmental conditions necessary for their survival.
        
        7.4.2: Describe the optimum conditions for rapid bacterial growth.
        
        7.4.3: Illustrate and describe the structural differences between bacterial and animal cells.
        
        7.4.4: Discover and discuss how humans use bacteria to produce food and identify examples.
        
        7.4.5: Compare and contrast the role of bacteria in food production and food spoilage.
        
        7.4.6: Evaluate and report how each method of food preservation including dehydration, pickling, irradiation and refrigeration works to stop or inhibit bacterial growth and give examples of each.
    - Grade 8
      - 8.1: An object’s inertia causes it to continue to move the way it is moving unless it is acted upon by a force.
        
        8.1.1: Use appropriate tools and techniques to make observations and gather data to determine how forces, including friction, act on an object to change its position over time in relation to a fixed point of reference.
        
        8.1.2: Calculate the average speed of an object and distinguish between instantaneous speed and average speed of an object.
        
        8.1.3: Create and interpret distance-time graphs for objects moving at constant and nonconstant speeds.
        
        8.1.4: Predict the motion of an object given the magnitude and direction of forces acting upon it (net force).
        
        8.1.5: Investigate and demonstrate how unbalanced forces cause acceleration (change in speed and/or direction of an object’s motion).
        
        8.1.6: Assess in writing the relationship between an object’s mass and its inertia when at rest and in motion.
        
        8.1.7: Express mathematically how the mass of an object and the force acting on it affect its acceleration.
        
        8.1.8: Design and conduct an experiment to determine how gravity and friction (air resistance) affect a falling object.
        
        8.1.9: Illustrate how the circular motion of an object is caused by a center seeking force (centripetal force) resulting in the object’s constant acceleration.
        
        1.: Demonstrate how forces, including friction, act upon an object to change its position over time in relation to a fixed point of reference.
      - 8.2: Reproduction is a characteristic of living systems and it is essential for the continuation of every species.
        
        8.2.1: Relate the continued existence of any species to its successful reproduction and explain in writing the factors that contribute to successful reproduction.
        
        8.2.2: Describe the structure, location and function of chromosomes, genes and DNA and how they relate to each other in the living cell.
        
        8.2.3: Illustrate and chart the purpose, cell type (somatic and germ) and resulting chromosome count during cell division in mitosis and meiosis.
        
        8.2.4: Identify the major structures in human male and female reproductive systems and explain where meiosis and gamete formation take place.
        
        8.2.5: Investigate and report on the role of hormone production as it initiates and regulates the creation of male and female germ cells from birth through adolescence and into adulthood.
        
        8.2.6: Compare and contrast the events and processes that occur when a human egg is fertilized or not fertilized.
        
        8.2.7: Demonstrate the relationship of corresponding genes on pairs of chromosomes to traits inherited by offspring.
        
        8.2.8: Describe in writing the role of the germ cells in the formation of the human zygote and its resulting 23 pairs of chromosomes, the 23rd of which determines gender and the other 22 of which determine the characteristics of that offspring.
      - 8.3: The solar system is composed of planets and other objects that orbit the sun.
        
        8.3.1: Describe in writing how gravitational attraction and the inertia of objects in the solar system keep them on a predictable elliptical pathway.
        
        8.3.1: Relate the strength of gravitational force between two objects to their mass and the distance between the centers of the two objects and provide examples.
        
        8.3.2: Distinguish between rotation of Earth on its axis and its elliptical revolution around the sun.
        
        8.3.4: Compare the revolution times of planets and relate them to distance from the sun.
        
        8.3.4: Investigate and report in writing how the Earth’s revolution around the sun affects changes in daylight and seasons.
        
        8.3.6: Conduct and report on an investigation that shows how the Earth’s tilt on its axis and position around the sun relates to the intensity of light striking the Earth’s surface.
        
        8.3.6: Use a model to demonstrate the phases of the moon relative to the position of the sun, Earth and moon.
        
        8.3.7: Develop a model or illustration to show the relative positions of the earth, sun and moon during a lunar and solar eclipse and explain how those positions influence the view from Earth.
        
        3.: Use models to explain how Earth’s revolution around the sun affects changes in daylight hours and seasonal temperatures.
        
        5.: Design and conduct a scientific simulation to explore the relationship between the angle of the light source and the temperature on the surface it strikes.
        
        8.: Describe factors affecting tidal changes and analyze tidal change data for Long Island Sound.
      - 8.4: In the design of structures there is a need to consider factors such as function, materials, safety, cost and appearance.
        
        8.4.1: Identify the forces acting on a truss, beam and suspension bridge, including compression, tension and gravity using models, pictures or diagrams.
        
        8.4.2: Explain in writing the advantages and disadvantages of truss, beam and suspension bridge design and visually identify each bridge.
        
        8.4.3: Conduct an experiment to discover and report on a bridge’s ability to support a load based on the interplay of tension and compression forces that result in a net force of zero.
        
        8.4.4: Use technology to simulate how engineers plan, test and revise designs of bridges given parameters, including cost, time, safety and aesthetics.
    - Kindergarten
      - K.1: Objects have properties that can be observed and used to describe similarities and differences.
        
        K.1.1: Match each of the five senses with its associated body part and the kind of information it perceives.
        
        K.1.2: Make scientific observations using the senses, and distinguish between an object’s observable properties and its name or its uses.
        
        K.1.3: Classify organisms or objects by one and two observable properties and explain the rule used for sorting (e.g., size, color, shape, texture or flexibility).
        
        K.1.4: Use simple tools and nonstandard units to estimate or predict properties such as size, heaviness, magnetic attraction and float/sink.
        
        K.1.5: Describe properties of materials such as wood, plastic, metal, cloth or paper, and sort objects by the material from which they are made.
        
        K.1.6: Count, order and sort objects by their observable properties.
      - K.2: Many different kinds of living things inhabit the Earth.
        
        K.2.1: Observe and describe differences between living and nonliving things in terms of growth, offspring and need for energy from “food.”
        
        K.2.2: Sort and count living and nonliving things in the classroom, the schoolyard and in pictures.
        
        K.2.3: Use nonstandard measures to estimate and compare the height, length or weight of different kinds of plants and animals.
        
        K.2.4: Observe and write, speak or draw about similarities and differences between plants and animals.
        
        K.2.5: Match pictures or models of adults with their offspring (animals and plants).
        
        K.2.6: Recognize varied individuals as examples of the same kind of living thing (e.g., different color rabbits are all rabbits; different breeds of dogs are all dogs).
        
        2.: Sort, count, and classify living and nonliving things in the classroom, the schoolyard and in pictures.
        
        6.: Classify varied individuals of the same species by one and two attributes (e.g., rabbits or cats with different fur colors; rabbits or dogs with upright or floppy ears, etc.).
      - K.3: Weather conditions vary daily and seasonally.
        
        K.3.1: Use the senses to observe daily weather conditions and record data systematically using organizers such as tables, charts, picture graphs or calendars.
        
        K.3.2: Analyze weather data collected over time (during the day, from day to day, and from season to season) to identify patterns and make comparisons and predictions.
        
        K.3.3: Observe, compare and contrast cloud shapes, sizes and colors, and relate the appearance of clouds to fair weather or precipitation.
        
        K.3.4: Write, speak or draw ways that weather influences humans, other animals and plants.
        
        K.3.5: Make judgments about appropriate clothing and activities based on weather conditions.
      - K.4: Some objects are natural, while others have been designed and made by people to improve the quality of life.
        
        K.4.1: Conduct simple tests to compare the properties of different materials and their usefulness for making roofs, windows, walls or floors (e.g., waterproof, transparent, strong).
        
        K.4.2: Seek information in books, magazines and pictures that describes materials used to build shelters by people in different regions of the world.
        
        K.4.3: Compare and contrast the materials used by humans and animals to build shelters.
    - Prekindergarten
      - PK.1: Objects have properties that can be observed and used to describe similarities and differences.
        
        PK.1.1: Use senses to make observations of objects and materials within the child’s immediate environment.
        
        PK.1.2: Use simple tools (e.g., balances and magnifiers) and nonstandard measurement units to observe and compare properties of objects and materials.
        
        PK.1.3: Make comments or express curiosity about observed phenomena (e.g., “I notice that...” or “I wonder if...”).
        
        PK.1.4: Count, order and sort objects (e.g., blocks, crayons, toys) based on one visible property (e.g., color, shape, size).
        
        PK.1.5: Conduct simple tests to determine if objects roll, slide or bounce.
      - PK.2: Many different kinds of living things inhabit the Earth.
        
        PK.2.1: Use the senses and simple tools to make observations of characteristics and behaviors of living and nonliving things.
        
        PK.2.2: Give examples of living things and nonliving things.
        
        PK.2.3: Make observations and distinguish between the characteristics of plants and animals.
        
        PK.2.4: Compare attributes of self, family members or classmates, and describe how they are similar and different.
      - PK.3: Weather conditions vary daily and seasonally.
        
        PK.3.1: Use the senses to observe and describe evidence of current or recent weather conditions (e.g., flags blowing, frost on window, puddles after rain, etc.).
        
        PK.3.2: Notice weather conditions and use words and numbers to describe and analyze conditions over time (e.g., “it rained 5 times this month”.)
        
        PK.3.3: Identify the season that corresponds with observable conditions (e.g., falling leaves, snow vs. rain, buds on trees or greener grass).
        
        PK.3.4: Make judgments about appropriate clothing and activities based on weather conditions.
      - PK.4: Some objects are natural, while others have been designed and made by people to improve the quality of life.
        
        PK.4.1: Observe, describe and sort building materials by properties such as strength, weight, stiffness or flexibility.
        
        PK.4.2: Pose questions and conduct simple tests to compare the effectiveness of different building materials (e.g., blocks of wood, plastic, foam or cardboard) for constructing towers, bridges and buildings.
        
        PK.4.3: Make judgments about the best building materials to use for different purposes (e.g., making the tallest tower or the longest bridge).
        
        PK.4.4: Invent and explain techniques for stabilizing a structure.
        
        PK.4.5: Compare block structures to pictures and to real structures in the neighborhood.
  - Science (2010)
    - Grade 1
      - 1.1: The sun appears to move across the sky in the same way every day, but its path changes gradually over the seasons.
        
        1.1.1: Compare and contrast the relative positions of objects using words (in front of, behind, next to, inside of, above or below) and numbers (by measuring its distance from another object).
        
        1.1.2: Apply direct and indirect pushes and pulls to cause objects to move (change position) in different ways (e.g., straight line, forward and backward, zigzag, in a circle).
        
        1.1.3: Classify objects by the way they move (e.g., spinning, rolling, bouncing).
        
        1.1.4: Conduct simple experiments and evaluate different ways to change the speed and direction of an object’s motion.
        
        1.1.5: Observe, record and predict the sun’s position at different times of day (morning, noon, afternoon or night).
        
        1.1.6: Conduct simple investigations of shadows and analyze how shadows change as the relative position of the sun (or an artificial light source) changes.
      - 1.2: Living things have different structures and behaviors that allow them to meet their basic needs.
        
        1.2.1: Infer from direct observation and print or electronic information that most animals and plants need water, food and air to stay alive.
        
        1.2.2: Identify structures and behaviors used by mammals, birds, amphibians, reptiles, fish and insects to move around, breathe and obtain food and water (e.g., legs/wings/fins, gills/lungs, claws/fingers, etc.)
        
        1.2.3: Sort and classify plants (or plant parts) by observable characteristics (e.g., leaf shape/size, stem or trunk covering, flower or fruit).
        
        1.2.4: Use senses and simple measuring tools to measure the effects of water and sunlight on plant growth.
        
        1.2.5: Compare and contrast information about animals and plants found in fiction and nonfiction sources.
      - 1.3: Organisms change in form and behavior as part of their life cycles.
        
        1.3.1: Explain that living things experience a life cycle that includes birth, growth, reproduction and death.
        
        1.3.2: Distinguish between animals that are born alive (e.g., humans, dogs, cows) and those that hatch from eggs (e.g., chickens, sea turtles, crocodiles).
        
        1.3.3: Compare and contrast the changes in structure and behavior that occur during the life cycles of animals that undergo metamorphosis with those that do not.
        
        1.3.4: Analyze recorded observations to compare the metamorphosis stages of different animals and make predictions based on observed patterns.
      - 1.4: The properties of materials and organisms can be described more accurately through the use of standard measuring units.
        
        1.4.1: Use nonstandard and standard measurements to describe and compare the weight, length, and size of objects and organisms.
        
        1.4.2: Show approximate size of a centimeter, meter, inch, foot and yard using referents such as a finger, a hand or a book.
        
        1.4.3: Select appropriate tools for measuring length, height, weight or liquid volume.
        
        1.4.4: Use metric and customary rulers to measure length, height or distance in centimeters, meters, inches, feet and yards.
        
        1.4.5: Use balances and scales to compare and measure the heaviness of objects and organisms in kilograms, grams, pounds and ounces.
        
        1.4.6: Use graduated cylinders, beakers and measuring cups to measure the volume of liquids in milliliters, liters, cups and ounces.
        
        1.4.7: Use thermometers to measure air and water temperature in degrees Celsius and degrees Fahrenheit.
        
        1.4.8: Make graphs to identify patterns in recorded measurements such as growth or temperature over time.
    - Grade 1 Grade Level Concepts
      - 1.1: The sun appears to move across the sky in the same way every day, but its path changes gradually over the seasons.
        
        1.1.a: An object’s position can be described by locating it relative to another object or the background.
        
        1.1.a.1: An object’s relative position can be described by comparing it to the position of another stationary object. One object can be in front of, behind, next to, inside of, above or below another object.
        
        1.1.a.2: The sun’s position in the daytime sky can be described relative to stationary objects on Earth. For example, the sun can be “just above the treetops,” “high or low in the sky,” or “on the other side of the school.”
        
        1.1.a.3: The description of an object’s position from one observer’s point of view may be different from that reported from a different observer’s viewpoint. For example, a box of crayons between two students is near Susan’s left hand but near John’s right hand.
        
        1.1.a.4: When an observer changes position, different words may be needed to describe an object’s position. For example, when I am sitting on the bench the sun is “behind” me; when I move to the slide, the sun is “in front of” me.
        
        1.1.a.5: The same object when viewed from close up appears larger than it does when viewed from far away (although the actual size of the object does not change.) For example, a beach ball held in one’s arms appears larger than it does when viewed from across the
        
        1.1.a.6: An object’s position can be described using words (“near the door”), numbers (10 centimeters away from the door) or labeled diagrams.
        
        1.1.b: An object’s motion can be described by tracing and measuring its position over time.
        
        1.1.b.1: Things move in many ways, such as spinning, rolling, sliding, bouncing, flying or sailing.
        
        1.1.b.2: Motion can be caused by a push or a pull. A push or pull is called a force. Pushes and pulls can start motion, stop motion, speed it up, slow it down or change its direction.
        
        1.1.b.3: An object is in motion when its position is changing. Because the sun’s position changes relative to objects on Earth throughout the day, it appears to be moving across the sky.
        
        1.1.b.4: Changes in the sun’s position throughout the day can be measured by observing changes in shadows outdoors.
        
        1.1.b.5: Shadows occur when light is blocked by an object. An object’s shadow appears opposite the light source. Shadow lengths depend on the position of the light source.
      - 1.2: Living things have different structures and behaviors that allow them to meet their basic needs.
        
        1.2.a: Animals need air, water and food to survive.
        
        1.2.a.1: All living things (organisms) need air, water and food to stay alive and grow; they meet these needs in different ways.
        
        1.2.a.2: Most animals move from place to place to find food and water. Some animals have two legs, four legs, six legs or more for moving. Other animals move using fins, wings or by slithering.
        
        1.2.a.3: Animals get air in different ways. For example, humans breathe with lungs, while fish breathe with gills.
        
        1.2.a.4: Animals get food in different ways. Some animals eat parts of plants and others catch and eat other animals.
        
        1.2.a.5: Animals get water in different ways. Some animals have special body parts, such as noses, tongues or beaks that help them get water.
        
        1.2.a.6: Fictional animals and plants can have structures and behaviors that are different than real animals and plants.
        
        1.2.b: Plants need air, water and sunlight to survive.
        
        1.2.b.1: Plants absorb sunlight and air through their leaves and water through their roots.
        
        1.2.b.2: Plants use sunlight to make food from the air and water they absorb.
        
        1.2.b.3: Plants have various leaf shapes and sizes that help them absorb sunlight and air.
        
        1.2.b.4: Plant roots grow toward a source of water.
        
        1.2.b.5: Plant stems grow toward sunlight.
      - 1.3: Organisms change in form and behavior as part of their life cycles.
        
        1.3.a: Some organisms undergo metamorphosis during their life cycles; other organisms grow and change, but their basic form stays essentially the same.
        
        1.3.a.1: Plants and animals have life cycles that include a predictable sequence of stages: they begin life, develop into adults, reproduce and eventually die.
        
        1.3.a.2: Plants and animals produce offspring of their own kind. Offspring closely resemble their parents, but individuals vary in appearance and behavior.
        
        1.3.a.3: Animals are either born alive (for example, humans, dogs and cows) or hatched from eggs (for example, chickens, sea turtles or crocodiles).
        
        1.3.a.4: Animals change during their life cycle. Many animals begin life as smaller, less capable forms of the adult. As they develop, they grow larger and become more independent (for example, humans, dogs or robins).
        
        1.3.a.5: Some animals change dramatically in structure and function during their life cycle in a process called metamorphosis.
        
        1.3.a.6: Frogs are amphibians that undergo metamorphosis during their life cycle. As they grow, frogs develop different structures that help them meet their basic needs in water and then on land:
        
        1.3.a.6.a: Tadpoles hatch from eggs, live in water, breathe using gills, and swim using a tail. As they metamorphose into frogs, tadpoles lose their gills and their tails.
        
        1.3.a.6.b: Adult frogs live on land and in water. They breathe air using lungs and develop webbed feet and hinged legs for swimming in water and hopping on land. After a female frog mates, she lays her eggs, and the cycle begins again.
        
        1.3.a.7: Butterflies are insects that undergo metamorphosis during their life cycle. As they go through egg, larva, pupa and adult stages, butterflies develop different structures that help them meet their basic needs on land and in the air:
        
        1.3.a.7.a: Caterpillars hatch from eggs, live on plants, get food by chewing leaves and move about using legs. As they metamorphose into butterflies inside a chrysalis, they develop wings, antennae and different mouth parts.
        
        1.3.a.7.b: Butterflies live on land and in the air. They get food by sucking nectar from flowers and move around primarily using wings to fly. After a female butterfly mates, she searches for the proper host plant to lay her eggs, and the cycle begins again.
        
        1.3.a.8: Comparing the life cycle stages of different organisms shows how they are alike in some ways and unique in other ways.
      - 1.4: The properties of materials and organisms can be described more accurately through the use of standard measuring units.
        
        1.4.a: Various tools can be used to measure, describe and compare different objects and organisms.
        
        1.4.a.1: Observations can be expressed in words, pictures or numbers. Measurements add accuracy to observations.
        
        1.4.a.2: Objects and organisms can be described using nonstandard measurement units, such as hand-lengths, pencil-lengths, handfuls, etc.
        
        1.4.a.3: Standard measurement units are more accurate than nonstandard units because they have consistent values agreed on by everyone. For example, “My caterpillar is one finger long” is much less accurate than “My caterpillar is 4 centimeters long.”
        
        1.4.a.4: Scientists and nonscientists all over the world use the metric system of measurement. In the United States, the customary measurement system is used in daily life. Equivalent values between the two systems can be estimated (for example, 1 inch is a little
        
        1.4.a.5: Specific tools are used to measure different quantities:
        
        1.4.a.5.a: Metric rulers are used to measure length, height or distance in centimeters and meters; customary rulers measure length, height or distance in inches, feet or yards.
        
        1.4.a.5.b: Balances and scales are used to compare and measure the heaviness of objects. Grams and kilograms are units that express mass; ounces and pounds are units that express weight.
        
        1.4.a.5.c: Graduated cylinders, beakers and measuring cups are tools used to measure the volume of liquids. Volume can be expressed in milliliters (mL), liters (L), cups or ounces.
        
        1.4.a.5.d: Thermometers are tools used to measure temperature; thermometers can indicate temperature in degrees Celsius or degrees Fahrenheit, or both.
    - Grade 2
      - 2.1: Materials can be classified as solid, liquid or gas based on their observable properties.
        
        2.1.1: Compare and contrast the properties that distinguish solids, liquids and gases.
        
        2.1.2: Classify objects and materials according to their state of matter.
        
        2.1.3: Measure and compare the sizes of different solids.
        
        2.1.4: Measure and compare the volume of a liquid poured into different containers.
        
        2.1.5: Design a fair test to compare the flow rates of different liquids and granular solids.
      - 2.2: Plants change their forms as part of their life cycles.
        
        2.2.1: Use senses and simple tools to observe and describe the roots, stems, leaves, flowers and seeds of various plants (including trees, vegetables and grass.)
        
        2.2.2: Use magnifiers to observe and diagram the parts of a flower.
        
        2.2.3: Describe the functions of roots, stems, leaves, flowers and seeds in completing a plant’s life cycle.
        
        2.2.4: Record observations and make conclusions about the sequence of stages in a flowering plant’s life cycle.
        
        2.2.5: Compare and contrast how seeds of different plants are adapted for dispersal by water, wind or animals.
        
        2.2.6: Conduct a fair test to explore factors that affect seed germination and plant growth.
      - 2.3: Earth materials have varied physical properties that make them useful in different ways.
        
        2.3.1: Use senses and simple tools (e.g., sieves and settlement tests) to separate soil into components such as rock fragments, water, air and plant remains.
        
        2.3.2: Classify soils by properties such as color, particle size (sand, silt or clay), or amount of organic material (loam).
        
        2.3.3: Explain the importance of soil to plants, animals and people.
        
        2.3.4: Evaluate the quality of different soils in terms of observable presence of air, water, living things and plant remains.
        
        2.3.5: Conduct fair tests to investigate how different soil types affect plant growth and write conclusions supported by evidence.
      - 2.4: Human beings, like all other living things, have special nutritional needs for survival.
        
        2.4.1: Explain that food is a source of carbohydrates, protein and fats —nutrients that animals (including humans) convert to energy they use to stay alive and grow.
        
        2.4.2: Classify foods into groups based on their source, and relate common foods to the plant or animal from which they come.
        
        2.4.3: Give examples of ways people can improve soil quality and crop growth (e.g., irrigation, fertilizer, pest control).
        
        2.4.4: Compare and contrast how different cultures meet needs for basic nutrients by consuming various foods.
        
        2.4.5: Evaluate the nutritional value of different foods by analyzing package labels.
    - Grade 2 Grade Level Concepts
      - 2.1: Materials can be classified as solid, liquid or gas based on their observable properties.
        
        2.1.a: Solids tend to maintain their own shapes, while liquids tend to assume the shapes of their containers, and gases fill their containers fully.
        
        2.1.a.1: Materials can be classified as solid, liquid or gas. All forms of matter have weight and take up space, but each form has unique properties.
        
        2.1.a.2: Solids are the only form of matter that have a definite shape. A solid’s shape can be changed by hammering, twisting or stretching, but its weight remains the same. Solids can be hard, soft, bouncy, stretchy or grainy.
        
        2.1.a.3: Solids take up a definite amount of space (volume); the volume does not change if the solid is placed in different containers.
        
        2.1.a.4: Liquids do not have a definite shape; they flow to the bottom of a container and take on the shape of the part of the container they occupy. Liquids pour and flow from a higher point to a lower point; some liquids flow faster than others.
        
        2.1.a.5: Liquids have a definite volume. When a liquid is poured into different containers, the shape of the liquid may change, but the volume does not.
        
        2.1.a.6: Gases are made of particles too small to see, but they still take up space and have weight. Gases do not have a definite shape; they take on the shape of whatever container they occupy. For example, the air in an inflated balloon can be squeezed and resha
        
        2.1.a.7: Gases do not have a definite volume; they spread out in all directions to fill any size container, or they keep spreading in all directions if there is no container. For example, blowing even a small amount of air into a balloon immediately fills the enti
      - 2.2: Plants change their forms as part of their life cycles.
        
        2.2.a: The life cycles of flowering plants include seed germination, growth, flowering, pollination and seed dispersal.
        
        2.2.a.1: Flowering plants progress through a sequenced life cycle. First, seeds sprout (germinate), then seedlings grow into adult plants with leaves and flowers. If the flowers are pollinated, seeds develop that will grow into new plants to continue the life cycl
        
        2.2.a.2: Roots, stems, leaves, flowers and seeds are structures that develop during different stages of the plant’s life cycle.
        
        2.2.a.3: Seeds contain the beginnings of a new plant (embryo) and the food (energy source) the new plant needs to grow until it is mature enough to produce its own food. Different plant varieties produce seeds of different size, color and shape.
        
        2.2.a.4: Environmental conditions, such as temperature, amount of light, amount of water and type of soil, affect seed germination and plant development.
        
        2.2.a.5: A plant’s seed will grow into a new plant that resembles but is not identical to the parent plant or to other new plants. For example, marigold plants produce marigold seeds that grow into new marigold plants. Individual marigolds, however, vary in height
        
        2.2.a.6: Seedlings are young plants that produce the structures that will be needed by the plant to survive in its environment: Roots and leaves begin to grow and take in nutrients, water and air; and the stem starts to grow towards sunlight.
        
        2.2.a.7: Adult plants form more leaves that help the plant collect sunlight and air to make its food. They produce flowers that are the structures responsible for reproduction.
        
        2.2.a.8: Flowers have structures that produce pollen, attract pollinators and produce seeds that can grow into new plants. Some flowers have structures that develop into fruits, berries or nuts that contain the seeds that can grow into new plants.
        
        2.2.a.9: Some seeds fall to the ground and germinate close to the parent plant; other seeds are carried (dispersed) by wind, animals, or water to places far away. The structure of the seed is related to the way it is dispersed.
      - 2.3: Earth materials have varied physical properties that make them useful in different ways.
        
        2.3.a: Soils can be described by their color, texture and capacity to retain water.
        
        2.3.a.1: Soil is a mixture of pieces of rock (particles), living and once living things (humus), water and air. The components of soil can be separated using sieves and settlement tests.
        
        2.3.a.2: There are different types of soil that vary from place to place. Soil properties can be observed and compared. Soils can be classified by properties such as color, particle size, or amount of organic material (humus). Digging a deep hole shows that soils
        
        2.3.a.3: The size of the particles in soils gives the soil its texture. Soils can be classified by how they feel: Sandy soils feel gritty, silty soils feel powdery, clay soils feel sticky, and soils with small rocks feel rough and scratchy.
        
        2.3.a.4: The broken rocks that make up soils can be tiny (silt and clay), medium (sand), or large (pebbles). Soils can be classified by the size of their particles.
        
        2.3.a.5: A soil’s texture affects how it packs together; soils that pack together tightly hold less air and water than soils that stay loosely packed.
        
        2.3.a.6: There are different types of soil that vary from place to place. Some soil types are suited for supporting the weight of buildings and highways; other soil types are suited for planting food crops or forest growth.
        
        2.3.b: Soils support the growth of many kinds of plants, including those in our food supply.
        
        2.3.b.1: Many plants need soil to grow. Soil holds water and nutrients that are taken in (absorbed) by plant roots.
        
        2.3.b.2: Soil is a habitat for many living things. Some organisms live in the soil and others live on the soil. Worms and other underground animals create spaces for air, water and plant roots to move through soil.
        
        2.3.b.3: Plants we eat (“crops”) grow in different soil types. Plant height, root length, number of leaves, and number of flowers can all be affected by how much water, air and organic material the soil holds.
        
        2.3.b.4: To support the growth of different plants, people can change the properties of soils by adding nutrients (fertilizing), water (irrigating) or air (tilling).
      - 2.4: Human beings, like all other living things, have special nutritional needs for survival.
        
        2.4.a: The essential components of balanced nutrition can be obtained from plant and animal sources.
        
        2.4.a.1: People need to eat a variety of foods to get the energy and nutrients they need to grow, move and stay healthy. Foods are classified as grains, fruits, vegetables, dairy, meats and beans, and oils.
        
        2.4.a.2: Some foods people eat come from plants that grow wild or are planted by farmers as crops. A fruit is the ripened ovary of a flower; vegetables are the roots, stems, leaves or flowers of plants.
        
        2.4.a.3: Some foods people eat come from animals that are wild or are raised on ranches. Meat, fish, dairy products and eggs all come from animals.
        
        2.4.a.4: The types of crops that can grow in an area depend on the climate and soil. Some foods are grown and sold by local farms, and some foods are grown far away and transported to local grocery stores.
        
        2.4.b: People eat different foods in order to satisfy nutritional needs for carbohydrates, proteins and fats.
        
        2.4.b.1: All people need the same basic nutrients to grow, move and stay healthy; different cultures satisfy these needs by consuming different foods.
        
        2.4.b.2: The level of energy and nutrients individuals need depends on their age, gender and how active they are.
        
        2.4.b.3: Most foods contain a combination of nutrients. Labels on food packages describe the nutrients contained in the food and how much energy the food provides (calories).
        
        2.4.b.4: Breads, cereals, rice and pasta are sources of carbohydrates, which provide energy.
        
        2.4.b.5: Meat, poultry, fish, beans, eggs and nuts are sources of protein, which keeps the body working properly.
        
        2.4.b.6: Fruits and vegetables are sources of vitamins and minerals, which keep the body healthy.
        
        2.4.b.7: Nuts, meats and fish are sources of fats and oils, which provide energy.
    - Grade 3
      - 3.1: Materials have properties that can be identified and described through the use of simple tests.
        
        3.1.1: Compare and contrast the properties of solids, liquids and gases.
        
        3.1.2: Demonstrate that solids, liquids and gases are all forms of matter that take up space and have weight.
        
        3.1.3: Carry out simple tests to determine if materials dissolve, sink or float in water, conduct heat or attract to magnets.
        
        3.1.4: Classify materials based on their observable properties, including state of matter.
        
        3.1.5: Design and conduct fair tests to investigate the absorbency of different materials, write conclusions based on evidence, and analyze why similar investigations might produce different results.
        
        3.1.6: Explain the role of heating and cooling in changing matter from one state to another during freezing, melting, evaporation and condensation.
      - 3.2: Organisms can survive and reproduce only in environments that meet their basic needs.
        
        3.2.1: Compare and contrast the external features and behaviors that enable different animals and plants (including those that are extinct) to get food, water and sunlight; find mates; and be protected in specific land and water habitats.
        
        3.2.2: Explain how behaviors such as hibernation, dormancy and migration give species advantages for surviving unfavorable environmental conditions.
        
        3.2.3: Give examples of ways animals benefit from camouflage.
        
        3.2.4: Evaluate whether an adaptation gives a plant or animal a survival advantage in a given environment.
        
        3.2.5: Design a model of an organism whose adaptations give it an advantage in a specific environment.
      - 3.3: Earth materials have different physical and chemical properties.
        
        3.3.1: Differentiate between rocks and minerals.
        
        3.3.2: Use the senses and simple measuring tools to gather data about various rocks and classify them based on observable properties (e.g., shape, size, color, weight, visible markings).
        
        3.3.3: Conduct simple tests to determine properties of different minerals (e.g. color, odor, streak, luster, hardness, magnetism), organize data in a table, and use the data and other resources to identify unknown mineral specimens.
        
        3.3.4: Summarize nonfiction text to compare and contrast the conditions under which igneous, metamorphic and sedimentary rocks are formed.
        
        3.3.5: Observe and analyze rock properties (e.g., crystal size or layers) to infer the conditions under which the rock was formed.
        
        3.3.6: Evaluate the usefulness of different rock types for specific applications (e.g., buildings, sidewalks, stone walls, statues or monuments).
      - 3.4: Earth materials provide resources for all living things, but these resources are limited and should be conserved.
        
        3.4.1: Describe ways people use earth materials, such as fossil fuels, trees, water, soils and rocks as natural resources to improve their lives.
        
        3.4.2: Summarize nonfiction text to explain how humans use technology to access and use natural resources to produce electricity or other products (e.g., paper or concrete).
        
        3.4.3: Explain advantages and disadvantages of renewable and nonrenewable energy sources that can be used for making electricity, fueling cars or heating homes.
        
        3.4.4: Design and conduct experiments to evaluate the effectiveness of different insulating materials for keeping a substance (or space) warm or cold (i.e., conducting heat).
        
        3.4.5: Use mathematics to estimate, measure and graph the quantity of a natural resource (e.g., water, paper) used by an individual (or group) in a certain time period.
        
        3.4.6: Evaluate the environmental advantages and disadvantages of reducing, reusing, recycling and replacing as conservation methods.
    - Grade 3 Grade Level Concepts
      - 3.1: Materials have properties that can be identified and described through the use of simple tests.
        
        3.1.a: Heating and cooling cause changes in some of the properties of materials.
        
        3.1.a.1: Materials have properties that are directly observable; examples include its state of matter, or its size, shape, color or texture. Other properties can only be observed by doing something to the material (simple tests). Materials can be sorted and classi
        
        3.1.a.10: Water may exist as a solid, liquid or gas, depending on its temperature. If water is turned into ice and then the ice is allowed to melt, the amount of water is the same as it was before freezing.
        
        3.1.a.11: Liquid water becomes solid water (ice) when its temperature cools to 0 degrees Celsius (32 degrees Fahrenheit). Warming ice to a temperature above 0 degrees Celsius causes it to melt into liquid water.
        
        3.1.a.2: Some materials dissolve (disappear) when mixed in water; others accumulate on the top or the bottom of the container. The temperature of water can affect whether, and at what rate, materials dissolve in it.
        
        3.1.a.3: Some materials, such as sponges, papers and fabrics, absorb water better than others.
        
        3.1.a.4: Some materials float when placed in water (or other liquids such as cooking oil or maple syrup); others sink to the bottom of the container.
        
        3.1.a.5: Some materials conduct heat better than others. Materials that are poor heat conductors are useful for keeping things cold or hot.
        
        3.1.a.6: Some materials are attracted to magnets. Magnetic materials contain iron.
        
        3.1.a.7: The physical properties of a material can be changed, but the material remains the same. For example, a block of wood can be cut, sanded or painted, but it is still wood.
        
        3.1.a.8: Heating and cooling cause materials to change from one state of matter to another and back again. Adding heat can cause solids to melt into liquids (for example, chocolate, ice cream, butter or wax); removing heat (cooling) can cause liquids to harden int
        
        3.1.a.9: Adding heat can cause water to boil and evaporate into a gas in the air (for example, steam rises from heated water); removing heat (cooling) can cause water vapor to condense into liquid water (for example, warm steam hitting a cold mirror). Water outdoo
      - 3.2: Organisms can survive and reproduce only in environments that meet their basic needs.
        
        3.2.a: Plants and animals have structures and behaviors that help them survive in different environments.
        
        3.2.a.1: Plants and animals have physical and behavioral adaptations that allow them to survive in certain environments. Adaptations are passed from parents to offspring. Individuals that happen to be bigger, stronger or faster can have an advantage over others of
        
        3.2.a.2: Animals have behavioral and structural adaptations for getting food. Structural adaptations include things such as specialized teeth for tearing meat or grinding grasses; specialized beaks for cracking seeds, snatching insects, tearing meat or spearing fi
        
        3.2.a.3: Animals have behavioral and structural adaptations for protection from predators. Some animals have camouflage that allows them to stay concealed by blending in with their surroundings; some animals look like other animals to avoid being eaten. Structural
        
        3.2.a.4: Animals have behavioral and structural adaptations for surviving harsh environmental conditions. Animals that live in cold climates have insulating body coverings such as blubber, down or thick undercoats that keep them warm. Animals that live in hot clim
        
        3.2.a.5: Plants have adaptations for getting the sunlight they need to survive. Examples include growing or facing toward sunlight and sending out chutes or tendrils to get taller than neighboring plants.
        
        3.2.a.6: Plants have adaptations for protection from predators. Examples include spines, thorns and toxins (for example, poison ivy).
        
        3.2.a.7: Plants have adaptations for surviving in different environmental conditions. Examples include dropping leaves in winter when sunlight and water are limited, having needle-shaped leaves that shed snow, or surviving drought by storing water in thick stems.
      - 3.3: Earth materials have different physical and chemical properties.
        
        3.3.a: Rocks and minerals have properties that may be identified through observation and testing; these properties determine how earth materials are used.
        
        3.3.a.1: Earth is mainly made of rock. Rocks on the earth’s surface are constantly being broken down into smaller and smaller pieces, from mountains to boulders, stones, pebbles and small particles that make up soil.
        
        3.3.a.2: Rocks can be sorted based on properties, such as shape, size, color, weight or texture.
        
        3.3.a.3: Properties of rocks can be used to identify the conditions under which they were formed.
        
        3.3.a.4: Igneous rocks are formed when melted rock cools, hardens and forms crystals. Melted rock that cools slowly inside a volcano forms large crystals as it cools. Melted rock that cools rapidly on the earth’s surface forms small crystals (or none at all).
        
        3.3.a.5: Sedimentary rocks are formed underwater when small particles of sand, mud, silt or ancient shells/skeletons settle to the bottom in layers that are buried and cemented together over a long period of time. They often have visible layers or fossils.
        
        3.3.a.6: Metamorphic rocks are formed when igneous or sedimentary rocks are reheated and cooled or pressed into new forms. They often have bands, streaks or clumps of materials.
        
        3.3.a.7: Rock properties make them useful for different purposes. Rocks that can be cut into regular shapes are useful for buildings and statues; rocks that crumble easily are useful for making mixtures such as concrete and sheetrock.
        
        3.3.a.8: All rocks are made of materials called minerals that have properties that may be identified by testing. Mineral properties include color, odor, streak, luster, hardness and magnetism.
        
        3.3.a.9: Minerals are used in many ways, depending on their properties. For example, gold is a mineral that is easily shaped to make jewelry; talc is a mineral that breaks into tiny grains useful for making powders.
      - 3.4: Earth materials provide resources for all living things, but these resources are limited and should be conserved.
        
        3.4.a: Decisions made by individuals can affect the global supply of many resources.
        
        3.4.a.1: Earth materials that occur in nature include rocks, minerals, soils, water and the gases of the atmosphere. Earth materials are natural resources that provide us with things we need to live, including food, clothing, water, air, shelter, land and energy.
        
        3.4.a.2: Some natural resources are useful to people in their raw form (for example, fresh water, soil or air); other natural resources must be modified to meet human needs (for example, petroleum must be extracted from rocks and refined into gasoline, heating oil
        
        3.4.a.3: The supply of many natural resources such as fossil fuels, metals, fresh water and fertile soil is limited; once they are used up or contaminated they are difficult or impossible to replace.
        
        3.4.a.4: Human actions can affect the survival of plants and animals. The products of the fuels people burn affect the quality of the air. Waste and chemicals from factories, farms, lawns and streets affect the quality of the water and soil.
        
        3.4.a.5: Humans can extend the use of some natural resources by reducing the amounts they use (for example, driving less to reduce the amount of gasoline used; turning off faucets when not in use).
        
        3.4.a.6: Humans can extend the use of some natural resources by recycling, or collecting used materials and processing them into new materials (for example, collecting waste paper or plastic bottles and making them into new products).
        
        3.4.a.7: Humans can extend the use of some natural resources by reusing products instead of buying new ones (for example, washing containers that food is packaged in and using them again to store different foods or objects).
        
        3.4.a.8: Humans can extend the use of some natural resources by replacing what they use (for example, planting new trees to replace those that are cut for lumber or paper; purifying dirty water from storm drains and discharging clean water back into a river).
    - Grade 4
      - 4.1: The position and motion of objects can be changed by pushing or pulling.
        
        4.1.1: Demonstrate that a force can cause an object to start moving, stop, or change speed or direction.
        
        4.1.2: Use measurement tools and standard units to compare and contrast the motion of common objects such as toy cars, balls, model rockets or planes in terms of change in position, speed and direction.
        
        4.1.3: Design and conduct experiments to determine how the motion of an object is related to the mass of the object and the strength of the force applied.
        
        4.1.4: Describe how friction forces caused by air resistance or interactions between surface materials affect the motion of objects.
        
        4.1.5: Predict the effect of an object’s mass on its motion.
      - 4.2: All organisms depend on the living and nonliving features of the environment for survival.
        
        4.2.1: Give examples of ways that living and nonliving things are interdependent within an ecosystem.
        
        4.2.2: Draw diagrams showing how the sun’s energy enters and is transferred from producers to consumers in a local land or aquatic food chain.
        
        4.2.3: Design and conduct simple investigations to record interactions among producers, consumers, herbivores, carnivores, omnivores and decomposers in an ecosystem.
        
        4.2.4: Analyze food webs to describe how energy is transferred from plants to various animals in an ecosystem.
        
        4.2.5: Distinguish between naturally occurring changes in ecosystems and those caused by human activity.
        
        4.2.6: Predict the effect an environmental change, such as drought or forest destruction, might have on the community of living things.
      - 4.3: Water has a major role in shaping the earth's surface.
        
        4.3.1: Describe the role of heat energy (i.e., heating and cooling) in the continuous cycling of water between the earth and the atmosphere through evaporation, condensation and precipitation.
        
        4.3.2: Use models to demonstrate that topography causes precipitation landing on Earth to move in streams and rivers from higher to lower elevations.
        
        4.3.3: Design and conduct simple investigations to determine how moving water (flowing downhill or in ocean waves) causes changes to the land, the coastline or the course of a stream or river.
        
        4.3.4: Pose testable questions and employ simple equipment and measuring tools to collect data about factors that affect erosion (e.g., type of earth material in an area, volume of moving water, slope of land, vegetation coverage).
        
        4.3.5: Present evidence to support a scientific claim about the relationship between the amount and speed of moving water and the size of earth materials moved (e.g., sand, silt, pebbles, boulders).
      - 4.4: Electrical and magnetic energy can be transferred and transformed.
        
        4.4.1: Construct complete (closed) and incomplete (open) series circuits in which electrical energy is transformed into heat, light, sound and/or motion energy.
        
        4.4.2: Draw labeled diagrams of complete and incomplete circuits, explain necessary components and how components can be arranged to make a complete circuit.
        
        4.4.3: Predict whether diagrammed circuit configurations will light a bulb.
        
        4.4.4: Develop a method for testing conductivity and analyze data to generalize that metals are generally good electrical conductors and nonmetals are not.
        
        4.4.5: Observe magnetic effects associated with electricity and investigate factors that affect the strength of an electromagnet.
        
        4.4.6: Describe materials that are attracted by magnets.
        
        4.4.7: Design procedures to move objects and separate mixtures of solids using magnets.
        
        4.4.8: Investigate how magnets react with other magnets and analyze findings to identify patterns in the interactions between north and south poles of magnets.
        
        4.4.9: Give examples of uses of magnets (e.g., motors, generators, household devices).
    - Grade 4 Grade Level Concepts
      - 4.1: The position and motion of objects can be changed by pushing or pulling.
        
        4.1.a: The size of the change in an object’s motion is related to the strength of the push or pull.
        
        4.1.a.1: An object is in motion when its position is changing. Speed describes how far an object moves in a given amount of time (for example, miles per hour).
        
        4.1.a.2: A force is a push or pull that can cause an object to move, stop, or change speed or direction.
        
        4.1.a.3: The greater the force, the greater the change in motion. For example, two people can push a heavy box that could not be pushed by one person alone.
        
        4.1.a.4: Given an object, changing the amount of force applied to it causes measurable effects.
        
        4.1.a.5: When an object does not move in response to a push or a pull, it is because another equal-sized force is counteracting the push or pull. Gravity (the earth’s pulling force) and friction are common forces that affect motion. Friction and air resistance are
        
        4.1.b: The more massive an object is, the less effect a given force will have on its motion.
        
        4.1.b.1: The amount of force needed to move an object is related to the object’s mass.
        
        4.1.b.2: The greater the object’s mass, the greater the force needed to move it, stop it or change its speed or direction.
        
        4.1.b.3: An object with a small mass is easier to stop or cause a change in motion than an object with a large mass.
        
        4.1.b.4: Given the same amount of force, changing the mass of an object has measurable effects.
      - 4.2: All organisms depend on the living and nonliving features of the environment for survival.
        
        4.2.a: When the environment changes, some organisms survive and reproduce, and others die or move to new locations.
        
        4.2.a.1: Living and nonliving things interact in land and water environments called ecosystems. Every ecosystem has certain conditions (“abiotic factors”) and a variety of living things (“organisms”) that are adapted for survival in those conditions. Abiotic facto
        
        4.2.a.2: Organisms depend on other organisms and on the nonliving things in an ecosystem to meet their basic needs for food, water and protection.
        
        4.2.a.3: Plants use energy from the sun to produce their own food from air and water. The type of soil, amount of water and temperature range in an area determine the plants that grow there.
        
        4.2.a.4: Animals that live in an area get their energy and nutrients either directly or indirectly from plants that grow there: herbivores consume only plants, carnivores consume animals, and omnivores consume both animals and plants. Decomposers consume plant and
        
        4.2.a.5: Some of the sun’s energy is transferred from one organism to another when a plant or animal is consumed by another animal. A food chain is a simple model that illustrates the passage of energy from one organism to another. Food webs are more realistic mod
        
        4.2.a.6: Environments are always changing. Some changes occur naturally (examples include droughts, disease outbreaks, or forest fires sparked by lightning). Other changes are caused by human activity (examples include establishing conservation areas, passing laws
        
        4.2.a.7: Changes in an environment are sometimes beneficial to organisms and sometimes harmful. For example, a newly created beaver pond provides habitat that attracts frogs and raccoons to an area; but trees, earthworms and moles are no longer able to survive in
        
        4.2.a.8: When environments change, some organisms can accommodate the change by eating different foods or finding different shelters (for example, hawks nest on city buildings and consume pigeons and rats). Those organisms that can no longer meet their basic needs
      - 4.3: Water has a major role in shaping the earth's surface.
        
        4.3.a: Water circulates through the earth's crust, oceans and atmosphere.
        
        4.3.a.1: Water is continuously moving between Earth’s surface and the atmosphere in a process called the water cycle. Heat energy from the sun causes water on Earth to change to a gas and rise into the atmosphere, where it cools, condenses into tiny droplets in cl
        
        4.3.a.2: Most precipitation that falls to Earth goes directly into oceans. Some precipitation falls on land and gravity causes it to flow downhill in streams.
        
        4.3.a.3: Rain or snowmelt in high elevations flows downhill in many streams which collect in lower elevations to form a river that flows downhill to an ocean, a lake or a sea.
        
        4.3.a.4: Water moving across the earth pushes along soil particles (sediment) and wears away pieces of rock in a process called erosion. Streams and rivers carry away rock and sediment from some areas and deposit them in other areas, creating new landforms or chan
        
        4.3.a.5: The amount of erosion in an area, and the type of earth material that is moved, are affected by the amount of moving water, the speed of the moving water, and by how much vegetation covers the area.
        
        4.3.a.6: The speed of a river’s flow depends on the slope of the land, the amount of sediment it carries, and the shape of its channel (straight or meandering).
        
        4.3.a.7: The speed of a river’s flow affects the amount of earth material that is pushed along or left behind in floodplains and deltas. Rivers flow through and reshape valleys as they move between mountains or hills.
        
        4.3.a.8: Water moving in ocean waves carries sand, shells and debris away from some coastal areas and deposits them in new areas, changing the shape of the coastline.
        
        4.3.a.9: Erosion is constantly reshaping the earth’s land surface. Sometimes the effects of erosion are immediate (for example, a flash flood or a hurricane) and sometimes the effects of erosion take a long time (for example, the changing course of a river or the
      - 4.4: Electrical and magnetic energy can be transferred and transformed.
        
        4.4.a: Electricity in circuits can be transformed into light, heat, sound and magnetic effects.
        
        4.4.a.1: Electric current flows (is transferred) from an energy source (battery) through a continuous loop (circuit) and back to the source. A complete circuit (also called a closed circuit) forms a closed loop that allows electric current to flow; an incomplete c
        
        4.4.a.2: Complete circuits can be made by connecting wires, batteries and bulbs in certain sequences. Circuits are completed only when certain parts of a battery, a bulb or a wire are touching (making contact). Circuit diagrams show the relative positions of batte
        
        4.4.a.3: Conductors are materials that allow electric current to flow through them in an electric circuit. An open circuit can be completed by inserting a conductive material. If a bulb stays lit when an object is added to an electric circuit, the material is a co
        
        4.4.a.4: Insulators are materials that do not allow electric current to flow through them in an electric circuit. If a bulb does not stay lit when an object is added to an electric circuit, the material is an insulator.
        
        4.4.a.5: Conductors can be tested to compare how easily they allow electricity to flow through them.
        
        4.4.a.6: Electrical energy is changed (transformed) into light and heat energy as it passes through a bulb in a circuit. Electrical energy can be transformed into sound energy as it passes through a bell or a radio in a circuit.
        
        4.4.a.7: Adding batteries or bulbs to a circuit can produce observable changes.
        
        4.4.a.8: Electricity flowing through an electrical circuit produces magnetic effects in the wires. The electromagnet can be turned on and off, and its strength can be varied and measured.
        
        4.4.b: Magnets can make objects move without direct contact between the object and the magnet.
        
        4.4.b.1: Magnets pull on (“attract”) objects made of iron or that have iron in them. Materials can be identified using magnets, and mixtures of materials can be separated using magnets.
        
        4.4.b.2: Some areas of a magnet have stronger magnetic attraction than other areas.
        
        4.4.b.3: Magnets can pull (attract) or push (repel) other magnets.
        
        4.4.b.4: The ends of a magnet are called “poles.” A magnet’s poles are often referred to as “north” and “south.” When the north pole of one magnet is placed near the north pole of another magnet, they repel each other; when the south pole of one magnet is placed n
        
        4.4.b.5: A magnet’s push or pull can cause a magnetic object or another magnet to move without direct contact. The strength of a magnet’s attractive force can be measured by recording the number or mass of the objects it attracts or the distance across which it at
        
        4.4.b.6: When a magnet, or a magnetized object such as a compass needle, is allowed to swing freely, its ends will point toward the earth’s magnetic north and south poles.
        
        4.4.b.7: Magnets and electromagnets have many uses in everyday life. Examples may include paper clip containers, refrigerator door seals, shower curtain weights, or a compass.
    - Grade 5
      - 5.1: Sound and light are forms of energy.
        
        5.1.1: Generalize that vibrating objects produce sound if the vibrations are transferred from the object through another material (e.g., air, a solid, or a liquid).
        
        5.1.10: Explain that all visible objects are reflecting some light to the human eye.
        
        5.1.11: Contrast the way light is reflected by a smooth, shiny object (e.g., mirror or pool of water) and how light is reflected by other objects.
        
        5.1.12: Measure angles to predict the path of light reflected by a mirror.
        
        5.1.13: Determine whether a material is opaque, transparent or translucent based on how light passes through it.
        
        5.1.14: Design and conduct light absorption experiments that vary the size, length, direction and clarity of a shadow by changing the position of the light-blocking object or the light source.
        
        5.1.2: Demonstrate how the loudness, pitch and quality/timbre of sound can be varied.
        
        5.1.3: Design and conduct investigations to determine factors that affect pitch.
        
        5.1.4: Describe the properties of materials that reflect or absorb sound.
        
        5.1.5: Analyze properties of materials that cause sound to be reflected or absorbed, then apply findings to design a device that reflects or absorbs sound.
        
        5.1.6: Construct simple musical instruments (e.g., rubber band guitars, drums, etc.) that produce sounds with various pitches, volume and timbres.
        
        5.1.7: Provide evidence that light travels in straight lines away from a source in all directions.
        
        5.1.8: Investigate how light is refracted as it passes through a lens or through one transparent material to another.
        
        5.1.9: Demonstrate that white light is composed of many colors.
      - 5.2: Perceiving and responding to information about the environment is critical to the survival of organisms.
        
        5.2.1: Explain the role of sensory organs in perceiving stimuli (e.g., light/dark, heat/cold, flavors, pain, etc.)
        
        5.2.2: Pose testable questions and design experiments to determine factors that affect human reaction time.
        
        5.2.3: Conduct simple tests to explore the capabilities of the human senses.
        
        5.2.4: Summarize nonfiction text to explain the role of the brain and spinal cord in responding to information received from the sense organs.
        
        5.2.5: Identify the major structures of the human eye, ear, nose, skin and tongue, and explain their functions.
        
        5.2.6: Draw diagrams showing the straight path of light rays from a source to a reflecting object to the eye, allowing objects to be seen.
        
        5.2.7: Describe the properties of different materials and the structures in the human eye enable humans to perceive color.
      - 5.3: Most objects in the solar system are in a regular and predictable motion.
        
        5.3.1: Explain the motion of the earth relative to the sun that causes Earth to experience cycles of day and night.
        
        5.3.2: Construct models demonstrating Earth’s rotation on its axis, the moon’s revolution around the earth, and the earth and moon revolving around the sun.
        
        5.3.3: Distinguish between the sun as a source of light and the moon as a reflection of that light.
        
        5.3.4: Observe and record the moon’s appearance over time and analyze findings to describe the cyclical changes in its appearance from Earth (moon phases).
        
        5.3.5: Relate the moon phases to changes in the moon’s position relative to the earth and sun during its 29-day revolution around the earth.
      - 5.4: Humans have the capacity to build and use tools to advance the quality of their lives.
        
        5.4.1: Generalize that optical tools, such as binoculars, telescopes, eyeglasses or periscopes, change the path of light by reflecting or refracting it.
        
        5.4.2: Construct simple periscopes and telescopes, and analyze how the placement of their lenses and mirrors affects the quality of the image formed.
        
        5.4.3: Evaluate the best optical instrument to perform a given task.
        
        5.4.4: Design and conduct simple investigations to determine how the shape of a lens or mirror (concave, convex, flat) affects the direction in which light rays travel.
        
        5.4.5: Explain how eyeglasses or contact lenses improve vision by changing the path of light to the retina.
        
        5.4.6: Analyze the similarities and differences between structures of the human eye and those of a simple camera.
    - Grade 5 Grade Level Concepts
      - 5.1: Sound and light are forms of energy.
        
        5.1.a: Sound is a form of energy that is produced by the vibration of objects and is transmitted by the vibration of air and objects.
        
        5.1.a.1: There are a variety of sounds in our environment. Sounds have characteristics, such as loudness, pitch and quality (or “timbre”), that allow them to be identified.
        
        5.1.a.2: For sound to occur, there must be a vibrating object, a material through which the vibrations are transferred (for example, air or water), and a receiver (for example, an ear) to perceive the sound.
        
        5.1.a.3: Objects can be caused to vibrate by actions such as striking, strumming, bowing, plucking or blowing.
        
        5.1.a.4: Sounds can vary in loudness (“volume”). Volume is affected by the strength of the force causing the vibration. For example, striking a drum forcefully or gently produces sounds with different volumes.
        
        5.1.a.5: Sounds can have a high or low tone (“pitch”). The pitch of a sound depends on the speed of the vibration. Objects that vibrate quickly have a high pitch, while those that vibrate slowly have a low pitch.
        
        5.1.a.6: Pitch is affected by characteristics such as the shape, length, tension or thickness of the vibrating material (for example, the vibrating material may be a string, a glass, a wire or a drum).
        
        5.1.a.7: Sound travels (is “transmitted”) through materials by causing them to vibrate. Sound is not transmitted if there are no materials to vibrate. Solids, liquids and gases (air) transmit sound differently.
        
        5.1.a.8: Sounds can be reflected or absorbed, depending on the properties of the material it hits. Sound tends to bounce off smooth, hard surfaces, producing an echo; sound tends to be absorbed by soft, porous surfaces, producing a muffled sound.
        
        5.1.b: Light is a form of energy that travels in a straight line and can be reflected by a mirror, refracted by a lens, or absorbed by objects.
        
        5.1.b.1: Light travels in straight paths away from a source of illumination in all directions until it hits an object. Some sources of illumination produce their own light (for example, the sun, fire, light bulb); other sources of illumination reflect light produc
        
        5.1.b.2: Light interacts with objects in various ways; it can be reflected off the object, absorbed by the object, or refracted through the object.
        
        5.1.b.3: Materials can be classified based on how much light passes through them. Transparent materials allow most light to pass through them. Translucent materials allow some light to pass through them. Opaque materials do not allow any light to pass through them
        
        5.1.b.4: Objects that have flat, smooth surfaces reflect light and produce a mirror-like image. Objects that have curved or uneven surfaces scatter the reflected light and produce distorted or blurry images.
        
        5.1.b.5: Light always reflects away from a mirror at the same angle that it hits the mirror. The angle of incoming light equals the angle of reflected light.
        
        5.1.b.6: Objects that block light traveling from a source produce shadows. The shape, length, direction and clarity of a shadow depend on the shape and position of the object, and the location of the light source.
        
        5.1.b.7: Light changes direction (“refracts”) as it passes from one transparent material to another (for example, as it passes from air to water or through lenses.
      - 5.2: Perceiving and responding to information about the environment is critical to the survival of organisms.
        
        5.2.a: The sense organs perceive stimuli from the environment and send signals to the brain through the nervous system.
        
        5.2.a.1: Animals have sense organs that are structured to gather information about their environment. Information perceived by the senses allows animals to find food, water, mates and protection.
        
        5.2.a.10: Human skin is structured to detect information related to texture, temperature, pressure and vibration. Each sensation has different receptors distributed around the body; some areas of the body have greater concentrations of receptors for certain sensati
        
        5.2.a.11: Human noses are structured to collect and detect chemicals floating in the air (odors). Tiny hairs behind the nose have special receptors that respond to airborne chemicals and produce electrical signals that are transmitted to different parts of the brai
        
        5.2.a.12: Human tongues are sense organs that are structured for detecting chemicals dissolved in saliva (flavors). Taste buds respond to 4 basic tastes: salty, sweet, sour and bitter. Special receptors in taste buds respond to tastes and produce electrical signals
        
        5.2.a.2: Each sense organ perceives specific kinds of stimuli. Some human senses are more or less developed than the senses of other animals.
        
        5.2.a.3: Sense organs transfer information through a network of nerves to the brain where it is interpreted and responded to. The brain responds by sending messages to all parts of the body. The type of response and the amount of time it takes for the response to
        
        5.2.a.4: The human ear is structured to collect sound vibrations from the environment and pass them through the middle ear (eardrum and small bones) and inner ear (hair-lined tubes) to the auditory nerve where they are transformed into electrical signals that are
        
        5.2.a.5: The human eye is structured to collect light through the cornea and the pupil. The amount of light that enters the eye is controlled by the iris. The cornea and the lens refract the light and focus it onto the retina and the optic nerve where it is transf
        
        5.2.a.6: For anything to be visible, light must be present. For a person to see an object, the light it reflects or produces must have a straight, unobstructed path to the eye.
        
        5.2.a.7: Human eyes have receptors for perceiving shades of red, orange, yellow, green, blue, indigo and violet.
        
        5.2.a.8: Sunlight (or “white light”) is a combination of colors. White light passed through prisms, water droplets or diffraction gratings can be refracted to show its component colors: red, orange, yellow, green, blue, indigo and violet.
        
        5.2.a.9: The perceived color of an object depends on the color of the light illuminating it and the way the light interacts with the object. The color humans see is the color that is reflected by the object. For example, an object that appears green is absorbing a
      - 5.3: Most objects in the solar system are in a regular and predictable motion.
        
        5.3.a: The positions of the earth and moon relative to the sun explain the cycles of day and night, and the monthly moon phases.
        
        5.3.a.1: The sun, Earth and its moon are spherical objects that move in two ways: they spin (rotate) and they change positions relative to each other (revolve).
        
        5.3.a.2: The sun is a star that produces light that travels in straight lines away from the sun in all directions. Light from the sun illuminates objects that reflect light, including Earth and its moon. The side of the earth that is facing the sun experiences day
        
        5.3.a.3: The amount of time it takes for the earth to rotate once on its axis is regular and predictable (24 hours), and is called “a day.” Earth’s rotation makes it appear as if the sun is moving across the sky from east to west.
        
        5.3.a.4: The moon is a rocky object that revolves around the earth in a circular path called an orbit. The amount of time it takes for the moon to revolve once around the earth is about 29 days and is called a “lunar month.”
        
        5.3.a.5: Half of the moon is always illuminated by the sun. Phases of the moon occur because a different portion of the lit half of the moon is visible from Earth each day as the moon revolves around the earth.
        
        5.3.a.6: The changes in the moon’s phases occur in a regular and predictable sequence. At predictable periods during the lunar cycle, the moon is visible in either the daytime or the nighttime sky.
        
        5.3.a.7: At the beginning of a lunar month, no lit part of the moon is visible from Earth (new moon). As the moon progresses through the first two quarters of its complete trip around the earth, larger portions of the right side of the moon are illuminated each da
        
        5.3.a.8: Like the sun, the moon appears to rise at the eastern horizon and set at the western horizon due to the earth’s rotation. From one day to the next, when observed at the same time from the same location, the moon’s position in the sky varies in predictable
      - 5.4: Humans have the capacity to build and use tools to advance the quality of their lives.
        
        5.4.a: Advances in technology allow individuals to acquire new information about the world.
        
        5.4.a.1: People design optical tools (for example, binoculars, telescopes, eyeglasses or periscopes) that enable them to see things better or to see what cannot be seen by human eyes alone. Optical tools change the path of light by reflecting or refracting it.
        
        5.4.a.2: Throughout history new optical technologies have led to new discoveries and understandings that change people’s lives.
        
        5.4.a.3: Periscopes allow people to see things that are not within their line of sight (for example, around corners, over walls, under a table, or above the ocean’s surface from a submerged submarine).
        
        5.4.a.4: Telescopes make distant objects appear larger (and therefore closer).
        
        5.4.a.5: Magnifiers, such as hand lenses, microscopes or make-up mirrors, make objects appear larger.
        
        5.4.a.6: The shape of a lens or mirror (concave, convex or flat) affects the direction in which light travels:
        
        5.4.a.6.a: Telescopes focus light using a lens that refracts the light (refracting telescope) or a curved mirror that reflects the light (reflecting telescope).
        
        5.4.a.6.b: Periscopes use flat mirrors to reflect light to change its path.
        
        5.4.a.6.c: Magnifying glasses use convex lenses to refract light so that objects appear larger.
        
        5.4.a.7: Some human eyes do not focus light properly onto the retina. Eyeglasses are lenses that improve vision by changing the path of light (refracting it) so it forms an image on the retina.
        
        5.4.a.8: Cameras have parts that function similarly to the human eye: HUMAN: Eyelid, Pupil, Cornea, Retina CAMERA: Lens cap, Lens opening, Lens, Film (or digital medium) FUNCTION: Protect interior parts, Allow light to enter, Focus light rays on a a point, Respond
    - Grade 6
      - 6.1: Materials can be classified as pure substances or mixtures, depending on their chemical and physical properties.
        
        6.1.1: Distinguish between mass and density.
        
        6.1.2: Explain that density is a ratio of mass to volume. Use density to identify elements or separate mixtures.
        
        6.1.3: Demonstrate that different substances float or sink in water depending on their density.
        
        6.1.4: Compare and contrast the properties of a metals, nonmetals and metalloids.
        
        6.1.5: Differentiate between a mixture and an element or compound and identify examples.
        
        6.1.6: Conduct and report on an investigation that uses physical means such particle size, density, solubility or magnetism to separate substances in a mixture.
        
        6.1.7: Use the patterns in the Periodic Table to locate metals, metalloids and nonmetals and to predict the general characteristics of an element.
        
        6.1.8: Compare and contrast physical and chemical changes, and use evidence to support or refute a claim that a chemical reaction has occurred.
      - 6.2: An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact.
        
        6.2.1: Explain the interdependence between biotic and abiotic factors within a given ecosystem.
        
        6.2.2: Design and conduct a scientific investigation to explore the porosity and permeability of soils and their ability to support different plant life.
        
        6.2.3: Present an oral or written argument to support the claim that “The sun is the source of energy to support life on Earth.”
        
        6.2.4: Investigate and report on the effects of abiotic factors on a plant’s ability to carry out photosynthesis.
        
        6.2.5: Compare and contrast the energy transfers and matter cycling among producers, consumers and decomposers in varied Connecticut ecosystems.
        
        6.2.6: Create and interpret graphs that illustrate relationships between predator-prey populations over time.
        
        6.2.7: Evaluate the impacts of environmental changes caused by nature and by humans.
      - 6.3: Variations in the amount of the sun’s energy hitting the earth’s surface affects daily and seasonal weather patterns.
        
        6.3.1: Compare the composition and functions of the earth’s atmospheric layers.
        
        6.3.10: Explain the causes of temperature differences between coastal and inland areas.
        
        6.3.2: Explain how changes in temperature, pressure, moisture and density of air create weather.
        
        6.3.3: Describe differences between climate and weather.
        
        6.3.4: Demonstrate the arrangement and motion of atoms or molecules in solids, liquids and gases.
        
        6.3.5: Predict the phase change that will result from the absorption or release of heat energy by solids, liquids or gases.
        
        6.3.6: Create models or diagrams that demonstrate how solar energy drives different phases of the water cycle.
        
        6.3.7: Design, conduct and report in writing an investigation to compare the heat absorption and release rates of water and earth materials.
        
        6.3.8: Compare and contrast conditions that cause local sea breezes/land breezes and global wind patterns.
        
        6.3.9: Predict the type of weather that may result given certain cloud types, warm and cold fronts and air pressure.
      - 6.4: Water moving across and through earth materials carries with it the products of human activities.
        
        6.4.1: Discuss and chart the reasons why water is essential for life.
        
        6.4.2: Observe, analyze and record the unique physical and chemical properties of water.
        
        6.4.3: Research the differences in quantities between fresh water (solid and liquid) and salt water covering the earth’s surface and report on the impact to humans.
        
        6.4.4: Investigate and explain in writing how substances, both harmful and beneficial, dissolve in and are carried by surface and ground water.
        
        6.4.5: Use appropriate maps to locate and identify the major watersheds that drain into Long Island Sound and analyze how the topography influences the way water moves in the Long Island Sound watershed.
        
        6.4.6: Research and evaluate in writing the effects of common point and nonpoint water pollutants in Connecticut.
        
        6.4.7: Compare and contrast the general structures, processes and limitations of a septic system to a secondary wastewater treatment plant.
        
        6.4.8: Debate the effectiveness of a law designed to protect water resources.
    - Grade 6 Grade Level Concepts
      - 6.1: Materials can be classified as pure substances or mixtures, depending on their chemical and physical properties.
        
        6.1.a: Mixtures are made of combinations of elements and/or compounds, and they can be separated by using a variety of physical means.
        
        6.1.a.1: Everything is made of matter. All matter has mass and takes up space (volume). Mass differs from weight in that it is unrelated to gravitational forces.
        
        6.1.a.2: Characteristic properties of matter, such as magnetic attraction, conductivity, density, boiling point, melting point and solubility, can be used to identify substances. Characteristic properties do not vary with the amount of the substance.
        
        6.1.a.3: Mixtures are combinations of substances in which each substance keeps its individual properties. In some mixtures, individual components can be seen (for example, rocks, twigs, insects and leaves are visible components of soil); in other mixtures, the ind
        
        6.1.a.4: Mixtures can be separated using different methods, depending on the physical properties of the component substances. Filtering, evaporating, distilling, floating/settling, dissolving, and using magnets are all methods for separating mixtures based on the
        
        6.1.a.5: Solutions consist of solvents and solutes where the particles of the solute have dissolved and spread evenly throughout the solvent. The capacity of a solvent to hold solute is usually limited.
        
        6.1.b: Pure substances can be either elements or compounds, and they cannot be broken down by physical means.
        
        6.1.b.1: All matter is made of pure substances called elements. Each element consists of tiny particles called atoms. The atoms of an individual element are similarly structured and have the same mass, while the atomic structure of every one of the elements is uni
        
        6.1.b.2: The Periodic Table of Elements is used to organize the elements into groups or families that have similar properties. Element names are represented by letter symbols on the Periodic Table.
        
        6.1.b.3: Some elements, such as iron (“Fe”) and aluminum (“Al”), are classified as metals because they have similar properties. Most metals are solid, lustrous and good conductors of heat and electricity.
        
        6.1.b.4: Some elements, such as carbon (“C”), hydrogen (“H”), oxygen (“O”) and chlorine (“Cl”), are classified as nonmetals. Nonmetals can be solids, liquids or gases and are usually not conductors of heat or electricity. Carbon is a common nonmetal that occurs in
        
        6.1.b.5: Some elements, such as silicon or arsenic, are classified as metalloids. These elements have some properties of metals and some properties of nonmetals.
        
        6.1.b.6: Atoms can bond together to make a molecule of a new substance called a compound. A molecule is the smallest part of a compound and is made of atoms of different elements in specific amounts. Unlike mixtures, compounds cannot be separated into their compon
        
        6.1.b.7: Compounds have different properties than the individual elements of which they are made. For example, table salt (NaCl) and water (H20) are compounds with different properties from the elements from which they are made.
        
        6.1.b.8: Chemical changes differ from physical changes in that atoms are rearranged to form new substances or compounds. Some common chemical reactions include rusting, burning, photosynthesis and the reaction between vinegar and baking soda.
        
        6.1.b.9: In a chemical reaction, the same amount of matter (mass) is present at the start and the end.
      - 6.2: An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact.
        
        6.2.a: Populations in ecosystems are affected by biotic factors, such as other populations, and abiotic factors, such as soil and water supply.
        
        6.2.a.1: Ecosystems are complex interactions among living things and the features of the environment they inhabit. The environmental (abiotic) features of an environment determine the living (biotic) things that can survive there. Environmental features include th
        
        6.2.a.10: All organisms cause changes to the environment in which they live. Some of the changes caused by organisms can be helpful to the ecosystem and others can be harmful.
        
        6.2.a.2: Interactions among biotic and abiotic factors support the flow of energy and cycling of materials such as oxygen, carbon dioxide and nitrogen in ecosystems.
        
        6.2.a.3: Soil is a mixture of materials that includes weathered rocks and decomposed organic material, as well as air and water. Soils vary from place to place. The composition of soils affects how air and water move through the soil, and this influences the varie
        
        6.2.a.4: Water is a mixture of materials that includes dissolved oxygen and minerals as well as suspended sediments and debris.
        
        6.2.a.5: The quality and quantity of soil and water in an ecosystem affect the numbers and variety of plants and animals.
        
        6.2.a.6: Plants and animals within an ecosystem interact in various ways as they compete for limited resources (e.g., food, water, living space). Relationships among organisms can be beneficial or harmful to one or both organisms.
        
        6.2.a.7: Populations of species within an ecosystem are affected by the availability and quality of resources such as food, water, living space, or mates.
        
        6.2.a.8: Predator-prey relationships contribute to controlling populations in an ecosystem. Increases or decreases in prey populations result in corresponding increases or decreases in predator populations. A balanced population of predators and prey increases the
        
        6.2.a.9: Populations can be reduced or increased by environmental changes caused by nature (e.g., droughts, forest fires or disease) and by humans (climate change, land development or overhunting).
        
        6.2.b: Populations in ecosystems can be categorized as producers, consumers and decomposers of organic matter.
        
        6.2.b.1: The sun is the main source of energy on Earth. During photosynthesis, green plants use the energy of sunlight to change the elements in carbon dioxide (CO2) and water (H20) into materials (simple carbohydrates) that are a source of energy for the plant to
        
        6.2.b.10: An energy pyramid is a model that shows the availability and use of energy in an ecosystem. A large number of producers and primary consumers support a smaller number of higher-level consumers due to the consumption and loss of energy at each consumer lev
        
        6.2.b.2: Photosynthesis is affected by abiotic factors such as amount of sunlight, availability of water and air temperature.
        
        6.2.b.3: Green plants are the producers in an ecosystem; they rely directly on sunlight to produce the materials they use for energy.
        
        6.2.b.4: Plants are a source of energy (food) and nutrients for animals that consume them. Energy passed to consumers that eat plants came indirectly from the sun as a result of photosynthesis. Some animals consume plants, and other animals consume animals that ea
        
        6.2.b.5: Consumers are adapted for eating different foods: herbivores are consumers that eat only plants; carnivores are consumers that eat only animals; omnivores are consumers that eat both plants and animals.
        
        6.2.b.6: Decomposers (mainly bacteria and fungi) consume dead plants and animals and break down organic materials, returning nutrients to the environment for reuse by other organisms.
        
        6.2.b.7: Food chains are models that show how materials and energy are transferred from producers to different levels of consumers in an ecosystem. The basis of every food chain is the energy stored in green plants.
        
        6.2.b.8: Food webs are models that show the complex variety of energy sources available to most consumers in an ecosystem.
        
        6.2.b.9: Connecticut has forest and park ecosystems, as well as fresh water and marine ecosystems that include a variety of plants and animals.
      - 6.3: Variations in the amount of the sun’s energy hitting the earth’s surface affects daily and seasonal weather patterns.
        
        6.3.a: Local and regional weather are affected by the amount of solar energy the area receives and proximity to a large body of water.
        
        6.3.a.1: Earth is surrounded by layers of gases (atmosphere) that influence the environmental conditions on its surface. Earth’s atmosphere (air) is a mixture of different amounts of gases (mainly nitrogen and oxygen, along with small amounts of carbon dioxide, wa
        
        6.3.a.10: Wind is caused by air moving from areas of high pressure to low pressure. Local winds result from air pressure differences caused by uneven heating of land and water. Near coastal areas, land and sea breezes change predictably during the day/night cycle d
        
        6.3.a.11: Global winds are caused by the rising of warm equatorial air and the sinking of cold polar air.
        
        6.3.a.12: Water on Earth evaporates into the atmosphere (humidity) driven by energy from the sun. Higher temperature causes more evaporation. Clouds form when warm, moist air evaporates, rises and cools, causing its molecules to condense onto tiny dust particles su
        
        6.3.a.13: Weather on Earth is caused by daily variations in the temperature, pressure and humidity of different bodies of air (air masses). Decreasing air pressure usually indicates that cloudy, wet weather is approaching. Increasing air pressure usually indicates
        
        6.3.a.14: Areas of warm air meet areas of cold air at a “front.” Precipitation generally results where a cold and a warm air mass meet. Areas of cold air move under areas of warm air, forcing the warm air to rise, cool and condense to form clouds; areas of warm air
        
        6.3.a.15: Connecticut weather is influenced by its closeness to the Atlantic Ocean and Long Island Sound. Water temperature causes coastal temperatures to be cooler in summer and warmer in winter than temperatures inland.
        
        6.3.a.16: Connecticut often has rapidly changing weather because three patterns of moving air interact here: cold, dry air from the north, warm, moist air from the Atlantic Ocean coastline, and air moving across the US from west to east.
        
        6.3.a.2: Weather on Earth is caused by the daily changes in the temperature, pressure and amount of moisture in the lower atmosphere.
        
        6.3.a.3: Climate is the long-term conditions experienced by different regions on earth, and is influenced by the amount of solar energy penetrating the atmosphere to reach Earth’s surface.
        
        6.3.a.4: The atmosphere allows solar energy to pass through it and reach Earth’s surface. Carbon dioxide and water vapor in the atmosphere absorb some of the outgoing heat energy, preventing it from going back into space.
        
        6.3.a.5: The molecules that make up all matter are in constant motion. Solids, liquids and gases differ in the movement and arrangements of their molecules. Molecules in gases move randomly and independently of one another. Molecules in liquids move around each ot
        
        6.3.a.6: When heat energy is added to a substance, its molecules move faster and spread apart from each other. When heat energy is removed, molecules move slower and come closer together.
        
        6.3.a.7: Matter changes state (phase change) due to the absorption or release of heat energy. If enough heat energy is absorbed, the molecules of a solid overcome the forces holding them together, move farther apart and change to a liquid state (melt); molecules o
        
        6.3.a.8: Solar energy is absorbed by different surfaces on the earth and radiated back to warm the atmosphere. Land absorbs solar energy at a faster rate, and releases it at a faster rate, than water. Air temperature above the land or water depends on the amount o
        
        6.3.a.9: Air molecules constantly press on and around objects on Earth (air pressure). Due to the pull of Earth’s gravity, air pressure close to Earth’s surface is always greater than air higher in the atmosphere. Temperature of air molecules affects their density
      - 6.4: Water moving across and through earth materials carries with it the products of human activities.
        
        6.4.a: Most precipitation that falls on Connecticut eventually reaches Long Island Sound.
        
        6.4.a.1: Water is essential for life and is a distinguishing feature of Earth among the planets in our solar system. Humans and other organisms use water in various ways.
        
        6.4.a.10: Point source pollution, such as untreated sewage, industrial or recreational waste, can be discharged directly into the Sound if it is not regulated and controlled.
        
        6.4.a.11: Nonpoint source pollution is difficult to trace or control because it originates across the large watershed area that drains into Long Island Sound. A major contaminant reaching Long Island Sound by way of watersheds is nitrogen.
        
        6.4.a.12: Drinking water may come from groundwater sources accessed by drilling wells, or from surface water reservoirs.
        
        6.4.a.13: People’s use of water adds waste products and harmful materials to the water which must be removed before returning the water to the environment. Wastewater can be purified using various physical, biological and chemical processes.
        
        6.4.a.14: Septic systems use settling and bacterial digestion to break down wastes in a holding tank; then the water is further purified as it is spread across a leaching field and percolates through layers of soil.
        
        6.4.a.15: Sewage treatment facilities are required in densely populated areas. Sewage treatment facilities use multiple filtration, biological and chemical methods to purify water before returning the water to the environment.
        
        6.4.a.16: Laws, regulations and remedial actions have helped to protect and restore water resources.
        
        6.4.a.2: The surface of Earth is largely covered with water, most of which is saltwater found in oceans. Only freshwater is drinkable, and it is found on the land (surface water), beneath the ground (groundwater), and frozen in glaciers.
        
        6.4.a.3: Water is a universal solvent that dissolves and carries many substances through the environment (for example, acid rain, calcium, carbon dioxide, oxygen, salt, metals, etc.). Many substances that are dissolved in water may be either harmful (pollutants) o
        
        6.4.a.4: Some water that falls to Earth as precipitation soaks into the ground, some evaporates almost immediately, and some moves across earth’s surfaces filling streams, rivers and reservoirs. Factors affecting whether water seeps into the ground include the amo
        
        6.4.a.5: Water moving beneath the earth’s surface is influenced by size of and spaces between the particles in rock and soils.
        
        6.4.a.6: Water moving across the earth’s surface is affected by the shape and slope of the land and the properties of the surface materials it encounters. The area draining into a river system or other body of water is a watershed. Folds and faults in Connecticut’
        
        6.4.a.7: Water moving through a watershed picks up, suspends or dissolves various substances produced by nature and by human activities. The quality and usability of water depend on what materials have been picked up, carried and concentrated in the water.
        
        6.4.a.8: Water quality is important to support a variety of aquatic life and for human consumption. Water quality is evaluated by measuring indicators such as levels of dissolved oxygen, pH, turbidity and the presence of other dissolved substances. Substances such
        
        6.4.a.9: Water entering Long Island Sound carries with it the products of human use. These pollutants negatively impact the aquatic life, commercial and recreational uses of the Sound.
    - Grade 7
      - 7.1: Energy provides the ability to do work and can exist in many forms.
        
        7.1.1: Calculate work done on an object as force or distance varies.
        
        7.1.2: Explain in writing how the six simple machines make work easier but do not alter the amount of work done on an object.
        
        7.1.3: Determine ways to modify a simple machine (inclined plane, pulley and lever) to improve its mechanical advantage.
        
        7.1.4: Defend the statement, “Work output of a machine is always less than work input because of energy lost due to friction.”
        
        7.1.5: Design and create a working compound machine from several simple machines.
        
        7.1.6: Use a diagram or model of a moving object (roller coaster, pendulum, etc.) to describe the conversion of potential energy into kinetic energy and vice versa.
        
        7.1.7: Discuss different forms of energy and describe how they can be converted from one form to another for use by humans (e.g., thermal, electrical, light, chemical, mechanical).
        
        7.1.8: Trace energy conversions that occur in the human body.
        
        7.1.9: Calculate potential and kinetic energy and relate those quantities to total energy in a system.
      - 7.2: Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance.
        
        7.2.1: Compare and contrast living organisms that are single celled with multicellular organisms.
        
        7.2.10: Label the major parts of the human digestive system and explain in writing the function of each part in the chemical and physical breakdown of food (mouth, esophagus, stomach, small intestine, large intestine and rectum).
        
        7.2.2: Illustrate and describe in writing the structure and the function of the cell membrane, cytoplasm, mitochondria and nucleus in an animal cell.
        
        7.2.3: Explain how the structure and function of multicellular organisms (animals) is dependent on the interaction of cells, tissues, organs and organ systems.
        
        7.2.4: Investigate and explain in writing the basic structure and function of the human skeletal system.
        
        7.2.5: Differentiate between the structures and range of motion associated with ball, socket and hinge joints and relate human joints to simple machines.
        
        7.2.6: Demonstrate how the muscles, tendons, ligaments and bones interact to support the human body and allow movement.
        
        7.2.7: Label the major parts of the human respiratory system and explain in writing the function of each part (nasal cavity, trachea, bronchi, lungs and diaphragm).
        
        7.2.8: Label the major parts of the human circulatory system and explain in writing the function of each part (heart, veins, arteries and capillaries).
        
        7.2.9: Design and conduct controlled variable experiments to analyze the interaction between the circulatory and respiratory systems as the demand for oxygen changes.
      - 7.3: Landforms are the result of the interaction of constructive and destructive forces over time.
        
        7.3.1: Illustrate and describe in writing the composition of the three major layers of the earth’s interior.
        
        7.3.10: Observe and report on the geological events that are responsible for having shaped Connecticut’s landscape.
        
        7.3.2: Explain how Earth’s internal energy is transferred to move tectonic plates.
        
        7.3.3: Demonstrate the processes of folding and faulting of the earth’s crust.
        
        7.3.4: Correlate common geological features/events (deep sea trenches, mountains, earthquakes, volcanoes) with the location of plate boundaries.
        
        7.3.5: Examine and compare geological features that result from constructive forces shaping the surface of the earth over time (e.g., mountains, ridges, volcanoes) with geological features that result from destructive forces shaping the surface of the earth over
        
        7.3.6: Analyze and interpret data about the location, frequency and intensity of earthquakes.
        
        7.3.7: Compare and contrast the major agents of erosion and deposition of sediments: running water, moving ice, wave action, wind and mass movement due to gravity.
        
        7.3.8: Investigate and determine how glaciers form and affect the earth’s surface as they change over time.
        
        7.3.9: Distinguish between weathering and erosion.
      - 7.4: Technology allows us to improve food production and preservation, thus improving our ability to meet the nutritional needs of growing populations.
        
        7.4.1: Investigate and describe in writing different types of microbes and the environmental conditions necessary for their survival.
        
        7.4.2: Describe the optimum conditions for rapid bacterial growth.
        
        7.4.3: Illustrate and describe the structural differences between bacterial and animal cells.
        
        7.4.4: Discover and discuss how humans use bacteria to produce food and identify examples.
        
        7.4.5: Compare and contrast the role of bacteria in food production and food spoilage.
        
        7.4.6: Evaluate and report how each method of food preservation including dehydration, pickling, irradiation and refrigeration works to stop or inhibit bacterial growth and give examples of each.
    - Grade 7 Grade Level Concepts
      - 7.1: Energy provides the ability to do work and can exist in many forms.
        
        7.1.a: Work is the process of making objects move through the application of force.
        
        7.1.a.1: In order for an object to change its motion, a push/pull (force) must be applied over a distance.
        
        7.1.a.10: The mechanical advantage of a simple machine indicates how useful the machine is for performing a given task by comparing the output force to the input force. The mechanical advantage is the number of times a machine multiplies the effort force. The longe
        
        7.1.a.11: The mechanical advantage of a machine can be calculated by dividing the resistance force by the effort force. Usually, the resistance force is the weight of the object in newtons.
        
        7.1.a.12: Simple machines always produce less work output than work put in because some motion energy is converted to heat and sound energy by friction.
        
        7.1.a.2: Work is a scientific concept that expresses the mathematical relationship between the amount of force needed to move an object and how far it moves. For work to be done, a force must be applied for a distance in the same direction as the motion. An object
        
        7.1.a.3: Work (measured in joules) is calculated by multiplying the force (measured in newtons) times the distance (measured in meters). When an object is lifted, the work done is the product of the force of gravity (weight) times the height the object is lifted.
        
        7.1.a.4: Simple machines can be used to do work. People do “input” work on a simple machine which, in turn, does “output” work in moving an object. Simple machines are not used to change the amount of work to move or lift an object; rather, simple machines change
        
        7.1.a.5: Simple machines work on the principle that a small force applied over a long distance is equivalent work to a large force applied over a short distance.
        
        7.1.a.6: Some simple machines are used to move or lift an object over a greater output distance (snow shovel), or change direction of an object’s motion, but most are used to reduce the amount of effort (input force) required to lift or move an object (output forc
        
        7.1.a.7: An inclined plane is a simple machine that reduces the effort force needed to raise an object to a given height. The effort force and distance and output force and distance depend on the length and height (steepness) of the inclined plane.
        
        7.1.a.8: A pulley is a simple machine that reduces the effort force needed to lift a heavy object by applying the force through a greater distance (pulling more rope through the pulley). The effort force and distance, output force and distance, and direction of mo
        
        7.1.a.9: A lever is a simple machine that reduces the effort force needed to lift a heavy object by applying the force at a greater distance from the fulcrum of the lever. The effort force and distance, output force and distance, and direction of motion all depend
        
        7.1.b: Energy can be stored in many forms and can be transformed into the energy of motion.
        
        7.1.b.1: Energy is indirectly observed as the ability to exert pulls or pushes.
        
        7.1.b.2: Potential energy is the capacity for doing work that a body possesses because of its position or condition. It is evident as gravitational potential energy (an object about to roll down a hill), elastic potential energy (a stretched rubber band) or chemic
        
        7.1.b.3: Kinetic energy is energy a body possesses because it is in motion.
        
        7.1.b.4: Energy can be changed (transformed) from one form to another. For example, potential chemical energy of foods, which is often measured in calories, is transformed by cells into heat, electrical and kinetic energy used in the body.
        
        7.1.b.5: When energy is transformed, the total amount of energy stays constant (is conserved).
        
        7.1.b.6: Work is done to lift an object, giving it gravitational potential energy (weight x height). The gravitational potential energy of an object moving down a hill is transformed into kinetic energy as it moves, reaching maximum kinetic energy at the bottom of
        
        7.1.b.7: Some kinetic energy is always transformed into heat by friction; therefore, the object will never reach the same height it started from again without added energy.
      - 7.2: Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance.
        
        7.2.a: All organisms are composed of one or more cells; each cell carries on life-sustaining functions.
        
        7.2.a.1: Living things have characteristics that distinguish them from nonliving things. Living things use energy, respond to their environment, grow and develop, produce waste and reproduce.
        
        7.2.a.2: Organisms are made of tiny cells that perform the basic life functions and keep the organism alive. Many organisms (for example yeast, algae) are single-celled, and many organisms (for example plants, fungi and animals) are made of millions of cells that
        
        7.2.a.3: All cells come from other cells and they hold the genetic information needed for cell division and growth. When a body cell reaches a certain size, it divides into two cells, each of which contains identical genetic information. This cell division process
        
        7.2.a.4: The cell is filled with a fluid called cytoplasm; cells contain discrete membrane-enclosed structures called organelles that perform specific functions that support the life of the organism. The structure of the organelle is related to its function.
        
        7.2.a.4.a: The nucleus contains the genetic materials (chromosomes), and it directs the cell activities, growth and division.
        
        7.2.a.4.b: The mitochondrion contains enzymes that break down sugars and release chemical energy. One cell can contain hundreds of mitochondria.
        
        7.2.a.4.c: The entire cell is surrounded by the plasma membrane that controls the flow of materials into and out of the cell.
        
        7.2.b: Multicellular organisms need specialized structures and systems to perform basic life functions.
        
        7.2.b.1: Systems consist of parts that interact with and influence each other. Parts of a system work together to make the whole entity work. Similarly, each part of an animal body has a specific job to do, and all the different parts work together to support life
        
        7.2.b.10: The major parts of the human circulatory system are the heart, arteries, veins and capillaries. The right side of the heart pumps blood to the lungs for gas exchange; the left side of the heart pumps the oxygenated blood around the body.
        
        7.2.b.11: The blood is made of plasma, red and white blood cells, and platelets. Its main role is to carry small food molecules and respiratory gases (oxygen and carbon dioxide) to and from cells. Blood cells are also responsible for destroying invading particles,
        
        7.2.b.12: The respiratory and circulatory systems work together to provide all cells with oxygen and nutrients. When the body’s need for oxygen changes, the circulatory and respiratory systems respond by increasing or decreasing breathing and heart rates. These cha
        
        7.2.b.13: The major parts of the human digestive system are the mouth, esophagus, stomach, small intestine and large intestine. This system is responsible for breaking down food, absorbing nutrients and water, and eliminating waste. The liver and pancreas support t
        
        7.2.b.14: The nervous, immune and excretory systems interact with the digestive, respiratory and circulatory systems to maintain the body’s dynamic internal balance (homeostasis).
        
        7.2.b.2: Although all cells have similar basic structures, in multicellular organisms cells have specialized shapes that enable them to perform specific roles (for example, muscle, nerve, and skin cells can be identified by their distinct shapes).
        
        7.2.b.3: Groups of similar cells are organized in tissues that have specific functions (for example, providing support, connecting parts, carrying messages, protecting internal and external surfaces).
        
        7.2.b.4: Different tissues work together to form an organ, and organs work together as organ systems to perform essential life functions.
        
        7.2.b.5: The human skeletal system includes bones joined together by ligaments. The skeletal system functions to shape and support the body, protect internal organs, enable movement, form blood cells, and store minerals such as calcium and phosphorous.
        
        7.2.b.6: Joints are places where two bones come together and body movement can occur. The structure of a joint (for example, ball and socket, hinge or pivot) determines the kind of movement possible at that point.
        
        7.2.b.7: The human muscular system includes skeletal, smooth and cardiac muscles. The skeletal muscles are attached to bones by tendons and they are responsible for the movement of the body. The cardiac muscle is responsible for the pumping action of the heart and
        
        7.2.b.8: The muscular and skeletal systems interact to support the body and allow movement.
        
        7.2.b.9: The major parts of the human respiratory system are the nose, trachea, bronchi and lungs. This system is responsible for breathing and exchange of gases between the body and its surroundings.
      - 7.3: Landforms are the result of the interaction of constructive and destructive forces over time.
        
        7.3.a: Volcanic activity and the folding and faulting of rock layers during the shifting of the earth’s crust affect the formation of mountains, ridges and valleys.
        
        7.3.a.1: Earth’s surface features, such as mountains, volcanoes and continents, are the constantly changing result of dynamic processes and forces at work inside the earth.
        
        7.3.a.2: The solid Earth has a core, mantle and crust, each with distinct properties.
        
        7.3.a.3: Earth’s crust is broken into different “tectonic plates” that float on molten rock and move very slowly. Continental drift is driven by convection currents in the hot liquid mantle beneath the crust.
        
        7.3.a.4: The presence of plant and animal fossils of the same age found around different continent shores, along with the matching coastline shapes of continental land masses, provides evidence that the continents were once joined.
        
        7.3.a.5: Tectonic plates meet and interact at divergent, convergent or transform boundaries. The way in which the plates interact at a boundary affects outcomes such as folding, faulting, uplift or earthquakes.
        
        7.3.a.6: The folding and faulting of rock layers during the shifting of the earth’s crust causes the constructive formation of mountains, ridges and valleys.
        
        7.3.a.7: Mountain formation can be the result of convergent tectonic plates colliding, such as the Appalachians and the Himalayas; mountains may also be formed as a result of divergent tectonic plates moving apart and causing rifting as in East Africa or Connectic
        
        7.3.a.8: Most volcanoes and earthquakes are located at tectonic plate boundaries where plates come together or move apart from each other. A geographic plot of the location of volcanoes and the centers of earthquakes allows us to locate tectonic plate boundaries.
        
        7.3.a.9: The geological makeup of Connecticut shows evidence of various earth processes, such as continental collisions, rifting, and folding that have shaped its structure
        
        7.3.b: Glaciation, weathering and erosion change the earth’s surface by moving earth materials from place to place.
        
        7.3.b.1: Earth’s surface is constantly being shaped and reshaped by natural processes. Some of these processes, like earthquakes and volcanic eruptions, produce dramatic and rapid change. Others, like weathering and erosion, usually work less conspicuously over lo
        
        7.3.b.2: Glaciers form in areas where annual snowfall is greater than the seasonal melt, resulting in a gradual build-up of snow and ice from one season to the next.
        
        7.3.b.3: Glaciers increase and decrease in size over long periods of time, depending on variations in Earth’s climate.
        
        7.3.b.4: Glaciers move slowly, spreading outward across a region or moving down a slope.
        
        7.3.b.5: Moving glaciers reshape the land beneath them by scraping, carving, transporting and depositing soil and rock.
        
        7.3.b.6: Glacial landforms have identifiable shapes. Connecticut’s landscape provides many examples of glacial movement and deposition.
        
        7.3.b.7: Weathering and erosion work together as destructive natural forces. Both are forces that break down rock into small particles called sediments.
        
        7.3.b.8: Weathering is caused by physical, chemical or biological means. Rock properties, such as hardness, porosity or mineral content, influence susceptibility to weathering.
        
        7.3.b.9: Erosion loosens and transports sediment formed by weathering. Moving water and wind cause changes to existing landforms and create new landforms such as valleys, floodplains, plateaus, canyons, caves or dunes.
      - 7.4: Technology allows us to improve food production and preservation, thus improving our ability to meet the nutritional needs of growing populations.
        
        7.4.a: Various microbes compete with humans for the same sources of food.
        
        7.4.a.1: Microorganisms (microbes) are microscopic organisms, such as bacteria, yeast and mold, that are found almost everywhere: in air, soil and water, inside our bodies and in our foods.
        
        7.4.a.2: Bacteria are single-celled organisms that differ from other single-celled organisms in that they do not have organelles such as a nucleus, mitochondrion or chloroplast.
        
        7.4.a.3: Bacteria are an essential component of any food web because they break down complex organic matter into simple materials used by plants. Some bacteria can produce their own food through photosynthesis and others are consumers that compete for foods that h
        
        7.4.a.4: Some bacteria can be beneficial to humans. Certain bacteria live symbiotically in the digestive tracts of animals (including humans) and help break down food. Other bacteria are used by humans to purify waste water and to produce foods such as cheese and
        
        7.4.a.5: Some bacteria are harmful to humans. They can spoil food, contaminate water supplies and cause infections and illness.
        
        7.4.a.6: Food preservation methods create conditions that kill bacteria or inhibit their growth by interfering with the bacterium’s life processes. Food preservation methods include removing moisture by dehydration or salting, removing oxygen by vacuum-packing, lo
        
        7.4.a.7: Throughout history, humans have developed different methods to ensure the availability of safe food and water to people around the world.
    - Grade 8
      - 8.1: An object’s inertia causes it to continue to move the way it is moving unless it is acted upon by a force.
        
        8.1.1: Demonstrate how forces, including friction, act upon an object to change its position over time in relation to a fixed point of reference.
        
        8.1.2: Calculate the average speed of an object and distinguish between instantaneous speed and average speed of an object.
        
        8.1.3: Create and interpret distance-time graphs for objects moving at constant and nonconstant speeds.
        
        8.1.4: Predict the motion of an object given the magnitude and direction of forces acting upon it (net force).
        
        8.1.5: Investigate and demonstrate how unbalanced forces cause acceleration (change in speed and/or direction of an object’s motion).
        
        8.1.6: Assess in writing the relationship between an object’s mass and its inertia when at rest and in motion.
        
        8.1.7: Express mathematically how the mass of an object and the force acting on it affect its acceleration.
        
        8.1.8: Design and conduct an experiment to determine how gravity and friction (air resistance) affect a falling object.
        
        8.1.9: Illustrate how the circular motion of an object is caused by a center seeking force (centripetal force) resulting in the object’s constant acceleration.
      - 8.2: Reproduction is a characteristic of living systems and it is essential for the continuation of every species.
        
        8.2.1: Relate the continued existence of any species to its successful reproduction and explain in writing the factors that contribute to successful reproduction.
        
        8.2.2: Describe the structure, location and function of chromosomes, genes and DNA and how they relate to each other in the living cell.
        
        8.2.3: Illustrate and chart the purpose, cell type (somatic and germ) and resulting chromosome count during cell division in mitosis and meiosis.
        
        8.2.4: Identify the major structures in human male and female reproductive systems and explain where meiosis and gamete formation take place.
        
        8.2.5: Investigate and report on the role of hormone production as it initiates and regulates the creation of male and female germ cells from birth through adolescence and into adulthood.
        
        8.2.6: Compare and contrast the events and processes that occur when a human egg is fertilized or not fertilized.
        
        8.2.7: Demonstrate the relationship of corresponding genes on pairs of chromosomes to traits inherited by offspring.
        
        8.2.8: Describe in writing the role of the germ cells in the formation of the human zygote and its resulting 23 pairs of chromosomes, the 23rd of which determines gender and the other 22 of which determine the characteristics of that offspring.
      - 8.3: The solar system is composed of planets and other objects that orbit the sun.
        
        8.3.1: Describe in writing how gravitational attraction and the inertia of objects in the solar system keep them on a predictable elliptical pathway.
        
        8.3.2: Distinguish between rotation of Earth on its axis and its elliptical revolution around the sun.
        
        8.3.3: Use models to explain how Earth’s revolution around the sun affects changes in daylight hours and seasonal temperatures.
        
        8.3.4: Compare the revolution times of planets and relate them to distance from the sun.
        
        8.3.5: Design and conduct a scientific simulation to explore the relationship between the angle of the light source and the temperature on the surface it strikes.
        
        8.3.6: Use a model to demonstrate the phases of the moon relative to the position of the sun, Earth and moon.
        
        8.3.7: Develop a model or illustration to show the relative positions of the earth, sun and moon during a lunar and solar eclipse and explain how those positions influence the view from Earth.
        
        8.3.8: Describe factors affecting tidal changes and analyze tidal change data for Long Island Sound.
      - 8.4: In the design of structures there is a need to consider factors such as function, materials, safety, cost and appearance.
        
        8.4.1: Identify the forces acting on a truss, beam and suspension bridge, including compression, tension and gravity using models, pictures or diagrams.
        
        8.4.2: Explain in writing the advantages and disadvantages of truss, beam and suspension bridge design and visually identify each bridge.
        
        8.4.3: Conduct an experiment to discover and report on a bridge’s ability to support a load based upon the interplay of tension and compression forces that result in a net force of zero.
        
        8.4.4: Use technology to simulate how engineers plan, test and revise designs of bridges given parameters, including cost, time, safety and aesthetics.
    - Grade 8 Grade Level Concepts
      - 8.1: An object’s inertia causes it to continue to move the way it is moving unless it is acted upon by a force.
        
        8.1.a: The motion of an object can be described by its position, direction of motion and speed.
        
        8.1.a.1: An object is said to be in motion when its position changes in relation to a point of reference. An object’s motion can be described and represented graphically according to its position, direction of motion, and speed.
        
        8.1.a.2: Speed describes the change in an object’s position over a period of time, and is measured in units such as meters per second or miles per hour. Velocity takes into account an object’s speed and the direction of its motion.
        
        8.1.a.3: Average speed takes into account the different speeds at which an object moves over a period of time. Average speed is calculated by dividing the total distance traveled by the change in time, regardless of any changes in motion or direction during its tr
        
        8.1.a.4: Motion of objects can be represented on a distance vs. time line graph, with distance traveled as the vertical (“y”) axis and time as the horizontal (“x”) axis. The slope (steepness) at any point of this line depends on the instantaneous speed of the movi
        
        8.1.b: An unbalanced force acting on an object changes its speed and/or direction of motion.
        
        8.1.b.1: For an object’s motion to change, a force must be applied over a distance. The change in motion due to this force is acceleration. Acceleration describes the change in an object’s velocity over time.
        
        8.1.b.2: Forces can act between objects that are in direct contact, or they can act over a distance. There are forces of attraction and forces of repulsion. Forces are measured in newtons or pounds using scales or other instruments.
        
        8.1.b.3: Forces act simultaneously on an object from all directions with different strengths (magnitudes). The net force is the single resultant force when all the forces acting on an object are added together. If the net force is zero (forces are balanced), then
        
        8.1.b.4: There is a proportional relationship between the mass of an object and the magnitude of the force needed to change its velocity. If a net force is applied to objects of different masses, then the object with the larger mass will have a smaller change in v
        
        8.1.b.5: The net force acting on an object can be determined by measuring its mass and change in velocity.
        
        8.1.c: Objects moving in circles must experience force acting toward the center.
        
        8.1.c.1: Circular motion results when a net unbalanced force is constant in magnitude and always points toward the center of a circle.
        
        8.1.c.2: Without a net center-pulling (centripetal) force, objects will continue to move in a straight line in a constant direction.
        
        8.1.c.3: Objects in orbit around a larger body maintain their orbits due to the center-pulling gravitational pull of the larger body.
      - 8.2: Reproduction is a characteristic of living systems and it is essential for the continuation of every species.
        
        8.2.a: Heredity is the passage of genetic information from one generation to another.
        
        8.2.a.1: Living organisms must reproduce to continue the existence of their species. Through reproduction new individuals that resemble their parents are formed. All the organisms alive today arose from preexisting organisms.
        
        8.2.a.10: A segment of DNA that holds the information for a specific trait is called a gene. Each chromosome in a pair carries the same genes in the same place, but there are different versions of each gene.
        
        8.2.a.11: In sexual reproduction, offspring of the same parents will have different combinations of genes and traits, creating genetic variability within the species. Sexual reproduction is the basis for the evolution of living organisms.
        
        8.2.a.2: All the cells in a multicellular organism result from a single fertilized egg cell, through a process of continuous cell divisions (mitosis). Instructions for how an organism develops are stored in DNA molecules, which are part of the chromosomes inside t
        
        8.2.a.3: The chromosomes occur in matching pairs, and each cell in a multicellular organism contains the number of chromosomes that are typical of that species. For example, cells in human beings contain 23 pairs of chromosomes.
        
        8.2.a.4: Organisms grow by increasing the number of body cells. During mitosis, a body cell first duplicates the chromosomes and then divides into two identical daughter cells, each one with a complete set of chromosomes.
        
        8.2.a.5: Most multicellular organisms reproduce by sexual reproduction, in which new cells are produced by the combination of two germ cells (gametes). During meiosis, matching chromosomes in each pair separate from each other so that each germ cell contains only
        
        8.2.a.6: Mitosis and meiosis are similar processes in that they both result in the separation of existing cells into new ones. They differ in that the germ cells produced during meiosis have only one copy of each chromosome. When two germ cells unite during fertil
        
        8.2.a.7: Meiosis and gamete formation take place in the reproductive organs; testes in males produce the sperm and ovaries in females produce the eggs.
        
        8.2.a.8: In humans, the reproductive organs are in place at birth, but are readied to perform their reproductive functions by hormones released during adolescence. Males produce millions of sperm over the course of their adult life. Females are born with a finite
        
        8.2.a.9: In humans, if an egg is fertilized by a sperm in the female’s fallopian tube, the resulting zygote may develop into a fetus in the female uterus. If the egg is not fertilized, it will leave the female’s body in a monthly discharge of the uterine lining (m
        
        8.2.b: Some of the characteristics of an organism are inherited and some result from interactions with the environment.
        
        8.2.b.1: Gender in humans is a trait determined by genes carried by a special pair of chromosomes identified as “X” and “Y”. Female gametes have only an “X” chromosome; male gametes can have either an “X” or a “Y”. The sperm that fertilizes the egg determines the
        
        8.2.b.2: Most human traits are inherited from parents, but some are the result of environmental conditions. For example, eating and exercising habits may affect the body mass and shape of individuals in the same family.
      - 8.3: The solar system is composed of planets and other objects that orbit the sun.
        
        8.3.a: Gravity is the force that governs the motions of objects in the solar system.
        
        8.3.a.1: Earth is part of a system of celestial bodies that are grouped together around a central star, the Sun. This system includes objects of different masses and composition such as planets, moons, asteroids, minor planets, and comets. These objects move in pr
        
        8.3.a.2: Gravity is a force of attraction between two objects. The strength of gravitational force depends on the total mass of the two objects and the distance between them. The greater the total mass, the greater the force of gravity. The greater the distance be
        
        8.3.a.3: The difference between an object’s mass and its weight is explained by gravity. Mass is the measure of the amount of matter in an object; weight is the force of gravity between an object and the celestial body it is on. Bodies in the solar system have dif
        
        8.3.a.4: Objects in the solar system are held in their predictable paths by the center-pulling gravitational attraction of the very massive sun. The interaction of the center-pulling force of gravity with a moving object’s inertia (tendency to keep moving) keeps a
        
        8.3.a.5: The earth and other planets move through space in two ways: rotation on an axis and revolution around the sun. Earth revolves around the sun in a near-circular path, explaining cyclical phenomena such as seasons and changes in visible star patterns (const
        
        8.3.a.6: Revolution period (“year”) depends on the speed at which an orbiting body is moving and the circumference of its orbit. Objects more distant from the sun’s gravitational pull move slower than those that are closer.
        
        8.3.b: The motion of the earth and moon relative to the sun causes daily, monthly and yearly cycles on the earth.
        
        8.3.b.1: Earth rotates around an axis or rotation, a line going through the center of the earth from the north pole to the south pole. The tilt of Earth’s axis relative to its orbital path, combined with the spherical shape of the earth, cause differences in the a
        
        8.3.b.2: Earth experiences seasons in northern and southern hemispheres due to the tilt of the earth on its axis and the resulting angle of the sunlight striking Earth’s surface at different points along its 365-day revolution period. Earth’s tilt causes seasonal
        
        8.3.b.3: Earth’s moon is a natural satellite that revolves once around the earth in a period of about 27 days. The same half of the moon faces Earth throughout its revolution period. Phases of the moon as seen from Earth vary depending on the moon’s position relat
        
        8.3.b.4: Eclipses occur when the moon, Earth and sun occasionally align in specific ways. A solar eclipse occurs when the when the moon is directly between the earth and the sun (during new moon phase) and the moon blocks the sun’s light, creating a moving shadow
        
        8.3.b.5: Tides are the rise and fall of sea levels caused by the combined effects of the gravitational forces exerted by the moon, the sun and the rotation of the earth. The times and amplitude of the tides at the coast are influenced, in part, by the alignment of
      - 8.4: In the design of structures there is a need to consider factors such as function, materials, safety, cost and appearance.
        
        8.4.a: Bridges can be designed in different ways to withstand certain loads and potentially destructive forces.
        
        8.4.a.1: Force is a push or a pull and is described by its strength and direction. Forces are measured in newtons or pounds using scales or other instruments.
        
        8.4.a.10: A suspension bridge uses cables suspended from tall towers to hold up the deck and distribute the load. The tension and compression forces acting on the beam are distributed among the cables (which experience tension) and the towers (which experience comp
        
        8.4.a.11: Engineers and scientists build models of bridges, conduct controlled experiments to learn how they will withstand various stresses, and consider the benefits and trade-offs of various design alternatives.
        
        8.4.a.12: Bridge design is influenced by the length of the span, the properties of the materials and the environmental conditions, as well as by practical considerations, such as the bridge’s appearance, cost of materials or construction site challenges.
        
        8.4.a.13: Bridges can fail because they have faulty parts, are used in ways that exceed what was intended by the design, or were poorly designed to begin with.
        
        8.4.a.2: Forces can act simultaneously on an object from all directions with different strengths (magnitudes). When the magnitude and direction of all the forces acting on an object are combined, or added together, the total force (net force) determines the object
        
        8.4.a.3: If the strength of all the forces acting on an object from one direction is equivalent to the strength of the forces from the opposite direction, then the forces cancel each other out, and are said to be balanced.
        
        8.4.a.4: Bridges are elevated structures designed to support the movement of objects over a span. Two important forces at work in bridges are tension and compression.
        
        8.4.a.5: Bridges must support their own weight (dead load) and the weight of those objects that will cross over them or act on them from time to time, such as wind, snow and ice (live load). Bridges are kept stable by balancing the load forces with the supporting
        
        8.4.a.6: Different bridge designs distribute tension and compression forces in different ways, depending on the shapes of the parts of the structure. The biggest difference among bridge designs is the distances they can cross in a single span. Shapes commonly used
        
        8.4.a.7: Bridges are constructed of different materials whose properties and costs vary. Some materials are strong against compression forces but weak against tension forces; some materials resist fire, corrosion or weathering. Materials commonly used in bridge de
        
        8.4.a.8: A beam bridge balances the load by concentrating it entirely onto the two piers that support the bridge at either end. When a force pushes down on the beam, the beam bends. Its top edge is pushed together (compression), and its bottom edge is pulled apart
        
        8.4.a.9: A truss bridge uses rigid, interlocking beams to form a system of triangles that distribute the load among all parts of the structure, increasing the structural strength of the bridge.
    - Kindergarten
      - K.1: Objects have properties that can be observed and used to describe similarities and differences.
        
        K.1.1: Match each of the five senses with its associated body part and the kind of information it perceives.
        
        K.1.2: Make scientific observations using the senses, and distinguish between an object’s observable properties and its name or its uses.
        
        K.1.3: Classify organisms or objects by one and two observable properties and explain the rule used for sorting (e.g., size, color, shape, texture or flexibility).
        
        K.1.4: Use simple tools and nonstandard units to estimate or predict properties such as size, heaviness, magnetic attraction and float/sink.
        
        K.1.5: Describe properties of materials such as wood, plastic, metal, cloth or paper, and sort objects by the material from which they are made.
        
        K.1.6: Count, order and sort objects by their observable properties.
      - K.2: Many different kinds of living things inhabit the earth.
        
        K.2.1: Observe and describe differences between living and nonliving things in terms of growth, offspring and need for energy from “food.”
        
        K.2.2: Sort, count, and classify living and nonliving things in the classroom, the schoolyard and in pictures.
        
        K.2.3: Use nonstandard measures to estimate and compare the height, length or weight of different kinds of plants and animals.
        
        K.2.4: Observe and write, speak or draw about similarities and differences between plants and animals.
        
        K.2.5: Match pictures or models of adults with their offspring (animals and plants).
        
        K.2.6: Classify varied individuals of the same species by one and two attributes (e.g., rabbits or cats with different fur colors; rabbits or dogs with upright or floppy ears, etc.).
      - K.3: Weather conditions vary daily and seasonally.
        
        K.3.1: Use the senses to observe daily weather conditions and record data systematically using organizers such as tables, charts, picture graphs or calendars.
        
        K.3.2: Analyze weather data collected over time (during the day, from day to day, and from season to season) to identify patterns and make comparisons and predictions.
        
        K.3.3: Observe, compare and contrast cloud shapes, sizes and colors, and relate the appearance of clouds to fair weather or precipitation.
        
        K.3.4: Write, speak or draw ways that weather influences humans, other animals and plants.
        
        K.3.5: Make judgments about appropriate clothing and activities based on weather conditions.
      - K.4: Some objects are natural, while others have been designed and made by people to improve the quality of life.
        
        K.4.1: Conduct simple tests to compare the properties of different materials and their usefulness for making roofs, windows, walls or floors (e.g., waterproof, transparent, strong).
        
        K.4.2: Seek information in books, magazines and pictures that describes materials used to build shelters by people in different regions of the world.
        
        K.4.3: Compare and contrast the materials used by humans and animals to build shelters.
    - Kindergarten Grade Level Concepts
      - K.1: Objects have properties that can be observed and used to describe similarities and differences
        
        K.1.a: Some properties can be observed with the senses, and others can be discovered by using simple tools or tests.
        
        K.1.a.1: Humans have five senses that they use to observe their environment. A specific sense organ is associated with each sense.
        
        K.1.a.2: Objects have properties that can be observed using the senses. Examples include size, weight, shape, color, texture, transparency, etc. An object’s observable properties do not include the object’s name or its uses.
        
        K.1.a.3: Sorting objects into groups based on one (or more) of their properties makes it possible to observe and describe their similarities and differences.
        
        K.1.a.4: Placing objects in order based on their size or weight makes it possible to observe patterns and describe relationships among the objects in a group.
        
        K.1.a.5: Objects can be described and sorted based on the materials from which they are made (for example, wood, paper, fabric, plastic, glass or metal). Objects can be made of a mixture of materials.
        
        K.1.a.6: Objects can be described and sorted based on the results of simple tests. Simple tests include actions such as bending, squeezing, holding it near a magnet or putting it in water. Objects can be described as magnetic/nonmagnetic, flexible/not flexible, ha
        
        K.1.a.7: The heaviness of objects can be compared using the sense of touch. Balances and scales are measurement tools that allow people to observe and compare the heaviness of objects more accurately.
        
        K.1.a.8: The temperature of the air, water or bodies can be compared using the sense of touch. A thermometer is a measurement tool that allows people to compare temperatures more accurately.
        
        K.1.a.9: Objects can be sorted into groups based on measurements of their size. Nonstandard units for measuring size include hands, footsteps, pennies or paper clips.
      - K.2: Many different kinds of living things inhabit the earth.
        
        K.2.a: Living things have certain characteristics that distinguish them from nonliving things, including growth, movement, reproduction and response to stimuli.
        
        K.2.a.1: Things in our environment can be classified based on whether they are alive, were once alive or whether they were never alive.
        
        K.2.a.2: Growing, responding to stimuli, and breathing are characteristics of many living things. Many living things move, but movement alone is not evidence of life. For example, cars and the wind both move, but they are not alive.
        
        K.2.a.3: Reproduction is a characteristic of living things. Living things can be classified into groups based on the different ways they reproduce. For example, some living things lay eggs, while others produce seeds or give birth.
        
        K.2.a.4: Living things can be classified as plants or animals. Plants have characteristics (such as roots, stems, leaves and flowers) that animals do not have. Animals have characteristics (such as body parts and body coverings) that plants do not have.
        
        K.2.a.5: Animals can be classified into groups based on generally similar characteristics such as number of legs, type of body covering, or way of moving. Some animal groups are reptiles, insects, birds, fish and mammals.
        
        K.2.a.6: Offspring generally resemble their parents but are not identical to them.
        
        K.2.a.7: Members of the same group of animals can look and act very differently from each other. For example, goldfish and sharks are both fish, but there are distinct differences in their size, color and lifestyle. In addition, all goldfish are not identical to e
        
        K.2.a.8: Plants can be classified into groups based on similarities in the appearance of their leaves, stems, blossoms or fruits. Some plant groups are grasses, vegetables, flowering plants and trees.
        
        K.2.a.9: Members of the same group of plants can look and act very differently from each other. For example, although oaks and palms are both trees, their size, shape, leaves and growth habits are very different. In addition, all oak trees are not identical to eac
      - K.3: Weather conditions vary daily and seasonally.
        
        K.3.a: Daily and seasonal weather conditions affect what we do, what we wear and how we feel.
        
        K.3.a.1: The sun is the source of heat and light that warms the land, air and water. Variations in the amount of sunlight that reaches the earth cause the weather.
        
        K.3.a.2: Weather conditions can be observed and described as sunny, cloudy, rainy, foggy, snowy, stormy, windy, hot or cold. Weather observations can be made based on how we feel, what we see or hear, or by using weather measurement instruments such as thermometer
        
        K.3.a.3: Changes in weather conditions can be recorded during different times of day, from day to day, and over longer periods of time (seasonal cycle). Repeated observations can show patterns that can be used to predict general weather conditions. For example, te
        
        K.3.a.4: Weather influences how we dress, how we feel, and what we do outside.
        
        K.3.a.5: Weather affects the land, animals and plants, and bodies of water.
        
        K.3.a.6: When the temperature is below “freezing,” water outside freezes to ice and precipitation falls as snow or ice; when the temperature is above freezing, ice and snow melt and precipitation falls as rain.
        
        K.3.a.7: Clouds and fog are made of tiny drops of water. Clouds have different shapes, sizes and colors that can be observed and compared. Some cloud types are associated with precipitation and some with fair weather.
        
        K.3.a.8: Wind is moving air. Sometimes air moves fast and sometimes it hardly moves at all. Wind speed can be estimated by observing the things that it moves, such as flags, tree branches or sailboats.
      - K.4: Some objects are natural, while others have been designed and made by people to improve the quality of life.
        
        K.4.a: Humans select both natural and man-made materials to build shelters based on local climate conditions, properties of the materials, and their availability in the environment.
        
        K.4.a.1: People need shelters to keep warm or cool, dry and safe. Shelters are made of materials whose properties make them useful for different purposes.
        
        K.4.a.2: People in different regions of the world build different kinds of shelters, depending on the materials available to them, the local climate and their customs.
        
        K.4.a.3: Traditionally, people have built shelters using materials that they find nearby. Today, people build houses from materials that may come from far away.
        
        K.4.a.3.a: People who live in forested regions have traditionally built shelters using wood and/or leaves from nearby trees.
        
        K.4.a.3.b: People who live in regions with clay soils have traditionally built shelters using bricks or adobe made from clay.
        
        K.4.a.3.c: People who live in snowy regions have traditionally built shelters using snow and ice.
        
        K.4.a.3.d: People who live in regions with large animals have traditionally built shelters using animal skins.
        
        K.4.a.4: Although they may look quite different, most shelters have walls, roofs and an entrance/exit; some shelters have doors, windows and floors. Walls, roofs and windows are made of materials that have specific properties. For example, walls require materials
        
        K.4.a.5: Animals build shelters using materials that are easily available to them. The materials they use have properties that help the animals stay warm or cool, dry and safe.
    - Preschool
      - PK.1: Objects have properties that can be observed and used to describe similarities and differences.
        
        PK.1.1: Use senses to make observations of objects and materials within the child’s immediate environment.
        
        PK.1.2: Use simple tools (e.g., balances and magnifiers) and nonstandard measurement units to observe and compare properties of objects and materials.
        
        PK.1.3: Make comments or express curiosity about observed phenomena (e.g., “I notice that…” or “I wonder if…”).
        
        PK.1.4: Count, order and sort objects (e.g. blocks, crayons, toys) based on one visible property (e.g., color, shape, size).
        
        PK.1.5: Conduct simple tests to determine if objects roll, slide or bounce.
      - PK.2: Many different kinds of living things inhabit the earth.
        
        PK.2.1: Use the senses and simple tools to make observations of characteristics and behaviors of living and nonliving things.
        
        PK.2.2: Give examples of living things and nonliving things.
        
        PK.2.3: Make observations and distinguish between the characteristics of plants and animals.
        
        PK.2.4: Compare attributes of self, family members or classmates, and describe how they are similar and different.
      - PK.3: Weather conditions vary daily and seasonally.
        
        PK.3.1: Use the senses to observe and describe evidence of current or recent weather conditions (e.g., flags blowing, frost on window, puddles after rain, etc.)
        
        PK.3.2: Notice weather conditions and use words and numbers to describe and analyze conditions over time (e.g., “it rained 5 times this month”.)
        
        PK.3.3: Identify the season that corresponds with observable conditions (e.g., falling leaves, snow vs. rain, buds on trees or greener grass).
        
        PK.3.4: Make judgments about appropriate clothing and activities based on weather conditions.
      - PK.4: Some objects are natural, while others have been designed and made by people to improve the quality of life.
        
        PK.4.1: Observe, describe and sort building materials by properties such as strength, weight, stiffness or flexibility.
        
        PK.4.2: Pose questions and conduct simple tests to compare the effectiveness of different building materials (e.g., blocks of wood, plastic, foam or cardboard) for constructing towers, bridges and buildings.
        
        PK.4.3: Make judgments about the best building materials to use for different purposes (e.g., making the tallest tower or the longest bridge).
        
        PK.4.4: Invent and explain techniques for stabilizing a structure.
        
        PK.4.5: Compare block structures to pictures and to real structures in the neighborhood.
- Healthy and Balanced Living Curriculum Framework
  - Physical Education (2006)
    - Elementary (1-5)
      - Standard 10: Applying Concepts and Strategies
        
        Students will demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
        
        E10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that occur in movement
        
        E10.2: Recognize critical performance skill elements in self and others using movement vocabulary
        
        E10.3: Demonstrate knowledge of rules, safety practices and procedures of specific activities
      - Standard 11: Engaging in Physical Activity
        
        Students will participate regularly in physical activity.
        
        E11.1: Engage in a variety of moderate to vigorous developmentally appropriate physical activities on a regular basis
        
        E11.2: Demonstrate an understanding of a variety of movements and how they affect the body
        
        E11.3: Apply the understanding of physical activity concepts to developing movement sequences and game strategies
        
        E11.4: Engage in appropriate physical activity during and outside of school that promotes the development and improvement of physical fitness level
      - Standard 12: Physical Fitness
        
        Students will incorporate fitness and wellness concepts to achieve and maintain a health enhancing level of physical fitness.
        
        E12.1: Demonstrate understanding of the relationship between activities and physical fitness components (e.g., cardiorespiratory endurance, muscular strength and endurance, flexibility, nutritional status and body composition)
        
        E12.2: Recognize physiological indicators (e.g., heart rate, body temperature, perspiration, thirst) of exercise during and after physical activity
        
        E12.3: Understand the results of formal fitness testing and correctly associate these results with overall physical fitness, nutritional levels and personal health status
        
        E12.4: Maintain a wellness log including exercise and food intake for a set period of time
      - Standard 13: Responsible Behavior
        
        Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
        
        E13.1: Understand, participate in the development of, and follow classroom rules; follow activity-specific rules, safety practices and procedures; and demonstrate etiquette and good sportsmanship in a variety of physical activity settings
        
        E13.2: Work independently or cooperatively and productively with partners or in small groups to complete assigned tasks
        
        E13.3: Demonstrate behaviors that are sensitive to individual differences (e.g., physical, gender, cultural/ethnic, social and emotional) that can affect group activities
        
        E13.4: Develop skills needed for resolving conflicts peacefully
      - Standard 14: Benefits of Physical Activity
        
        Students will choose physical activity for health, enjoyment, challenge, self-expression and/or social interaction to sustain a physically active lifestyle.
        
        E14.1: Express and identify feelings about participating in physical activity and begin to make choices based on those feelings
        
        E14.2: Use physical activity as a means of self-expression
        
        E14.3: Use physical activity as a positive opportunity for social and group interaction
        
        E14.4: Experience personal challenges through physical activity
        
        E14.5: Understand that practicing activities increases specific skill competence
        
        E14.6: Experiment with new physical activities
      - Standard 9: Motor Skill Performance
        
        Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
        
        E9.1: Demonstrate developmentally mature form in the fundamental movement skills: locomotor, nonlocomotor and manipulative, in a closed environment (skills in isolation)
        
        E9.2: Demonstrate simple applications combining locomotor, nonlocomotor and manipulative skills to participate in developmentally appropriate movement and fitness activities
        
        E9.3: Explore and adapt fundamental movement skills in a variety of dynamic environments
        
        E9.4: Acquire beginning skills for a few specialized movement forms
        
        E9.5: Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement, dance and play
    - High School (9-12)
      - Standard 10: Applying Concepts and Strategies
        
        Students will demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
        
        H10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that enable skilled performances
        
        H10.2: Use self, peer, teacher and technological resources as tools to implement performance improvements in self and others
        
        H10.3: Demonstrate understanding of how rules, and safety practices and procedures need to be adjusted for different movement situations
      - Standard 11: Engaging in Physical Activity
        
        Students will participate regularly in physical activity.
        
        H11.1: Regularly engage in moderate to vigorous physical activities of their choice on a regular basis
        
        H11.2: Apply characteristics of performance in a variety of activities for purposeful, recreational, skill and fitness outcomes
        
        H11.3: Apply, evaluate and analyze critical elements of physical activity concepts to increasingly complex game forms
        
        H11.4: Engage in a variety of appropriate physical activities with individualized goals, during and outside of school, that promote the development and improvement of physical fitness level
      - Standard 12: Physical Fitness
        
        Students will incorporate fitness and wellness concepts to achieve and maintain a health enhancing level of physical fitness.
        
        H12.1: Assess and adjust activities to maintain or improve personal level of health-related fitness
        
        H12.2: Use physiological data to adjust levels of exercise and nutrient intake to promote wellness
        
        H12.3: Use the results of fitness assessments to guide changes in her or his personal programs of physical activity
        
        H12.4: Design and implement a personal wellness program based upon information obtained from the fitness assessment and in accordance with appropriate training and nutritional principles
      - Standard 13: Responsible Behavior
        
        Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
        
        H13.1: Apply safe practices, rules, procedures etiquette and good sportsmanship in all physical activity settings, and take initiative to encourage others to do the same
        
        H13.2: Demonstrate leadership and cooperation in order to accomplish the goals of different physical activities
        
        H13.3: Develop and demonstrate initiative in implementing strategies for including all persons, despite individual differences, in physical activity settings
        
        H13.4: Demonstrate initiative in using appropriate skills for resolving conflicts peacefully and encouraging others to do the same
      - Standard 14: Benefits of Physical Activity
        
        Students will choose physical activity for health, enjoyment, challenge, self-expression and/or social interaction to sustain a physically active lifestyle.
        
        H14.1: Make decisions and implement plans to participate in different physical activities based on interests and positive feelings of accomplishment in daily living
        
        H14.2: Use physical activity as a means of creative expression
        
        H14.3: Use physical activity as a positive opportunity for social and group interaction and development of lifelong skills and relationships
        
        H14.4: Seek personally challenging experiences through physical activity as a means to personal growth
        
        H14.5: Persist in practicing activities to increase specific skill competence in areas of interest
        
        H14.6: Experiment with new physical activities as part of a personal improvement plan
      - Standard 9: Motor Skill Performance
        
        Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
        
        H9.1: Maintain and further develop the fundamental movement skills in open environments
        
        H9.2: Demonstrate competence in applying basic locomotor, nonlocomotor and manipulative skills in the execution of more complex skills
        
        H9.3: Use complex movements and patterns within a variety of dynamic environments
        
        H9.4: Develop advanced skills in selected physical activities
        
        H9.5: Participate in a wide variety of activities, including dance, games, sports and lifetime physical activities
    - Middle School (6-8)
      - Standard 10: Applying Concepts and Strategies
        
        Students will demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
        
        M10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that occur in increasingly more complex movement and game forms
        
        M10.2: Use self, peer, teacher and technological resources to recognize and suggest performance improvements in self and others
        
        M10.3: Demonstrate knowledge of rules, safety practices and procedures as they apply to an increasing range of movement situations
      - Standard 11: Engaging in Physical Activity
        
        Students will participate regularly in physical activity.
        
        M11.1: Engage in an increased variety of moderate to vigorous developmentally appropriate physical activities on a regular basis
        
        M11.2: Apply an understanding of the connections between the purposes of movements and their effect on fitness
        
        M11.3: Apply the understanding of physical activity concepts to increasingly complex movement and game forms
        
        M11.4: Engage in a variety of appropriate physical activities during and outside of school that promote the development and improvement of physical fitness level
      - Standard 12: Physical Fitness
        
        Students will incorporate fitness and wellness concepts to achieve and maintain a health enhancing level of physical fitness.
        
        M12.1: Demonstrate the skills and knowledge to assess levels of physical fitness and participate in activities that develop and maintain each component
        
        M12.2: Assess physiological responses to exercise associated with one’s level of physical fitness and nutritional balance
        
        M12.3: Analyze the results of one or more components of health-related fitness
        
        M12.4: Plan a wellness program demonstrating an understanding of basic exercise (e.g., frequency, intensity, duration) and nutritional principles designed to meet personal wellness goals
      - Standard 13: Responsible Behavior
        
        Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
        
        M13.1: Understand, participate in the development of, and follow classroom rules; follow activity-specific rules, safety practices and procedures; and apply safe practices, rules, procedures, etiquette and good sportsmanship in all physical activity settings
        
        M13.2: Continue to develop skills to participate productively in groups, in both cooperative and competitive activities
        
        M13.3: Develop strategies for including all persons, despite individual differences, in physical activity settings
        
        M13.4: Apply appropriate skills for resolving conflicts peacefully
      - Standard 14: Benefits of Physical Activity
        
        Students will choose physical activity for health, enjoyment, challenge, self-expression and/or social interaction to sustain a physically active lifestyle.
        
        M14.1: Make decisions about participating in different physical activities based on feelings and interests
        
        M14.2: Use physical activity as a means of self- and group expression
        
        M14.3: Use physical activity as a positive opportunity for social and group interaction and development of leadership skills
        
        M14.4: Realize that physical activity and challenges present opportunities for personal growth
        
        M14.5: Value the skill competence that results from practice
        
        M14.6: Demonstrate willingness to attempt a variety of new physical activities
      - Standard 9: Motor Skill Performance
        
        Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
        
        M9.1: Demonstrate developmentally mature form in the fundamental movement skills in combinations of closed and open environments
        
        M9.2: Demonstrate developmentally mature applications combining locomotor, nonlocomotor and manipulative skills to participate in developmentally appropriate movement and fitness activities
        
        M9.3: Adapt and combine skills to meet the demands of increasingly dynamic environments
        
        M9.4: Develop increasing competence in more advanced specialized skills
        
        M9.5: Participate in a variety of individual, dual and team tasks, activities, creative movement, dance, play, games and sports
    - Pre-K & Kindergarten
      - Standard 10: Applying Concepts and Strategies
        
        Students will demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
        
        P10.1: Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of quality of movement concepts and apply them to psychomotor skills (e.g., demonstrating momentary stillness in balance activities, dist
        
        P10.2: Recognize that some movements, activities and noises are appropriate for indoors/small spaces, and some for outdoors/ large spaces
        
        P10.3: Follow safety and age-appropriate classroom and playground rules and procedures
      - Standard 11: Engaging in Physical Activity
        
        Students will participate regularly in physical activity.
        
        P11.1: Engage in physical activities when presented with opportunities and with teacher encouragement. Engage in a wide variety of gross-motor activities that are child-selected and teacher-initiated
        
        P11.2: Demonstrate understanding that different movements are performed by different body parts, singly and in combination (e.g., kicking with foot, throwing with hand)
        
        P11.3: Combine a sequence of several motor skills in an organized way
        
        P11.4: Participate in healthy physical activity, and demonstrate understanding that physical activity is beneficial to good health
      - Standard 12: Physical Fitness
        
        Students will incorporate fitness and wellness concepts to achieve and maintain a health enhancing level of physical fitness.
        
        P12.1: Demonstrate understanding that different physical activities have different effects on the body (e.g., running, walking and sitting cause heartbeat and breathing to be faster, not as fast, and slow, respectively)
        
        P12.2: Developmentally appropriate recognition of the effects of physical activity and exercise
        
        P12.3: Use words, symbols and other media to express feelings and sensations about physical activity
        
        P12.4: Collect, describe and record feelings and observations about physical activity and its effects on the body and on how one feels during and after exercise, and before, during and after eating
      - Standard 13: Responsible Behavior
        
        Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
        
        P13.1: Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher guidance and reinforcement
        
        P13.2: Interact appropriately with peers and familiar adults (e.g., sharing, taking turns, following rules) with teacher guidance and reinforcement; stay on task for short periods with teacher supervision; listen quietly without interruption for short periods wi
        
        P13.3: Demonstrate willingness to play with any child in the class; and recognize similarities and appreciate differences in people
        
        P13.4: Use age-appropriate conflict resolution strategies; seek help from adults or peers when conflict arises; and engage in developing solutions and work to resolve conflicts
      - Standard 14: Benefits of Physical Activity
        
        Students will choose physical activity for health, enjoyment, challenge, self-expression and/or social interaction to sustain a physically active lifestyle.
        
        P14.1: Use words to express feelings and emotions; begin to develop positive feelings about being physically active; and with teacher encouragement, make connections between physical activity and fun
        
        P14.2: Participate in creative movement and dance; identify several activities that are personally enjoyable; and use a variety of means for self-expression
        
        P14.3: Demonstrate appropriate social interactions with peers during physical activity (e.g., sharing, taking turns, following rules, playing cooperatively) with teacher guidance and reinforcement
        
        P14.4: Demonstrate recognition that physical activity is beneficial to good health
        
        P14.5: Recognize the difference between physical activity levels in different children’s tasks (e.g., sitting at sand table compared to playing tag)
        
        P14.6: Develop individual success and confidence by attempting movement skills and activities with teacher guidance
      - Standard 9: Motor Skill Performance
        
        Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
        
        P9.1: Demonstrate coordination in gross motor and fine motor tasks using control, balance, strength and coordination; and demonstrate progress toward the mature form of selected fundamental motor skills
        
        P9.2: Demonstrate the ability to stop and start on a signal; combine sequences of several motor skills in an organized way; and move through an environment with body control
        
        P9.3: Apply problem-solving skills in movement-related activities by solving simple movement challenges involving body parts in isolation or in combination
        
        P9.4: Acquire initial gross- and fine-motor skills needed for engagement in developmentally appropriate tasks, activities, creative movement, dance and play
        
        P9.5: Respond to cues and problem-solve as well as use whole self in personal and general space
  - School Health Education (2006)
    - Elementary (1-5)
      - Standard 1: Core Concepts
        
        Students will comprehend concepts related to health-promotion and disease prevention to enhance health.
        
        E1.1: Describe relationships between personal health behaviors and individual well-being
        
        E1.10: Describe the physical and emotional changes that occur during puberty
        
        E1.2: Describe the interrelationship of mental, emotional, social and physical health during childhood; develop an appreciation of one’s own body
        
        E1.3: Describe the basic structure and functions of the human body systems using medically accurate terminology and specific functions of the body systems
        
        E1.4: Explore how families can influence personal health
        
        E1.5: Examine how physical, social and emotional environments influence personal health
        
        E1.6: Identify health problems and illnesses that can be prevented or treated early
        
        E1.7: Explain how childhood injuries can be prevented or treated
        
        E1.8: Recognize how family history, individual decisions, and other risk factors are related to cause and prevention of disease and other health problems
        
        E1.9: Define the terms communicable (infectious) and non-communicable (non- infectious) diseases and identify ways to help prevent disease (e.g. HIV/AIDS, diabetes, cancer, heart disease)
      - Standard 2: Accessing Health Information and Resources
        
        Students will demonstrate the ability to access valid health information, products and services.
        
        E2.1: Demonstrate the ability to locate valid health information, products and services
        
        E2.2: Demonstrate the ability to locate resources from home, school and community that provide valid health information
        
        E2.3: Describe factors that may influence the selection of health information, products and services
        
        E2.4: Discuss ways to obtain information about human growth and development from family, school personnel, health professionals and other responsible adults
      - Standard 3: Self-Management of Healthy Behaviors
        
        Students will demonstrate the ability to practice health-enhancing behaviors to avoid and reduce health risks.
        
        E3.1: Identify responsible health behaviors
        
        E3.2: List personal health needs
        
        E3.3: Compare behaviors that are safe to those that are risky or harmful
        
        E3.4: Demonstrate strategies to improve or maintain personal health by examining influences and rules that affect decisions
        
        E3.5: Develop and practice safety techniques to avoid and reduce injury and disease
        
        E3.6: Identify and practice skills to manage stress
      - Standard 4: Analyzing Internal and External Influences
        
        Students will analyze the influence of family, peers, culture, media, technology and other factors on health.
        
        E4.1: Describe how family and culture influence personal health behaviors
        
        E4.2: Explain how media and technology influence personal and health behaviors
        
        E4.3: Explain how family, school and peers influence personal health
        
        E4.4: Identify and explain how the media may influence messages one may receive about body image
      - Standard 5: Communication Skills
        
        Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
        
        E5.1: Practice verbal and nonverbal communication as a means of enhancing health
        
        E5.2: Demonstrate characteristics needed to be a responsible individual within their group, school, family and community
        
        E5.3: Describe emotions and how they can affect an individual’s behavior
        
        E5.4: Identify and demonstrate healthy ways to express needs, wants and feelings
        
        E5.5: Identify, discuss and demonstrate ways to communicate care, consideration and respect for themselves and others without bias, abuse, discrimination or harassment based on, but not limited to, race, color, sex, religion, national origin, sexual orientation
        
        E5.6: Demonstrate active listening skills to build and maintain healthy relationships with peers and family members
        
        E5.7: Demonstrate avoidance and refusal skills to enhance health
        
        E5.8: Identify possible causes of conflict
        
        E5.9: Demonstrate family, peer, school and community strategies to prevent, manage and resolve conflicts and identify adults who might assist, when appropriate
      - Standard 6: Decision-Making Skills
        
        Students will demonstrate the ability to use decision-making skills to enhance health.
        
        E6.1: Demonstrate the ability to apply a decision-making process to enhance health
        
        E6.2: Explain when to ask for assistance in making health- related decisions
        
        E6.3: Predict outcomes of positive health decisions
      - Standard 7: Goal-Setting Skills
        
        Students will use goal-setting skills to enhance health
        
        E7.1: Demonstrate the ability to apply the goal- setting process to enhance health
      - Standard 8: Advocacy
        
        Students will demonstrate the ability to advocate for personal, family and community health.
        
        E8.1: Describe a variety of methods to convey accurate health information, concepts and skills
        
        E8.2: Express opinions about health issues based on accurate health information
        
        E8.3: Identify and describe community agencies that advocate for healthy individuals, families and communities
        
        E8.4: Describe ways to encourage and support others in making positive health choices
        
        E8.5: Identify ways to work cooperatively in small groups when advocating for healthy individuals, families and schools
        
        E8.6: Demonstrate positive ways to show care, consideration and concern for others (e.g. persons living with HIV/AIDS, diabetes, cancer)
        
        E8.7: Promote positive, healthy interpersonal relationships with respect and appreciation for each other
    - High School (9-12)
      - Standard 1: Core Concepts
        
        Students will comprehend concepts related to health-promotion and disease prevention to enhance health.
        
        H1.1: Analyze how behaviors can affect health maintenance and disease prevention
        
        H1.10: Describe and analyze the physical, mental, emotional and sexual changes that occur over a lifetime, from birth to death
        
        H1.11: Compare and contrast abstinence to other forms of contraception to reduce risks of disease/unintended pregnancy
        
        H1.2: Describe the interrelationship of mental, emotional, social and physical health throughout adulthood
        
        H1.3: Evaluate the impact of personal health behaviors on the functioning of body systems
        
        H1.4: Evaluate how families, peers and community members can influence the health of individuals
        
        H1.5: Analyze ways in which the environment influences the health of the community
        
        H1.6: Use and evaluate appropriate strategies to promote well-being, delay onset and reduce risks of potential health problems during adulthood
        
        H1.7: Assess how public health policies and government regulations can influence health promotion and disease prevention
        
        H1.8: Analyze how research and medical advances can influence the prevention and control of health problems
        
        H1.9: Research and analyze factors that increase the risk of contracting communicable and non-communicable diseases (e.g. HIV/AIDS, sexually transmitted diseases, diabetes, cancer, heart disease, hepatitis)
      - Standard 2: Accessing Health Information and Resources
        
        Students will demonstrate the ability to access valid health information, products and services.
        
        H2.1: Evaluate the validity of health information and the cost of products and services
        
        H2.2: Demonstrate the ability to access and evaluate resources from home, school and community that provide valid health information and services for themselves and others
        
        H2.3: Evaluate factors that may influence the personal selection of health products and services
        
        H2.4: Analyze medically accurate information about comprehensive sexuality education from family, school personnel, health professionals and other responsible adults
      - Standard 3: Self-Management of Healthy Behaviors
        
        Students will demonstrate the ability to practice health-enhancing behaviors to avoid and reduce health risks.
        
        H3.1: Assess the importance of assuming responsibility for personal health behaviors
        
        H3.2: Analyze personal health status to determine needs
        
        H3.3: Distinguish between safe, risky or harmful behaviors affecting themselves and others in the community
        
        H3.4: Apply and assess strategies to improve or maintain personal, family and community health by examining influences, rules and legal responsibilities that affect decisions
        
        H3.5: Use and evaluate safety techniques to avoid and reduce injury and prevent disease
        
        H3.6: Evaluate and apply appropriate stress management strategies
      - Standard 4: Analyzing Internal and External Influences
        
        Students will analyze the influence of family, peers, culture, media, technology and other factors on health.
        
        H4.1: Analyze how family and cultural diversity enriches and affects personal health behaviors
        
        H4.2: Evaluate the effects of media, technology and other factors on personal, family and community health
        
        H4.3: Evaluate how information from family, school, peers and the community influences personal health
        
        H4.4: Analyze the media influence on behaviors and decisions as it relates to sexuality
      - Standard 5: Communication Skills
        
        Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
        
        H5.1: Compare and contrast skills for communicating effectively with family, peers and others
        
        H5.2: Apply and evaluate characteristics needed to be a responsible individual within their peer group, school, family, and community
        
        H5.3: Demonstrate the ability to identify positive and negative emotions and analyze the impact on behavior
        
        H5.4: Analyze situations and demonstrate healthy ways to express needs, wants and feelings
        
        H5.5: Demonstrate care, empathy, respect and responsibility for others without bias, abuse, discrimination or harassment based on, but not limited to, race, color, sex, religion, national origin, sexual orientation, ancestry, marital status, mental retardation,
        
        H5.6: Prioritize and demonstrate strategies for maintaining healthy relationships and solving interpersonal conflicts
        
        H5.7: Demonstrate avoidance, refusal, negotiation and collaboration skills to enhance healthy relationships
        
        H5.8: Analyze the possible causes of conflict in families, among peers, and in schools and communities
        
        H5.9: Demonstrate strategies used to prevent, manage and resolve conflict in healthy ways and identify adults and peers and community resources that might assist, when appropriate
      - Standard 6: Decision-Making Skills
        
        Students will demonstrate the ability to use decision-making skills to enhance health.
        
        H6.1: Demonstrate various strategies when making decisions to enhance health
        
        H6.2: Demonstrate the ability to make health- enhancing decisions using the collaborative decision-making process
        
        H6.3: Predict the immediate and long-term impact of health decisions on the individual, family and community
      - Standard 7: Goal-Setting Skills
        
        Students will use goal-setting skills to enhance health
        
        H7.1: Demonstrate various strategies when making goalsetting decisions to enhance health
      - Standard 8: Advocacy
        
        Students will demonstrate the ability to advocate for personal, family and community health.
        
        H8.1: Evaluate the effectiveness of methods for accurately expressing health information, concepts and skills
        
        H8.2: Support and defend a position with accurate health information
        
        H8.3: Engage the support of community agencies that advocate for healthy individuals, families and communities
        
        H8.4: Use the ability to influence and support others in making positive health choices
        
        H8.5: Demonstrate the ability to work cooperatively in larger, more diverse groups when advocating for healthy communities
        
        H8.6: Engage others to develop health campaigns which promote care, consideration and concern for others (e.g. persons living with HIV/AIDS, diabetes, cancer)
        
        H8.7: Analyze the power of choice with personal relationships and examine the responsibility and consequences regarding actions/behaviors related to sexuality
    - Middle School (6-8)
      - Standard 1: Core Concepts
        
        Students will comprehend concepts related to health-promotion and disease prevention to enhance health.
        
        M1.1: Explain the relationship between positive health behaviors and prevention of injury, illness, disease and premature death
        
        M1.10: Describe puberty and human reproduction as it relates to medically accurate compre- hensive sexuality education
        
        M1.11: Define abstinence, explain the value of postponing sexual activity, identify the methods of contraception and the effectiveness of each
        
        M1.2: Describe the interrelationship of mental, emotional, social and physical health during pre-adolescence/ adolescence
        
        M1.3: Explain how health is influenced by the growth and interaction of body systems
        
        M1.4: Examine how families and peers can influence the health of adolescents
        
        M1.5: Analyze ways in which the environment and personal health are interrelated
        
        M1.6: Use appropriate strate- gies to prevent/reduce risks and promote well-being
        
        M1.7: Explain how appropriate health care can prevent prema- ture death and disability
        
        M1.8: Describe how pathogens, family history, individual deci- sions and other risk factors are related to the cause or preven- tion of disease and other health problems
        
        M1.9: Identify and discuss causes, modes of transmission, symptoms and prevention meth- ods of communicable and non- communicable diseases (e.g. HIV/AIDS, sexually transmitted diseases, diabetes, cancer, heart disease)
      - Standard 2: Accessing Health Information and Resources
        
        Students will demonstrate the ability to access valid health information, products and services.
        
        M2.1: Analyze the validity of health information and the cost of products and services
        
        M2.2: Demonstrate the ability to locate and use resources from home, school and community that provide valid health information, products and services
        
        M2.3: Examine factors that may influence the personal selection of health information, products and services
        
        M2.4: Demonstrate ways to obtain medically accurate information about comprehensive sexuality education from family, school personnel, health professionals and other responsible adults
      - Standard 3: Self-Management of Healthy Behaviors
        
        Students will demonstrate the ability to practice health-enhancing behaviors to avoid and reduce health risks.
        
        M3.1: Explain the importance of assuming responsibility for personal health behaviors
        
        M3.2: Examine personal health status to determine needs
        
        M3.3: Distinguish between safe, risky or harmful behaviors involving themselves and/or others
        
        M3.4: Apply strategies to improve or maintain personal and family health by examining influences, rules and legal responsibilities that affect decisions
        
        M3.5: Examine and apply safety techniques to avoid and reduce injury and prevent disease
        
        M3.6: Apply skills to manage stress
      - Standard 4: Analyzing Internal and External Influences
        
        Students will analyze the influence of family, peers, culture, media, technology and other factors on health.
        
        M4.1: Examine the influence of family beliefs and cultural beliefs on personal health behaviors
        
        M4.2: Analyze how media, technology and other factors influence personal health behaviors
        
        M4.3: Analyze how family, school and peers influence personal health
        
        M4.4: Identify and explain how the media may influence behaviors and decisions in regard to sexuality
      - Standard 5: Communication Skills
        
        Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
        
        M5.1: Apply effective verbal and nonverbal communication skills as a means of enhancing health
        
        M5.2: Use characteristics needed to be a responsible individual within their peer group, school, family and community
        
        M5.3: Identify ways in which emotions may affect communication, behavior and relationships
        
        M5.4: Compare and contrast healthy ways to express needs, wants and feelings
        
        M5.5: Demonstrate ways to communicate care, empathy, respect and responsibility for others without bias, abuse, discrimination or harassment based on, but not limited to, race, color, sex, religion, national origin, sexual orientation, ancestry, marital status,
        
        M5.6: Use communication skills to build and maintain healthy relationships
        
        M5.7: Demonstrate avoidance, refusal and negotiation skills to enhance healthy relationships
        
        M5.8: Examine the possible causes of conflict among youth in schools and communities
        
        M5.9: Demonstrate strategies to prevent, manage and resolve conflicts in healthy ways and identify adults and peers who might assist, when appropriate
      - Standard 6: Decision-Making Skills
        
        Students will demonstrate the ability to use decision-making skills to enhance health.
        
        M6.1: Use a decision-making process to enhance health
        
        M6.2: Describe and analyze how health-related decisions are influenced by using resources from family, school and community
        
        M6.3: Predict how decisions regarding health behaviors have consequences for themselves and others
      - Standard 7: Goal-Setting Skills
        
        Students will use goal-setting skills to enhance health
        
        M7.1: Use the goal-setting process to enhance health
      - Standard 8: Advocacy
        
        Students will demonstrate the ability to advocate for personal, family and community health.
        
        M8.1: Analyze various methods to accurately express health information, concepts and skills
        
        M8.2: Support a healthy position with accurate information
        
        M8.3: Analyze community agencies that advocate for healthy individuals, families and communities
        
        M8.4: Encourage and support others in making positive health choices
        
        M8.5: Demonstrate the ability to work cooperatively in small groups when advocating for healthy individuals, families and schools
        
        M8.6: Promote positive ways to show care and consideration for others (e.g. persons living with HIV/AIDS, diabetes, cancer)
        
        M8.7: Assess the impact of family, cultural, media and societal messages on one’s thoughts, feelings, values and behaviors related to sexuality
    - Pre-K & Kindergarten
      - Standard 1: Core Concepts
        
        Students will comprehend concepts related to health-promotion and disease prevention to enhance health.
        
        P1.1: List personal health behaviors (e.g. hand washing, teeth brushing, independent toileting, use of tissues, explaining feelings, making healthy food choices, daily physical activity)
        
        P1.2: Describe similarities and differences between self and others and understand that the body is good and special
        
        P1.3: Identify and describe functions of body parts (e.g. stomach, feet, hands, ears, eyes, mouth)
        
        P1.4: Identify how families can influence personal health
        
        P1.5: Describe a healthy and safe environment
        
        P1.6: Identify health and safety problems that can be treated early
        
        P1.7: Identify ways injuries can be prevented
        
        P1.8: Identify and practice ways to prevent disease and other health problems
        
        P1.9: Discuss germs and their connection to illness
      - Standard 2: Accessing Health Information and Resources
        
        Students will demonstrate the ability to access valid health information, products and services.
        
        P2.1: Demonstrate the ability to seek health information from trusted adults (e.g. common health and safety concerns, roles and responsibilities of community helpers)
        
        P2.2: Demonstrate the ability to seek help from trusted adults (e.g. dial 911, ask for help from firefighters or police officers)
        
        P2.3: Identify characteristics of a trusted adult
      - Standard 3: Self-Management of Healthy Behaviors
        
        Students will demonstrate the ability to practice health-enhancing behaviors to avoid and reduce health risks.
        
        P3.1: Identify healthy behaviors (e.g. wearing seatbelts, hand washing)
        
        P3.2: Identify personal behaviors that are health- enhancing
        
        P3.3: Identify personal health behaviors that need to be changed
        
        P3.4: Demonstrate good hygiene practices to improve and maintain personal health
        
        P3.5: Understand and follow rules and routines
        
        P3.6: Identify ways to self-regulate stress (e.g. take a break from playing hard, quiet time)
      - Standard 4: Analyzing Internal and External Influences
        
        Students will analyze the influence of family, peers, culture, media, technology and other factors on health.
        
        P4.1: Discuss their roles in the family and the roles of their parents/ guardians
        
        P4.2: Recognize how media and technology can influence their lives
        
        P4.3: Discuss how families and school influence personal health
      - Standard 5: Communication Skills
        
        Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
        
        P5.1: Practice using words to communicate as a means of enhancing health
        
        P5.2: Describe characteristics of a responsible individual
        
        P5.3: Practice using words to identify emotions
        
        P5.4: Identify healthy ways to express needs, wants and feelings
        
        P5.5: Demonstrate caring and empathy for others
        
        P5.6: Demonstrate the ability to listen and speak in turn
        
        P5.7: Identify ways to deal with conflict
        
        P5.8: List examples of conflict
        
        P5.9: Engage in developing solutions to resolve conflicts and seek help when necessary
      - Standard 6: Decision-Making Skills
        
        Students will demonstrate the ability to use decision-making skills to enhance health.
        
        P6.1: Discuss choices that enhance health
        
        P6.2: Identify adults who can assist in making health-related decisions
        
        P6.3: Discuss reasons to make and results of making healthy choices
      - Standard 7: Goal-Setting Skills
        
        Students will use goal-setting skills to enhance health
        
        P7.1: Define a healthy goal
      - Standard 8: Advocacy
        
        Students will demonstrate the ability to advocate for personal, family and community health.
        
        P8.1: Use language to convey healthy behaviors
        
        P8.2: Use language to express opinions about health topics
        
        P8.3: Name trusted adults at home, in school and in the community
        
        P8.4: Identify ways to encourage others to make positive health choices
        
        P8.5: Participate in small and large group activities, interacting cooperatively with one or more children
        
        P8.6: Discuss positive ways to show care, consideration and concern for others
- Preschool Assessment and Curriculum Framework
  - Cognitive Development (2006)
    - Prekindergarten
      - Language and Literacy
        
        1: Preschool programs will provide children with opportunities to communicate their experiences, ideas and feelings by speaking.
        
        1.1: speak clearly, including use of appropriate tone and inflection;
        
        1.1.1: Children will moderate volume, speaking so that their words will be understood by peers and adults.
        
        1.2: use multiple-word sentences or phrases to describe ideas, feelings and actions;
        
        1.2.1: Children will use several sentences, with at least five words in each sentence, to respond to a question or express ideas, thoughts and feelings.
        
        1.3: speak to initiate a conversation or enter into a play situation; and
        
        1.3.1: Children will use language to engage in conversation by making statements or by asking questions.
        
        1.4: speak for a variety of other purposes.
        
        1.4.1: Children use language to retell stories and experiences, make up stories, describe, ask questions, get information and ask for assistance.
        
        2: Preschool programs will provide children with opportunities to listen with understanding to directions, conversations and stories.
        
        2.1: demonstrate understanding of basic conversational vocabulary;
        
        2.1.1: Children will respond to their names, requests for action or information, and follow two-step directions.
        
        2.2: demonstrate understanding of messages in conversation; and
        
        2.2.1: Children will attend to conversation and indicate understanding by their behavior.
        
        2.3: retell information from a story.
        
        2.3.1: After listening to a story, children will retell the basic story line and will recall characters and location.
        
        3: Preschool programs will provide children with opportunities to exhibit interest in reading.
        
        3.1: show independent interest in reading-related activities;
        
        3.1.1: Children will choose to read a book or engage in reading-related activities during learning-center time.
        
        3.2: attend to a story;
        
        3.2.1: Children will listen with interest to a story read or told by an adult or another child.
        
        3.3: demonstrate book awareness;
        
        3.3.1: Children will hold a book upright, turn pages from the front of the book to the back, and scan pages from top to bottom and left to right.
        
        3.4: recognize matching sounds and some printed letters; and
        
        3.4.1: Children will begin to become aware of the connection between letters and sounds.
        
        3.5: recognize several printed words.
        
        3.5.1: Children will name several words that are familiar to them in their environment.
        
        4: Preschool programs will provide children with opportunities to use different forms of writing such as drawing, letter-like forms, invented spelling and conventional forms.
        
        4.1: use symbols or drawings to express thoughts, feelings and ideas;
        
        4.1.1: Children will draw or “write” about their experiences.
        
        4.2: print or copy their first name; and
        
        4.2.1: Children will use a sample or will independently print their first name.
        
        4.3: use letter-like approximations to write words or ideas.
        
        4.3.1: Children will develop an awareness of letters and the connection between oral language and writing. They will “write” words on paper without a sense of top or bottom, left to right or letter order in a word. Children may also use letter or word stamps, a
      - Logical – Mathematical/Scientific Thinking
        
        1: Preschool programs will provide children with opportunities to express wonder, ask questions and seek answers about the natural world.
        
        1.1: ask questions about and comment on observations and experimentation;
        
        1.1.1: Children are naturally curious. When provided with opportunities to observe and investigate the environment, they will ask questions about and comment on their observations and what they discover.
        
        1.2: collect, describe and record information; and
        
        1.2.1: Children will make comparisons among different objects using different senses. They will use words to describe their experiences.
        
        1.3: use equipment for investigation.
        
        1.3.1: Children will use a variety of materials for investigation and data collection.
        
        2: Preschool programs will provide children with opportunities to recognize and solve problems through active exploration, including trial and error and interacting with peers and adults.
        
        2.1: make and verify predictions about what will occur;
        
        2.1.1: Children will make predictions about what will occur based on observations, manipulation and previous experiences. They will use resources such as experiments, books, computer software, peers and adults to verify their predictions.
        
        2.2: compare and contrast objects and events;
        
        2.2.1: Children will identify attributes for comparison, compare characters of stories or events of stories, note similarities and differences, or find patterns.
        
        2.3: classify objects and events based on self-selected criteria; and
        
        2.3.1: Children will identify ways to organize objects or information and provide the rationale for their method of classification.
        
        2.4: use language that shows understanding of scientific principles to explain why things happen;
        
        2.4.1: Children will use vocabulary that indicates their understanding of scientific principles.
        
        2.5: engage in a scientific experiment with a peer or with a small group.
        
        2.5.1: Children will conduct observations or experiments with one peer or with a small group using sharing and turn-taking skills.
        
        3: Preschool programs will provide children with opportunities to organize and express their understanding of common properties and attributes of things.
        
        3.1: recognize simple patterns and duplicate or extend them;
        
        3.1.1: Children will use a variety of manipulatives and art media to create or imitate visual or auditory patterns.
        
        3.10: demonstrate an understanding of sequence of events and time periods; and
        
        3.10.1: Children will describe or represent a series of events in the appropriate sequence. Children will use words to denote time periods or a sequence of events.
        
        3.11: collect, organize and display information.
        
        3.11.1: Children will demonstrate a variety of strategies to share information.
        
        3.2: create and duplicate patterns and shapes using a variety of materials;
        
        3.2.1: Building on their recognition of patterns, children will create their own patterns with a variety of materials and duplicate patterns presented to them.
        
        3.3: sort objects by one or more attributes and regroup the objects based on a new attribute;
        
        3.3.1: Children will classify objects by attributes that they select.
        
        3.4: order several objects on the basis of one attribute;
        
        3.4.1: Children will arrange objects in a sequence that they can explain.
        
        3.5: show spatial awareness by demonstrating an understanding of position and order;
        
        3.5.1: Children will use vocabulary to indicate their knowledge of position and order.
        
        3.6: use common instruments to measure things;
        
        3.6.1: Children will use a variety of instruments to measure weight, volume, height, distance and temperature.
        
        3.7: demonstrate understanding of one-to-one correspondence while counting.
        
        3.7.1: Children will count objects and make the connection between number and quantity.
        
        3.8: show curiosity and independent interest in number-related activities;
        
        3.8.1: Children will engage in counting and discussing quantity as they play
        
        3.9: estimate and verify the number of objects;
        
        3.9.1: Children will make estimates of quantity, distance, weight and length, and use measuring tools and other ways to verify the estimation.
  - Cognitive Development (2008)
    - Prekindergarten
      - COG 1: Engages in scientific inquiry
      - COG 10: Shows understanding of stories
      - COG 11: Displays knowledge of books and print
      - COG 12: Recognizes similar sounds in speech
      - COG 13: Identifies printed words
      - COG 14: Uses writing to convey meaning
      - COG 2: Uses a variety of strategies to solve problems
      - COG 3: Sorts objects
      - COG 4: Recognizes and makes patterns
      - COG 5: Compares and orders objects and events
      - COG 6: Relates number to quantity
      - COG 7: Demonstrates spatial awareness
      - COG 8: Uses complex sentences and vocabulary to describe ideas and experiences
      - COG 9: Understands and participates in conversations
  - Creative Expression/Aesthetic Development (2006)
    - Prekindergarten
      - 1: Preschool programs will provide children with opportunities to exhibit curiosity about and explore how materials function and affect the senses.
        
        1.1: use a variety of art materials and activities for sensory experience and exploration; and
        
        1.1.1: Children will experiment with different ways to use art materials. Children will experience materials of different textures and smells.
        
        1.2: elect to use the art media.
        
        1.2.1: During learning center or choice time, children will choose to engage in a creative art activity.
      - 2: Preschool programs will provide children with opportunities to create (imagine, experiment, plan, make, evaluate, refine and present/exhibit) works that express or represent experiences, ideas, feelings and fantasy using various media.
        
        2.1: demonstrate the ability to represent experiences, thoughts and ideas using several art forms; and
        
        2.1.1: Children will select different art materials (e.g., tempera paints, items for collages, markers, wood) to represent thoughts, ideas and experiences, using a few details.
        
        2.2: use a variety of visual art media for self-expression.
        
        2.2.1: Children will select different media to express emotions and ideas.
      - 3: Preschool programs will provide children with opportunities to represent fantasy and real-life experiences through pretend play.
        
        3.1: assume the role of someone or something else and talk in the language/tone appropriate for that person or thing; and
        
        3.2: engage in cooperative pretend play with another child.
        
        3.2.1: A child will take on a role in pretend play, interact with another child who is also in a pretend role, and will engage in a play sequence.
      - 4: Preschool programs will provide children with opportunities to engage in musical and creative movement activities.
        
        4.1: participate in group musical experiences, which may include listening to music, singing songs, doing finger plays and using musical instruments;
        
        4.1.1: Children will willingly participate in singing songs, finger plays, musical games and other musical activities.
        
        4.2: initiate the singing of songs, finger plays, the use of musical instruments or the use of tapes or compact discs; and
        
        4.2.1: Children will select musical instruments or use tape recorders during learning center time. They will spontaneously sing songs.
        
        4.3: participate in creative movement and dance.
        
        4.3.1: Children will engage in a variety of movement and dance activities individually and in a group.
      - 5: Preschool programs will provide children with opportunities to describe or respond to their own creative work or the creative work of others.
        
        5.1: use oral language to explain or describe or ask questions about a work of art; and
        
        5.1.1: When asked “Can you tell me about your picture?”, children will describe the drawing or painting. When asked “What do you think this picture is about?”, children will give an explanation.
        
        5.2: express interest in and show appreciation for the creative work of others.
        
        5.2.1: Children will respond in various ways to the creative work of others, e.g., through body language, facial expression or oral language.
  - Creative Expression/Aesthetic Development (2008)
    - Prekindergarten
      - CRE 1: Builds and constructs to represent own ideas
      - CRE 2: Draws and paints to represent own ideas
      - CRE 3: Represents experiences and fantasies in pretend play
      - CRE 4: Sings and responds to music
  - Personal and Social Development (2006)
    - Prekindergarten
      - 1: Preschool programs will provide children with opportunities to exhibit curiosity, creativity, self-direction and persistence in learning situations.
        
        1.1: engage in activities that they select or create and demonstrate self-direction in use of materials;
        
        1.1.1: Children will make independent decisions about what learning center or materials to work with and will get and use the materials they need.
        
        1.2: sustain attention to task;
        
        1.2.1: Children can remain engaged in an activity that they have selected for a minimum of 15 minutes.
        
        1.3: demonstrate the ability to use a minimum of two different strategies to attempt to solve a problem;
        
        1.3.1: Children will attempt several different strategies when encountering difficulty while they are using materials.
        
        1.4: demonstrate delight or satisfaction when completing a task or solving a problem;
        
        1.4.1: Children receive pleasure or gratification when completing a task or solving a problem by themselves.
      - 2: Preschool programs will provide children with opportunities to describe themselves using several basic characteristics.
        
        2.1: refer to themselves by first and last name; and
        
        2.2: identify themselves by family and by gender.
        
        2.2.1: Children will state whether they are a girl or a boy. They will identify the members of their family by their roles in the family, e.g., mother, brother, grandmother, uncle.
      - 3: Preschool programs will provide children with opportunities to demonstrate awareness of one’s own and others’ feelings.
        
        3.1: use words to express emotions or feelings.
        
        3.1.1: Children move from more physical displays of emotions and begin to verbalize them.
      - 4: Preschool programs will provide children with opportunities to participate in and exhibit self-control in group situations.
        
        4.1: participate in small- and large-group activities;
        
        4.1.1: Children will participate in a variety of small-group activities such as cooking and reading together, and in large-group activities such as circle time and creative movement.
        
        4.2: manage transition from one activity to the next;
        
        4.2.1: Children will clean up and put away materials in appropriate places and move to the next activity with few verbal prompts.
        
        4.3: follow classroom and playground rules; and
        
        4.3.1: Children will demonstrate an understanding of classroom and playground rules. They will also participate in the development of rules.
        
        4.4: be aware of and follow the classroom schedule and routines.
        
        Children will be familiar with and follow the daily schedule and routines. They will be able to tell another person what activity comes next and about any special activity planned for the day.
      - 5: Preschool programs will provide children with opportunities to interact appropriately with peers and familiar adults.
        
        5.1: interact with one or more children, beginning to play or work cooperatively;
        
        5.1.1: Children are moving from parallel to cooperative play. Children will engage in activities that involve interactions with one or more children to enhance socio-dramatic play or to work together to build or complete a project.
        
        5.2: enter into or initiate a play situation;
        
        5.2.1: Children will enter into a play situation. Children will initiate a play theme with peers.
        
        5.3: demonstrate empathy and caring for others; and
        
        5.3.1: Children assist other children in clean-up or work together to complete a project. If one child gets injured, other children will acknowledge how that child might be feeling and offer help.
        
        5.4: seek help from peers or adults.
        
        5.4.1: When children need assistance with a self-help task or in solving a problem, they will ask for help from adults or peers in the classroom.
      - 6: Preschool programs will provide children with opportunities to use age-appropriate conflict-resolution strategies.
        
        6.1: use words to identify the conflict;
        
        6.1.1: Children will use words to identify the problem they are having with a peer.
        
        6.2: engage in developing solutions and work to resolve conflicts; and
        
        6.2.1: Children will participate in the facilitation of a conflict resolution by an adult, agree to a solution and follow it.
        
        6.3: seek adult help when involved in a conflict.
        
        6.3.1: If a child cannot resolve a conflict with another child, he or she will ask an adult for assistance.
      - 7: Preschool programs will provide children with opportunities to recognize similarities and appreciate differences in people.
        
        7.1: state at least two ways in which children are similar and two ways in which they are different; and
        
        7.1.1: Children notice similarities and differences between themselves and others. Children verbalize these similarities and differences.
        
        7.2: interact with a variety of children in the program.
        
        7.2.1: Children will choose to engage in activities with a variety of peers. They will play with others regardless of gender, race or ability.
  - Personal and Social Development (2008)
    - Prekindergarten
      - P & S 1: Shows self-direction with range of materials
      - P & S 2: Sustains attention to task or goal set out to accomplish
      - P & S 3: Participates in teacher-led group activities
      - P & S 4: Manages transitions, follows routines and rules
      - P & S 5: Uses words to express emotions or feelings
      - P & S 6: Shows empathy and caring for others
      - P & S 7: Interacts cooperatively with peers
      - P & S 8: Works to resolve conflicts
      - P & S 9: Recognizes similarities and appreciates differences
  - Physical Development (2006)
    - Prekindergarten
      - 1: Preschool programs will provide children with opportunities to engage in a wide variety of gross-motor activities that are child selected and teacher initiated.
        
        1.1: demonstrate competence in a variety of activities that require coordinated movement using large muscles;
        
        1.2: perform activities that combine large-muscle movements with equipment;
        
        1.3: combine a sequence of several motor skills in an organized way; and
        
        1.4: choose to engage in physical activity that is child selected or teacher initiated.
      - 2: Preschool programs will provide children with opportunities to use a variety of materials that promote eye-hand coordination and small-muscle development.
        
        2.1: perform fine-motor tasks that require small-muscle strength and control;
        
        2.2: use eye-hand coordination to successfully perform fine-motor tasks; and
        
        2.3: show beginning control of writing, drawing and art tools.
      - 3: Preschool programs will provide children with opportunities to demonstrate spatial awareness in both fine- and gross-motor activities.
        
        3.1: move through an environment with body control; and
        
        3.1.1: Children develop motor control, coordination and balance in the early years. A child should be able to walk in the classroom and not bump into furniture or people.
        
        3.2: demonstrate spatial awareness in fine-motor activities.
        
        3.2.1: Children will demonstrate an awareness of top and bottom, up and down.
      - 4: Preschool programs will provide children with opportunities to choose nutritious meals and snacks.
        
        4.1: recognize and eat a variety of nutritious foods.
        
        4.1.1: When presented with several foods, children will be able to tell which are considered healthy foods to eat.
      - 5: Preschool programs will provide children with opportunities to practice basic hygiene and self-help skills.
        
        5.1: practice personal hygiene; and
        
        5.1.1: Children will wash hands, brush teeth, toilet independently and use tissues appropriately.
        
        5.2: use self-help skills.
        
        5.2.1: Children will put on and take off clothes. They will select, use and put away materials.
  - Physical Development (2008)
    - Prekindergarten
      - PHY 1: Uses coordinated large-muscle movements
      - PHY 2: Uses coordinated small-muscle movements
      - PHY 3: Cares for self independently
- The Arts Curriculum Framework
  - Dance (1998)
    - 5-8
      - Standard 1: Elements and Skills
        
        Students will identify and perform movement elements and dance skills.
        
        M1A: demonstrate the following movement skills and explain the underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing;
        
        M1B: identify and demonstrate longer and more complex steps and patterns;
        
        M1C: transfer a spatial pattern from the visual to the kinesthetic;
        
        M1D: transfer a rhythmic pattern from sound to movement;
        
        M1E: identify and demonstrate a range of dynamics/ movement qualities;
        
        M1F: demonstrate increasing kinesthetic awareness, concentration and focus in performing a range of movement skills;
        
        M1G: memorize and reproduce movement sequences and dances; and
        
        M1H: describe the movement elements observed in a dance, using appropriate movement/dance vocabu lary.
      - Standard 2: Choreography
        
        Students will understand choreographic principles, processes and structures.
        
        M2A: use improvisation to generate movement for choreography;
        
        M2B: create sequences and simple dances that dem onstrate the principles of, for example, repetition, contrast, transition and climax;
        
        M2C: demonstrate successfully the structures or forms of AB, ABA, canon, call and response, and narrative;
        
        M2D: demonstrate the ability to work cooperatively in pairs and small groups during the choreographic process;
        
        M2E: demonstrate the following partner skills: creating contrasting and complementary shapes, taking and supporting weight, balance and counterbalance; and
        
        M2F: describe and analyze the choreographic structure of dance viewed in class, in the theatre, or on video.
      - Standard 3: Meaning
        
        Students will understand how dance creates and communicates meaning.
        
        M3A: effectively demonstrate the difference between pantomiming and creating abstract meaning through dance movement;
        
        M3B: observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance;
        
        M3C: demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance; and
        
        M3D: explain the meaning of one of their own dances.
      - Standard 4: Thinking Skills
        
        Students will apply analytical and evaluative thinking skills in dance.
        
        M4A: create a movement idea and demonstrate multiple interpretations, choose the most effective and discuss the reasons for their choice;
        
        M4B: compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities); and
        
        M4C: identify possible aesthetic criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast, clarity of idea).
      - Standard 5: History And Cultures
        
        Students will demonstrate an understanding of dance in various cultures and historical periods.
        
        M5A: competently perform folk, traditional and/or classical dances from various cultures or time periods, and describe similarities and differences in steps and movement styles;
        
        M5B: competently perform folk, social and/or theatrical dances from a broad spectrum of 20th century America;
        
        M5C: learn from resources (such as people, books and videos) in their own community a folk dance of a different culture ora social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its
        
        M5D: describe the role of dance in at least two different cultures or time periods.
      - Standard 6: Healthful Living
        
        Students will make connections between dance and healthful living.
        
        M6A: identify at least three personal goals to improve themselves as dancers and steps they are taking to reach those goals;
        
        M6B: identify major muscle groups and how they work together to produce movement;
        
        M6C: create their own warm-up and discuss how that warm-up prepares the body and mind for expres sive purposes; and
        
        M6D: explain strategies to prevent dance injuries.
      - Standard 7: Connections
        
        Students will make connections between dance, other disciplines and daily life.
        
        M7A: cite examples of concepts used in dance and another discipline outside the arts (such as balance, shape, pattern);
        
        M7B: create a dance project that explores and expresses important ideas from another arts discipline (such as foreground and background, or color, in visual art); and
        
        M7C: video record a dance produced in class, intensifying or changing the meaning of the dance through the recording process.
    - 9-12
      - Standard 1: Elements and Skills
        
        Students will identify and perform movement elements and dance skills.
        
        H1A: demonstrate appropriate skeletal alignment, body part articulation, strength, flexibility, agility and coordination in locomotor and nonlocomotor move ments with consistency and reliability;
        
        H1B: identify and perform basic dance steps, positions and patterns for dance from two different styles or traditions, demonstrating clarity and stylistic accu racy;
        
        H1C: use spatial awareness to heighten artistic expres sion;
        
        H1D: demonstrate rhythmic acuity and musicality;
        
        H1E: create and perform combi nations and variations in a broad dynamic range;
        
        H1F: perform dances confi dently, communicating the artistic intention of the choreographer;
        
        H1G: memorize and perform a varied repertoire of dances; and
        
        H1H: describe the characteristics of a particular choreographer’s move ment vocabulary.
      - Standard 2: Choreography
        
        Students will understand choreographic principles, processes and structures.
        
        H2A: use effectively a range of choreographic processes;
        
        H2B: choreograph dances which effectively demonstrate a range of choreographic principles;
        
        H2C: demonstrate understand ing of structures or forms (such as theme and variation, rondo, round, structured improvisation and chance) through brief dance studies;
        
        H2D: choreograph duets and small-group dances dem onstrating an understanding of choreographic principles, processes and structures both in collaborative groups and as choreographer/director;
        
        H2E: develop an idea indepen dently from initial inception through to presentation for an audience; and
        
        H2F: describe how a choreogra pher manipulated and developed the basics movment content in a dance.
      - Standard 3: Meaning
        
        Students will understand how dance creates and communicates meaning.
        
        H3A: formulate and answer questions about how movement choices com municate abstract ideas in dance;
        
        H3B: examine the ways in which a dance creates and conveys meaning by considering the dance from different cultural perspectives;
        
        H3C: compare and contrast how meaning is communicated in two of their own dances; and
        
        H3D: create a dance that effectively communicates a contemporary social theme or a topic of personal significance.
      - Standard 4: Thinking Skills
        
        Students will apply analytical and evaluative thinking skills in dance.
        
        H4A: create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions;
        
        H4B: establish a set of artistic criteria and apply it in evaluating their own work and that of others;
        
        H4C: compare the work of two contrasting choreographers using a given set of artistic criteria;
        
        H4D: analyze the style of a choreographer or cultural form, then create a dance study in that style and evaluate the results in discussion with peers; and
        
        H4E: formulate and answer their own aesthetic questions (such as: What is it that makes a particular dance that dance? What makes a successful dance successful?).
      - Standard 5: History And Cultures
        
        Students will demonstrate an understanding of dance in various cultures and historical periods.
        
        H5A: perform or discuss the traditions and technique of a classical dance form;
        
        H5B: perform and describe similarities and differences between two contemporary theatrical forms of dance or two folk dance forms;
        
        H5C: create a time line illustrating important dance events in the 20th century;
        
        H5D: analyze historical and cultural images of the body in dance and com pare these to contemporary images; and
        
        H5E: create and answer questions about dance and dancers prior to the 20th century.
      - Standard 6: Healthful Living
        
        Students will make connections between dance and healthful living.
        
        H6A: reflect upon their own progress and personal growth during their study of dance;
        
        H6B: create and demonstrate movement sequences which stretch and strengthen the main muscle groups;
        
        H6C: analyze historical and cultural images of the body in dance and com pare these to images of the body in contemporary media; and
        
        H6D: effectively communicate how lifestyle choices affect the dancer.
      - Standard 7: Connections
        
        Students will make connections between dance, other disciplines and daily life.
        
        H7A: create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines;
        
        H7B: identify commonalties and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements and ways of com municating meaning; and
        
        H7C: create an interdisciplinary project using media technologies (such as video, computer) that presents dance in a new or en hanced form (such as video dance, video/ computer-aided live performance, or anima tion).
    - K - 4
      - Standard 1: Elements and Skills
        
        Students will identify and perform movement elements and dance skills.
        
        E1A: demonstrate nonlocomotor movements (such as bend, twist, stretch, swing, sway);
        
        E1B: demonstrate eight basic locomotor movements (walk, run, hop, jump, leap, gallop, slide and skip), traveling forward, backward, sideward, diagonally and turning;
        
        E1C: demonstrate eight basic locomotor movements (walk, run, hop, jump, leap, gallop, slide and skip), traveling forward, backward, sideward, diagonally and turning;
        
        E1D: demonstrate accuracy in moving to a musical beat and responding to changes in tempo;
        
        E1E: identify and demonstrate basic dynamic contrasts (slow/quick, gentle/ strong);
        
        E1F: demonstrate kinesthetic awareness and concentra tion in performing move ment skills;
        
        E1G: demonstrate accuracy in memorizing and repro ducing simple movement phrases; and
        
        E1H: observe and describe the movement elements (action, space, dynamics) in a brief movement study.
      - Standard 2: Choreography
        
        Students will understand choreographic principles, processes and structures.
        
        E2A: use improvisation to discover and invent move ment and to solve move ment problems;
        
        E2B: create a sequence or simple dance with a beginning, middle and end, both with and without a rhythmic accompa niment, and identify each of these sequence parts;
        
        E2C: create a dance phrase, repeat it, and then vary it (making changes in the time, space, and/or force/ energy);
        
        E2D: demonstrate the ability to work effectively alone and with a partner;
        
        E2E: demonstrate the following partner skills: copying, leading and following, mirroring;
        
        E2F: improvise, create and perform simple dances based on concepts suggested by the teacher and their own feelings and ideas; and
        
        E2G: identify and describe the choreographic structure of their own dances in simple terms.
      - Standard 3: Meaning
        
        Students will understand how dance creates and communicates meaning.
        
        E3A: observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures);
        
        E3B: take an active role ina class discussion about interpretations of and reactions to dances that are either produced in class or viewed in the theatre or on video; and
        
        E3C: present their own dances to peers and discuss their meanings with confidence.
      - Standard 4: Thinking Skills
        
        Students will apply analytical and evaluative thinking skills in dance.
        
        E4A: explore, discover and realize multiple solutions to a given movement problem, choose their favorite solution and discuss the reasons for their choice;
        
        E4B: observe two dances and discuss how they are similar and different in terms of one of the elements of dance (such as space) by observing body shapes, levels, pathways; and
        
        E4C: demonstrate appropriate audience behavior in watching dance performances, and discuss their opinions about the dances with their peers in a supportive and constructive way.
      - Standard 5: History And Cultures
        
        Students will demonstrate an understanding of dance in various cultures and historical periods.
        
        E5A: perform folk dances from various cultures with competence and confi dence;
        
        E5B: perform a dance from a resource in their own community, and describe the cultural and/or historical context (how and why this dance is/was performed); and
        
        E5C: answer questions about dance in a particular culture and time period (for example: ln colonial America, why and in what settings did people dance? What did the dances look like?).
      - Standard 6: Healthful Living
        
        Students will make connections between dance and healthful living.
        
        E6A: identify at least three personal goals to improve themselves as dancers;
        
        E6B: describe the skeleton and how it works in simple terms; and
        
        E6C: explain how healthful practices (such as nutrition, safety) enhance their ability to dance, citing multiple examples.
      - Standard 7: Connections
        
        Students will make connections between dance, other disciplines and daily life.
        
        E7A: create a dance project that reveals understanding of a concept or idea from another discipline (such as pattern in dance and science);
        
        E7B: respond to a dance using another art form, and explain the connections between the dance and their response to it (for example, making a paint ing about a dance and describing the connections); and
        
        E7C: video record a simple dance (after collaborative planning in small groups) which successfully shows the concept or idea that drives the dance.
  - Music (1998)
    - 5-8
      - Cotent Standard 1: Vocal
        
        Students will sing, alone and with others, a varied repertoire of songs.
        
        M1A: sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles;
        
        M1B: sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2, on a scale of 1 to 6, including some songs performed from memory;
        
        M1C: sing music representing diverse genres and cultures, with expression appropriate for the work being performed; and
        
        M1D: sing music written in two and three parts.
        
        M1E: Students who participate in a choral ensemble or class will, in addition, sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3, on a scale of 1 to 6, including some songs performed from m
      - Cotent Standard 2: Instrumental
        
        Students will play, alone and with others, a varied repertoire of instrumental music.
        
        M2A: perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good pos ture, good playing position and good breath, bow or stick control;
        
        M2B: perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature with a difficulty level of 2, on a scale of 1 to 6;
        
        M2C: perform music representing diverse genres and cultures, with expression appropriate for the work being performed; and
        
        M2D: play by ear simple melodies on a melodic instrument and simple accom paniments on a harmonic instrument.
        
        M2E: Students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instru mental literature with a difficulty level of 3, ona scale of 1 to 6, including some solos perfor
      - Cotent Standard 3: Improvisation
        
        Students will improvise melodies, variations and accompaniments.
        
        M3A: improvise simple harmonic accompaniments;
        
        M3B: improvise melodic embel lishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys; and
        
        M3C: improvise short melodies, unaccompanied and over given rhythmic accompa niments, each in a consistent style, meter and tonality.
      - Cotent Standard 4: Composition
        
        Students will compose and arrange music.
        
        M4A: compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance;
        
        M4B: arrange simple pieces for voices or instruments other than those for which the pieces were written; and
        
        M4C: use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging.
      - Cotent Standard 5: Notaion
        
        Students will read and notate music.
        
        M5A: read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures;
        
        M5B: read at sight simple melodies in both the treble and bass clefs;
        
        M5C: identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression; and
        
        M5D: use standard notation to record their musical ideas and the musical ideas of others.
        
        M5E: Students who participate in a performing ensemble or class will, in addition, sight-read, accurately and expressively, music with a level of difficulty of 2, ona scale of 1 to 6.
      - Cotent Standard 6: Analysis
        
        Students will listen to, describe and analyze music.
        
        M6A: describe specific music events in a given aural example, using appropriate terminology;
        
        M6B: analyze the uses of elements of music in aural examples representing diverse genres and cultures; and
        
        M6C: demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music.
      - Cotent Standard 7: Evaluation
        
        Students will evaluate music and music performances.
        
        M7A: develop criteria for evaluating the quality and effectiveness of music performances and compo sitions and apply the criteria in their personal listening and performing; and
        
        M7B: evaluate the quality and effectiveness of their own and others’ performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music, and offer constructive suggestions for improvement.
      - Cotent Standard 8: Connections
        
        Students will make connections between music, other disciplines and daily life.
        
        M8A: compare in two or more arts how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human relationships in theatre) can be used to transform similar events, scenes, emotions or ideas into w
        
        M8B: describe ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated; and
        
        M8C: identify a variety of music-related careers.
      - Cotent Standard 9: History and Cultures
        
        Students will understand music in relation to history and culture.
        
        M9A: describe distinguishing characteristics of representative music genres and styles from a variety of cultures;
        
        M9B: classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high-quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exe
        
        M9C: compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically performed.
    - 9-12
      - Cotent Standard 1: Vocal
        
        Students will sing, alone and with others, a varied repertoire of songs.
        
        H1A: sing with expression and technical accuracy a large and varied repertoire of vocal literature witha difficulty level of 4, ona scale of 1 to 6, including some songs performed from memory;
        
        H1B: sing ensemble music for up to four parts, with and without accompaniment; and
        
        H1C: demonstrate well-developed ensemble skills.
      - Cotent Standard 2: Instrumental
        
        Students will play, alone and with others, a varied repertoire of instrumental music.
        
        H2A: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a difficulty level of 4, on a scale of 1 to 6;
        
        H2B: perform an appropriate part in an ensemble, demonstrating welldeveloped ensemble skills; and
        
        H2C: perform in small ensembles with one student on a part.
      - Cotent Standard 3: Improvisation
        
        Students will improvise melodies, variations and accompaniments.
        
        H3A: improvise stylistically appropriate harmonizing parts;
        
        H3B: improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys; and
        
        H3C: improvise original melodies over given chord progressions, each in a consistent style, meter and tonality.
      - Cotent Standard 4: Composition
        
        Students will compose and arrange music.
        
        H4A: compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect;
        
        H4B: arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music; and
        
        H4C: compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional use of the sound sources.
      - Cotent Standard 5: Notaion
        
        Students will read and notate music.
        
        H5A: demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used; and
        
        H5B: sight-read, accurately and expressively, music with a difficulty level of 3, ona scale of 1 to 6.
      - Cotent Standard 6: Analysis
        
        Students will listen to, describe and analyze music.
        
        H6A: analyze aural examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of music elements and ex pressive devices;
        
        H6B: demonstrate extensive knowledge of the technical vocabulary of music; and
        
        H6C: identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work, and give examples of other works that make similar uses of these devices and techniques.
      - Cotent Standard 7: Evaluation
        
        Students will evaluate music and music performances.
        
        H7A: evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements and impro visations and apply the criteria in their personal participation in music; and
        
        H7B: evaluate a performance, composition, arrangement or improvisation by com paring it to similar or exemplary models.
      - Cotent Standard 8: Connections
        
        Students will make connections between music, other disciplines and daily life.
        
        H8A: explain how elements, artistic processes and organizational principles are used in similar and distinctive ways in the various arts, and cite examples;
        
        H8B: compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures;
        
        H8C: explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated; and
        
        H8D: apply music skills and understandings to solve problems relevant to a variety of careers.
      - Cotent Standard 9: History and Cultures
        
        Students will understand music in relation to history and culture.
        
        H9A: classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music, and explain the reasoning behind their classifications;
        
        H9B: identify sources of American music genres, trace the evolution of those genres, and cite wellknown musicians associ ated with them; and
        
        H9C: identify various roles musicians perform, cite representative individuals who have functioned in each role, and describe their activities and performances.
    - K - 4
      - Cotent Standard 1: Vocal
        
        Students will sing, alone and with others, a varied repertoire of songs.
        
        E1A: sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo;
        
        E1B: sing expressively, with appropriate dynamics, phrasing and interpretation;
        
        E1C: sing from memory a varied repertoire of songs representing genres and styles from diverse cultures;
        
        E1D: sing ostinatos, partner songs and rounds; and
        
        E1E: sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.
      - Cotent Standard 2: Instrumental
        
        Students will play, alone and with others, a varied repertoire of instrumental music.
        
        E2A: perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo;
        
        E2B: perform easy rhythmic, melodic and chordal patterns accurately and independently on rhyth mic, melodic and harmonic classroom instruments;
        
        E2C: perform expressively a varied repertoire of music representing diverse genres and styles;
        
        E2D: echo short rhythms and melodic patterns;
        
        E2E: perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor; and
        
        E2F: perform independent instrumental parts while other students sing or play contrasting parts.
      - Cotent Standard 3: Improvisation
        
        Students will improvise melodies, variations and accompaniments.
        
        E3A: improvise “answers” in the same style to given rhythmic and melodic phrases;
        
        E3B: improvise simple rhythmic and melodic ostinato accompaniments;
        
        E3C: improvise simple rhythmic variations and simple melodic embellishments on familiar melodies; and
        
        E3D: improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.
      - Cotent Standard 4: Composition
        
        Students will compose and arrange music.
        
        E4A: create and arrange music to accompany readings or dramatizations;
        
        E4B: create and arrange short songs and instrumental pieces within specified guidelines; and
        
        E4C: use a variety of sound sources when composing.
      - Cotent Standard 5: Notaion
        
        Students will read and notate music.
        
        E5A: read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/ 4, and 4/4 meter signatures;
        
        E5B: use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble clef in major keys;
        
        E5C: identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing; and
        
        E5D: use standard symbols to notate meter, rhythm, pitch and dynamics in simple patterns presented by the teacher.
      - Cotent Standard 6: Analysis
        
        Students will listen to, describe and analyze music.
        
        E6A: identify simple music forms when presented;
        
        E6B: demonstrate perceptual skills by moving in response to, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures;
        
        E6C: use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances;
        
        E6D: identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices and male and female adult voices; and
        
        E6E: respond through purpose ful movement to selected prominent music charac teristics or to specific music events while listening to music.
      - Cotent Standard 7: Evaluation
        
        Students will evaluate music and music performances.
        
        E7A: devise criteria for evaluating performances and compositions; and
        
        E7B: explain, using appropriate music terminology, their personal preferences for specific musical works and styles.
      - Cotent Standard 8: Connections
        
        Students will make connections between music, other disciplines and daily life.
        
        E8A: identify similarities and differences in the meanings of common terms used in the various arts; and
        
        E8B: identify ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated.
      - Cotent Standard 9: History and Cultures
        
        Students will understand music in relation to history and culture.
        
        E9A: identify by genre or style aural examples of music from various historical periods and cultures;
        
        E9B: describe in simple terms how elements of music are used in music examples from various cultures of the world;
        
        E9C: identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use;
        
        E9D: identify and describe roles of musicians in various music settings and cultures; and
        
        E9E: demonstrate audience behavior appropriate for the context and style of music performed.
  - Theatre (1998)
    - 5-8
      - Content Standard 1: Creating
        
        Students will create theatre through improvising, writing and refining scripts.
        
        M1A: individually and in groups, develop charac-ters, environments and actions that create tension and suspense; and
        
        M1B: refine and record dialogue and action.
      - Content Standard 2: Acting
        
        Students will act by developing, communicating and sustaining characters.
        
        M2A: analyze dramatic text to discover, articulate and justify character motiva-tion;
        
        M2B: invent character behaviors based on the observation of interactions, ethical choices and emotional responses of people;
        
        M2C: use acting skills (such as sensory recall, concentra-tion, breath control, dic-tion, body alignment, control of isolated body parts) to develop charac-terizations that reflect artistic choices; and
        
        M2D: in an ensemble, interact as the invented characters.
      - Content Standard 3: Technical Production
        
        Students will design and produce the technical elements of theatre through artistic interpretation and execution.
        
        M3A: describe and use the relationship among scen-ery, properties, lighting, sound, costumes and makeup in creating an environment appropriate for the drama;
        
        M3B: analyze improvised and scripted scenes for techni-cal requirements;
        
        M3C: develop the environment using visual elements (line, texture, color, space), visual principles (repeti-tion, balance, emphasis, contrast, unity) and aural qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources;
        
        M3D: work collaboratively and safely to select and create elements of scenery, prop-erties, lighting and sound to signify environments, and costumes and makeup to suggest character
      - Content Standard 4: Directing
        
        Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.
        
        M4A: demonstrate social, group and consensus skills by leading small groups in planning visual and aural elements and in rehears-ing improvised and scripted scenes.
      - Content Standard 5: Researching and Interpreting
        
        Students will research, evaluate and apply cultural and historical information to make artistic choices.
        
        M5A: apply research from print and nonprint sources to script writing, acting, design and directing choices.
      - Content Standard 6: Connections
        
        Students will make connections between theatre, other disciplines and daily life.
        
        M6A: describe characteristics and compare the presentation of characters, envi-ronments and actions in theatre, dance and visual arts;
        
        M6B: incorporate elements of dance, music and visual arts to express ideas and emotions in improvised and scripted scenes;
        
        M6C: express and compare personal reactions to several art forms;
        
        M6D: describe and compare the functions and interaction of performing artists, visual artists and audience members in theatre, dance, music and visual arts;
        
        M6E: describe ways in which the principles and subject matter of theater and other arts disciplines taught in school are inter-related;
        
        M6F: explain how social concepts such as cooperation, communication, collaboration, consensus, self- esteem, risk taking, sympathy and empathy apply in theatre and daily life; and
        
        M6G: explain the knowledge, skills and discipline needed to pursue careers and avocational opportunities in theatre.
      - Content Standard 7: Analysis, Criticism and Meaning
        
        Students will analyze, critique and construct meanings from works of theatre.
        
        M7A: describe and analyze the effect of publicity, study guides, programs and physical environments on audience response and appreciation of dramatic performances;
        
        M7B: articulate and support the meanings constructed from dramatic perfor-mances;
        
        M7C: use articulated criteria to describe, analyze and constructively evaluate the effectiveness of artistic choices in dramatic per-formances; and
        
        M7D: describe and evaluate the effectiveness of students’ contributions (as play-wrights, actors, designers and directors) to the collaborative process of developing improvised and scripted scenes.
      - Content Standard 8: History and Cultures
        
        Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.
        
        M8A: describe and compare universal characters and situations in dramas from and about various cul-tures and historical peri-ods, create improvised and scripted scenes based on these universal charac-ters and situations, and discuss how theatre re-flects a cul
        
        M8B: analyze the emotional and social impact of dramatic events in their lives, in the community and in other cultures; and
        
        M8C: explain how culture affects the content and design elements of dra-matic performances.
    - 9-12
      - Content Standard 1: Creating
        
        Students will create theatre through improvising, writing and refining scripts.
        
        H1A: construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.
      - Content Standard 2: Acting
        
        Students will act by developing, communicating and sustaining characters.
        
        H2A: analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genres and media;
        
        H2B: compare and demonstrate acting techniques and methods from a variety of periods and styles; and
        
        H2C: in an ensemble, create and sustain characters.
      - Content Standard 3: Technical Production
        
        Students will design and produce the technical elements of theatre through artistic interpretation and execution.
        
        H3A: explain the physical and chemical properties of the technical aspects of the-atre, such as light, color, electricity, paint and makeup;
        
        H3B: analyze a variety of dra-matic texts from cultural and historical perspectives to determine production requirements;
        
        H3C: develop designs that use visual and aural elements to convey environments that clearly support the text;
        
        H3D: apply technical skills and understandings, including scientific and technologi-cal advances, to collaboratively and safely create functional scenery, properties, lighting, sound, costumes and makeup; and
        
        H3E: design coherent stage management, promotional and business practices.
      - Content Standard 4: Directing
        
        Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.
        
        H4A: develop multiple interpre-tations and visual and aural production choices for scripts and production ideas and choose those that are most appropriate;
        
        H4B: justify selection of text, interpretation and visual/ aural choices; and
        
        H4C: effectively communicate directorial choices toa small ensemble for improvised or scripted scenes.
      - Content Standard 5: Researching and Interpreting
        
        Students will research, evaluate and apply cultural and historical information to make artistic choices.
        
        H5A: identify and research cultural, historical and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to help make artistic choices for informal and formal productions.
      - Content Standard 6: Connections
        
        Students will make connections between theatre, other disciplines and daily life.
        
        H6A: describe and compare the materials, elements and means of communicating in theatre, dance, music and the visual arts;
        
        H6B: determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre;
        
        H6C: illustrate the integration of arts media in informal or formal presentations;
        
        H6D: create and solve interdisci-plinary problems using theatre; and
        
        H6E: explore career opportuni-ties in theatre and theatre-related fields.
      - Content Standard 7: Analysis, Criticism and Meaning
        
        Students will analyze, critique and construct meanings from works of theatre.
        
        H7A: construct social meanings from informal and formal productions from a vari-ety of cultures and histori-cal periods, and relate these to current personal, national and international issues;
        
        H7B: articulate and justify personal aesthetic criteria for critiquing dramatic texts and events by com-paring artistic intent with the final performance;
        
        H7C: analyze and critique performances and constructively suggest alter-native artistic choices; and
        
        H7D: constructively evaluate their own and others’ collaborative efforts in informal and formal productions.
      - Content Standard 8: History and Cultures
        
        Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.
        
        H8A: compare similar themes in drama from various cultures and historical periods, create informal and formal performances using these themes, and discuss how theatre can reveal universal concepts;
        
        H8B: identify and compare the lives, works and influence of representative theatre artists in various cultures and historical periods;
        
        H8C: identify cultural and historical sources of American theatre and musical theatre; and
        
        H8D: analyze the effect of their own cultural experiences on their dramatic work.
    - K - 4
      - Content Standard 1: Creating
        
        Students will create theatre through improvising, writing and refining scripts.
        
        E1A: collaborate to select inter-related characters, envi-ronments and situations for classroom dramatiza-tions; and
        
        E1B: improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue.
      - Content Standard 2: Acting
        
        Students will act by developing, communicating and sustaining characters.
        
        E2A: imagine and clearly de-scribe characters, their relationships and their environments;
        
        E2B: use variations of locomo-tor and nonlocomotor movement and vocal pitch, tempo and tone for different characters; and
        
        E2C: assume roles (based on personal experience and heritage, imagination, literature and history) in classroom dramatizations.
      - Content Standard 3: Technical Production
        
        Students will design and produce the technical elements of theatre through artistic interpretation and execution.
        
        E3A: design the playing space to communicate characters and action in specific locales; and
        
        E3B: collaborate to select and safely organize available materials that suggest scenery, properties, light-ing, sound, costumes and makeup.
      - Content Standard 4: Directing
        
        Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.
        
        E4A: collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations.
      - Content Standard 5: Researching and Interpreting
        
        Students will research, evaluate and apply cultural and historical information to make artistic choices.
        
        E5A: communicate information to peers about people, events, time and place related to classroom dramatizations.
      - Content Standard 6: Connections
        
        Students will make connections between theatre, other disciplines and daily life.
        
        E6A: describe visual, aural, oral and kinetic elements in theatre, dance, music and visual arts;
        
        E6B: compare how ideas and emotions are expressed in theatre, dance, music and visual arts;
        
        E6C: select movement, music or visual elements to en-hance the mood of a classroom dramatization;
        
        E6D: identify connections between theatre and other disciplines in the curricu-lum; and
        
        E6E: identify various careers available to theatre artists.
      - Content Standard 7: Analysis, Criticism and Meaning
        
        Students will analyze, critique and construct meanings from works of theatre.
        
        E7A: identify and describe the visual, aural, oral and kinetic elements of class-room dramatizations and dramatic performances;
        
        E7B: explain how the wants and needs of characters are similar to and different from their own;
        
        E7C: articulate emotional responses to and explain personal preferences about whole dramatic performances as well as parts of those perfor-mances; and
        
        E7D: analyze classroom dramatizations and, using ap-propriate terminology, constructively suggest (1) alternative ideas for dra-matizing roles, arranging environments and developing situations and (2) means of improving the collaborative processes of planning,
      - Content Standard 8: History and Cultures
        
        Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.
        
        E8A: identify and compare similar characters and situations in stories and dramas from and about various cultures, create classroom dramatizations based on these stories and dramas, and discuss how theatre reflects life; and
        
        E8B: identify and compare the various cultural settings and reasons for creating dramas and attending theatre.
  - Visual Arts (1998)
    - 5-8
      - Content Standard 1: Media
        
        Students will understand, select and apply media, techniques and processes.
        
        M1A: select media, techniques and processes to communicate ideas, reflect on their choices and analyze what makes them effective;
        
        M1B: improve the communication of their own ideas by effectively using the characteristics of a variety of traditional and contem-porary art media, tech-niques and processes (two-dimensional and three-dimensional, includ-ing media/technology); and
        
        M1C: use different media, tech-niques and processes (two-dimensional and three-dimensional, includ-ing media/technology) to communicate ideas, feel-ings, experiences and stories.
      - Content Standard 2: Elements and Principles
        
        Students will understand and apply elements and organizational principles of art.
        
        M2A: use ways of arranging visual characteristics and reflect upon what makes them effective in convey-ing ideas;
        
        M2B: recognize and reflect on the effects of arranging visual characteristics in their own and others’ work; and
        
        M2C: select and use the ele-ments of art and prin-ciples of design to im-prove communication of their ideas.
      - Content Standard 3: Content
        
        Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        M3A: consider, select from and apply a variety of sources for art content in order to communicate intended meaning; and
        
        M3B: consider and compare the sources for subject matter, symbols and ideas in their own and others’ work.
      - Content Standard 4: History and Cultures
        
        Students will understand the visual arts in relation to history and cultures.
        
        M4A: know and compare the characteristics and pur-poses of works of art representing various cultures, historical periods and artists;
        
        M4B: describe and place a variety of specific signifi-cant art objects by artist, style and historical and cultural context; and
        
        M4C: analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual character-istics that give meaning and value to a work of art.
      - Content Standard 5: Analysis, Interpretation and Evaluation
        
        Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        M5A: compare and contrast purposes for creating works of art;
        
        M5B: describe and analyze visual characteristics of works of art using visual art terminology;
        
        M5C: compare a variety of individual responses to, and interpretations of, their own works of art and those from various eras and cultures;
        
        M5D: describe their own re-sponses to, and interpreta-tions of, specific works of art;
        
        M5E: reflect on and evaluate the quality and effectiveness of their own and others’ work using specific crite-ria (e.g., technique, formal and expressive qualities, content); and
        
        M5F: describe/analyze their own artistic growth over time in relation to specific criteria.
      - Content Standard 6: Connection
        
        Students will make connections between the visual arts, other disciplines and daily life.
        
        M6A: compare the characteris-tics of works in the visual arts and other art forms that share similar subject matter, themes, purposes, historical periods or cultural context;
        
        M6B: describe ways in which the principles and subject matter of the visual arts and other disciplines taught in school are inter-related;
        
        M6C: combine the visual arts with another art form to create coherent multime-dia work;
        
        M6D: apply visual arts knowl-edge and skills to solve problems common in daily life; and
        
        M6E: identify various careers that are available to art-ists.
    - 9-12
      - Content Standard 1: Media
        
        Students will understand, select and apply media, techniques and processes.
        
        H1A: apply media, techniques and processes with suffi-cient skill, confidence and sensitivity that their intentions are understood;
        
        H1B: conceive and create origi-nal works of art that demonstrate a connection between personal expres-sion and the intentional use of art materials, tech-niques and processes; and
        
        H1C: communicate ideas consistently at a high level of effectiveness in at least one visual arts medium.
      - Content Standard 2: Elements and Principles
        
        Students will understand and apply elements and organizational principles of art.
        
        H2A: judge the effectiveness of different ways of using visual characteristics in conveying ideas; and
        
        H2B: apply comprehension and skill in incorporating the elements of art and prin-ciples of design to gener-ate multiple solutions to and effectively solvea variety of visual art prob-lems.
      - Content Standard 3: Content
        
        Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        H3A: use, record and develop ideas for content over time; and
        
        H3B: use subject matter, sym-bols, ideas and themes that demonstrate knowledge of contexts, and cultural and aesthetic values to communicate intended meaning.
      - Content Standard 4: History and Cultures
        
        Students will understand the visual arts in relation to history and cultures.
        
        H4A: analyze and interpret art works in terms of form, cultural and historical context, and purpose;
        
        H4B: analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formu-late analyses, evaluations and interpretations of meaning; and
        
        H4C: compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making.
      - Content Standard 5: Analysis, Interpretation and Evaluation
        
        Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        H5A: research and analyze historic meaning and purpose in varied works of art;
        
        H5B: reflect critically on various interpretations to better understand specific works of art;
        
        H6C: defend personal interpre-tations using reasoned argument; and
        
        H6D: apply critical and aesthetic criteria (e.g., technique, formal and expressive qualities, content) in order to improve their own works of art.
      - Content Standard 6: Connection
        
        Students will make connections between the visual arts, other disciplines and daily life.
        
        H6A: analyze and compare characteristics of the visual arts within a par-ticular historical period or style with ideas, issues or themes of that period or style;
        
        H6B: compare the creative processes used in the visual arts with the cre-ative processes used in the other arts and non-arts disciplines;
        
        H6C: create and solve interdisci-plinary problems using multimedia; and
        
        H6D: apply visual arts skills and understandings to solve problems relevant to a variety of careers.
    - K - 4
      - Content Standard 1: Media
        
        Students will understand, select and apply media, techniques and processes.
        
        E1A: differentiate between a variety of media, tech-niques and processes;
        
        E1B: describe how different media, techniques and processes cause different effects and personal re-sponses;
        
        E1C: use different media, tech-niques and processes to communicate ideas, feel-ings, experiences and stories; and
        
        E1D: use art media and tools in a safe and responsible manner.
      - Content Standard 2: Elements and Principles
        
        Students will understand and apply elements and organizational principles of art.
        
        E2A: identify the different ways visual characteristics are used to convey ideas;
        
        E2B: describe how different expressive features, and ways of organizing them, cause different responses; and
        
        E2C: use the elements of art and principles of design to communicate ideas.
      - Content Standard 3: Content
        
        Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        E3A: discuss a variety of sources for art content; and
        
        E3B: select and use subject matter, symbols and ideas to communicate meaning.
      - Content Standard 4: History and Cultures
        
        Students will understand the visual arts in relation to history and cultures.
        
        E4A: recognize that the visual arts have a history and a variety of cultural pur-poses and meanings;
        
        E4B: identify specific works of art as belonging to par-ticular styles, cultures, times and places; and
        
        E4C: create art work that dem-onstrates understanding of how history or culture can influence visual art.
      - Content Standard 5: Analysis, Interpretation and Evaluation
        
        Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        E5A: identify various purposes for creating works of art;
        
        E5B: describe visual character-istics of works of art using visual art terminology;
        
        E5C: recognize that there are different responses to specific works of art;
        
        E5D: describe their personal responses to specific works of art using visual art terminology; and
        
        E5E: identify possible improve-ments in the process of creating their own work.
      - Content Standard 6: Connection
        
        Students will make connections between the visual arts, other disciplines and daily life.
        
        E6A: identify connections between characteristics of the visual arts and other arts disciplines;
        
        E6B: identify connections between the visual arts and other disciplines in the curriculum;
        
        E6C: describe how the visual arts are combined with other arts in multimedia work;
        
        E6D: demonstrate understanding of how the visual arts are used in the world around us; and
        
        E6E: recognize that works of visual art are produced by artisans and artists work-ing in different cultures, times and places.
- World Language Curriculum Framework
  - World Language (2005)
    - 5-8
      - Standard 1: Communication (Interpersonal Mode)
        
        In at least one language other than English, students will engage in conversation and correspondence, provide and obtain information, express feelings and exchange opinions.
        
        M1A: Exchange information with peers and the teacher (both face-to-face and in writing) about events in their everyday lives and experiences from their past.
        
        M1B: Give and follow directions in order to travel from one location to another and ask questions for clarification. Acquire goods and/or services through basic negotiations and exchange of monies.
        
        M1C: Work in groups to plan events and activities to be carried out in the target language, evaluate their efforts and identify ways to improve their communication in the target language.
        
        M1D: Exchange thoughts about people, activities and events in their personal lives or communities.
        
        M1E: Find alternate methods of communication when they cannot express their intended message adequately.
      - Standard 2: Communication (Interpretive Mode)
        
        In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics.
        
        M2A: Comprehend the main ideas when listening to peers and familiar adults discuss topics of personal interest.
        
        M2B: Understand the main ideas, themes and some details from authentic television, radio, Internet-based and digital (e.g., PowerPoint) or live presentations on topics that are of interest to themselves as well as their peers in the target culture.
        
        M2C: Work individually to collect data on familiar topics from various print, digital and electronic resources.
        
        M2D: Identify the principal characters and comprehend the main ideas, themes and significant details when reading authentic literary texts that have been adapted for student use.
        
        M2E: Comprehend the basic content of written materials selected by the teacher on the basis of topical familiarity, e.g., personal letters, e-mail, websites, pamphlets, advertisements and illustrated newspaper and magazine articles.
        
        M2F: Begin to make informed hypotheses about the meaning of unfamiliar, more complicated passages in the target language, based on contextual clues.
        
        M2G: Sustain listening comprehension when confronted with less familiar topics by relying on verbal and nonverbal cues and listening for rephrasing and circumlocution, i.e., using other words and gestures to explain words or concepts.
      - Standard 3: Communication (Presentational Mode)
        
        In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        M3A: Make brief presentations to their class in the target language on topics of personal interest or topics that have been studied in other subject areas. Prepare audio or visual messages in the target language for their peers in the target culture on topics
        
        M3B: Present short plays and skits, recite selected poems and anecdotes, and perform songs in the target language. Summarize the plot and provide brief descriptions of characters in selected poems, short stories, folk tales and anecdotes in the target language
        
        M3C: Write notes or short letters in the target language to peers in the target culture on topics of shared personal interest, including daily events and activities. Prepare a diary of their daily activities and those of their families and friends in the targe
        
        M3D: Effectively use repetition, rephrasing and gestures to assist them in communicating their meaning in the target language.
      - Standard 4: Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communi
        
        M4A: Identify authentic products, such as those found in the target culture’s homes and communities, and discuss their significance.
        
        M4B: Identify, experience or read about, and discuss expressive forms of the target culture, including but not limited to art, literature and music (e.g., folk art, authentic children’s books, songs and dance), and describe their significance.
        
        M4C: Participate in age-appropriate cultural activities, including, but not limited to adolescent games (e.g., card, board, computer and outdoor games), sports-related activities, music, television and the Internet.
        
        M4D: Use appropriate verbal and nonverbal behavior for daily activities among peers and for activities or contexts that include adult interaction.
        
        M4E: Observe, identify and discuss patterns of behavior or interaction that are typical of their peer group in the target culture.
        
        M4F: Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the practices and products being studied.
      - Standard 5: Connections (Interdisciplinary Mode)
        
        In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa.
        
        M5A: Acquire information from a variety of other subjects and integrate it into the world language classroom, comparing and evaluating the similarities and differences in information.
        
        M5B: Acquire more detailed information from a variety of sources in the world language classroom and integrate it with other school subjects, comparing and evaluating the similarities and differences in information.
        
        M5C: Use new information and critical thinking gained through world language study to expand their personal knowledge.
      - Standard 6: Connections (Intradisciplinary Mode)
        
        In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language.
        
        M6A: Use multiple media resources to expand their understanding of the target culture(s) and integrate it with their existing knowledge base.
        
        M6B: Develop the necessary skills to use the Internet in order to gain greater access to the target culture(s).
      - Standard 7: Comparisons Among Languages
        
        In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages.
        
        M7A: Understand how idiomatic expressions affect communication and reflect culture.
        
        M7B: Access a wide variety of printed material that includes multicultural themes and character, fiction and nonfiction readings.
        
        M7C: Use oral and written language to relate their own experiences and construct their own stories.
        
        M7D: Expand comprehension strategies to predict outcomes and make comparisons.
        
        M7E: Produce coherent and accurate written work for a variety of purposes (e.g., lists, messages, short notes, journal entries).
      - Standard 8: Comparisons Among Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures.
        
        M8A: Compare and contrast art forms, such as music and songs across cultures.
        
        M8B: Investigate and report on cultural traditions and celebrations, such as holidays, birthdays, “coming of age” celebrations, seasonal festivals, religious ceremonies and recreational gatherings, that exist across cultures.
        
        M8C: Solicit their peers’ opinions on aspects of culture through face- to-face contact or written exchanges and compare this information with how their peers in the target culture(s) view the same topic.
        
        M8D: Use new information and perspectives to compare and contrast their experiences with those of their peers in the target culture(s).
        
        M8E: Use new information and perspectives to discuss the differences across cultures and begin to explain the reasons for such differences.
        
        M8F: Use new information and perspectives to identify universals of human experience across cultures and to demonstrate empathy and respect for the people(s) of other cultures.
      - Standard 9: Communities
        
        In at least one language other than English, students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        M9A: Discuss their families, school experiences, free-time activities and current events in the target language in written or oral form.
        
        M9B: Interact with members of the local community who are employed in a variety of professions to learn how they use the target language in their work.
        
        M9C: Demonstrate their target language skills while involved in community activities, including community service activities.
        
        M9D: Review materials and/or media from the target language and culture for enjoyment. Use various media from the target language and culture for entertainment.
        
        M9E: Consult various sources in the target language to obtain information on topics of personal interest.
        
        M9F: Demonstrate self-knowledge as well as understanding of others in areas of common interest through the target language.
    - 9-12
      - Standard 1: Communication (Interpersonal Mode)
        
        In at least one language other than English, students will engage in conversation and correspondence, provide and obtain information, express feelings and exchange opinions.
        
        H1A: Exchange information about current and past events, as well as aspirations in their personal lives and the lives of their friends, families and others within their community.
        
        H1B: Exchange information about international current events based on newspaper or magazine articles, television and radio programs, videos, films and Internet resources, and compare and contrast how information is reported in both the target and their native
        
        H1C: Participate in culturally appropriate exchanges that reflect social amenities such as expressing gratitude, extending and receiving invitations, apologizing and communicating preferences.
        
        H1D: Work in groups to develop solutions to problems that are of contemporary or historical interest in both the target and their native cultures.
        
        H1E: Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the target and their native cultures.
        
        H1F: Share their personal reactions and feelings about authentic literary texts such as poems, plays, short stories and novels.
        
        H1G: Discuss their personal feelings and ideas with members of the target culture in order to consider alternate viewpoints.
        
        H1H: Employ rephrasing and circumlocution, i.e., using other words and gestures to explain words or concepts, to successfully communicate their messages.
      - Standard 2: Communication (Interpretive Mode)
        
        In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics.
        
        H2A: Understand the main ideas and relevant details of extended discussions, lectures and formal presentations on topics related to daily life and/or historical or contemporary themes in the target culture.
        
        H2B: Understand the main idea or plot and relevant details or subplots of radio or television programs, films or other forms of media designed primarily by native speakers of the target language.
        
        H2C: Comprehend the main ideas and relevant details of live and recorded presentations of culturally significant songs, folk tales, plays, comedies and anecdotes.
        
        H2D: Recognize the characters and the significance of their roles when reading authentic literary texts and comprehend the main plot and relevant subplot(s).
        
        H2E: Comprehend the main ideas and significant details of full-length feature articles in newspapers, magazines and websites on topics of current or historical importance in the target culture.
      - Standard 3: Communication (Presentational Mode)
        
        In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        H3A: Prepare oral presentations and/or written summaries on topics of current or historical interest in the target language.
        
        H3B: Perform scenes from plays and/or recite poems or excerpts from short stories in the target language.
        
        H3C: Prepare oral and/or written analyses in the target language of the plot, character, descriptions and development, and themes found in authentic literary works, including poems, plays, short stories and short works of fiction or nonfiction.
        
        H3D: Describe, explain, express opinions about and analyze stories, plays, poems or other literature, as well as radio programs, music, films, art and websites.
        
        H3E: Write letters in the target language to peers in the target culture, describing and analyzing current events of mutual interest.
        
        H3F: Use a dictionary or thesaurus written entirely in the target language, as appropriate, to select words for use in preparing written and oral reports.
      - Standard 4: Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communi
        
        H4A: Identify and analyze products and practices of the target culture (e.g., social, economic, legal and political), and explore the relationships between these products and practices and the perspectives of the culture.
        
        H4B: Identify, experience or read about, and discuss expressive forms of the culture, including but not limited to literature, periodicals, films, television, websites and the fine arts, in order to explore their effects on the larger community.
        
        H4C: Interact in a variety of cultural contexts that reflect both peer group and adult activities within the target culture, using the appropriate verbal and nonverbal clues.
        
        H4D: Identify, discuss and analyze various patterns of behaviors or interactions that are typical of the target culture.
        
        H4E: Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target culture.
      - Standard 5: Connections (Interdisciplinary Mode)
        
        In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa.
        
        H5A: Use information acquired from other school subjects to complete activities in the world language classroom.
        
        H5B: Acquire more complex and abstract information from a variety of authentic sources in the world language classroom and integrate it with other school subjects.
        
        H5C: Analyze the similarities and differences among sources, selecting the most appropriate information for specific purposes.
        
        H5D: Use new information and perspectives gained through world language study to expand their personal knowledge and interdisciplinary connections.
      - Standard 6: Connections (Intradisciplinary Mode)
        
        In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language.
        
        H6A: Use multiple media resources to expand their understanding of the target culture(s) and integrate it with their existing knowledge base.
        
        H6B: Access and analyze materials, looking for sources of information for potential use in original work on the target language or culture(s).
      - Standard 7: Comparisons Among Languages
        
        In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages.
        
        H7A: Analyze various elements of the target language (such as time or tense), and compare and contrast them with comparable linguistic elements in English. Evaluate the style of a communicative interaction in the target language.
        
        H7B: Cite evidence to support conclusions, distinguish between fact and opinion, and connect new and previous learning both in written and oral communication.
        
        H7C: Read and comprehend longer, more complex texts in abridged and unabridged formats.
        
        H7D: Use a writing process in producing work that includes self-assessment and discussion with other students.
        
        H7E: Produce a range of written work that is coherent, accurate and representative of a variety of literary styles.
      - Standard 8: Comparisons Among Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures.
        
        H8A: Discuss and analyze different forms of communication across cultures such as signs, symbols, advertisements, displays, songs and rhymes.
        
        H8B: Compare and contrast the treatment of current issues across cultures by drawing on authentic texts.
        
        H8C: Analyze how other cultures view the role of the United States in the world arena.
        
        H8D: Use new information and perspectives to compare and contrast their experiences with those of their peers in the target culture(s).
        
        H8E: Use new and evolving information and perspectives to demonstrate understanding of the similarities and differences across cultures.
        
        H8F: Use new and evolving information and perspectives to identify universals of human experience across cultures and to demonstrate empathy and respect for the people(s) of other cultures.
        
        H8G: Evaluate the effectiveness of a communicative interaction based on cultural elements.
      - Standard 9: Communities
        
        In at least one language other than English, students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        H9A: Communicate with members of the target culture and interpret information regarding topics of personal, community or world interest.
        
        H9B: Establish and/or maintain interpersonal relations with speakers of the target language via letters or e-mail and/or exchange programs.
        
        H9C: Use their target language skills and demonstrate cultural understanding while participating in career exploration, volunteer experiences, school-to-work projects or school/individual exchanges with homestay.
        
        H9D: Use various media from the target language and culture for personal enjoyment.
        
        H9E: Read literature, listen to music and view films and websites in the target language for entertainment.
    - Pre-K - 4
      - Standard 1: Communication (Interpersonal Mode)
        
        In at least one language other than English, students will engage in conversation and correspondence, provide and obtain information, express feelings and exchange opinions.
        
        E1A: Greet others and exchange essential information, including names, addresses, birthplaces, telephone numbers and e-mail addresses.
        
        E1B: Describe various objects and people found at home and school.
        
        E1C: Give and follow simple instructions by participating in various games or other activities with partners or groups.
        
        E1D: Exchange basic information about events, such as classes, meetings and meals.
        
        E1E: Describe their favorite activities at home and school.
        
        E1F: Express their likes and dislikes regarding various people, objects, categories and events present in their everyday environments.
        
        E1G: Indicate that they do not understand a message or that they cannot express their intended message adequately.
        
        E1H: Recognize that there are often multiple ways to express an idea in the target language.
        
        E1I: Use appropriate gestures, when necessary, to make their messages comprehensible.
      - Standard 2: Communication (Interpretive Mode)
        
        In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics.
        
        E2A: Identify people and objects in their environments, based on oral and written descriptions.
        
        E2B: Comprehend short conversations among peers and familiar adults on well-known topics, including their favorite activities at home or school.
        
        E2C: Comprehend the main ideas contained in videos, DVDs, films, television programs, or websites on familiar topics.
        
        E2D: Comprehend the main idea of orally related personal anecdotes, familiar fairy tales and other narratives based on well-known themes.
        
        E2E: Comprehend the main ideas and identify the principal characters when reading poems, short folk tales or illustrated stories.
        
        E2F: Comprehend brief notes on familiar topics, including daily activities at home or school.
        
        E2G: Comprehend the principal message in highly illustrated texts in which cognates are used, including stories, newspaper articles and advertisements.
        
        E2H: Recognize and respond appropriately to questions, statements or commands.
      - Standard 3: Communication (Presentational Mode)
        
        In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        E3A: Give simple oral reports or presentations about family members and friends, objects, or common school and home activities in their everyday environments.
        
        E3B: Recite poetry, songs, proverbs or short anecdotes that are familiar to their peers in the target culture.
        
        E3C: Write short, informal notes in which they describe or provide information about themselves, their friends and families, and their school activities.
        
        E3D: Create lists of items necessary to plan activities that might take place in their daily lives or in the target culture.
      - Standard 4: Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communi
        
        E4A: Observe and identify tangible products of the target language, such as toys, dress, types of dwellings, musical instruments and typical foods.
        
        E4B: Identify and experience or read about expressive products of the target culture, such as children’s songs, selections from children’s literature and types of artwork and websites that are enjoyed or produced by their peer group in the target culture.
        
        E4C: Identify, discuss and create different types of artwork that are enjoyed or made by their peer group in the target culture.
        
        E4D: Participate in age-appropriate cultural activities, such as games, songs, birthday celebrations, storytelling, dramatizations or role-playing of the target culture.
        
        E4E: Use appropriate gestures and oral expressions for greetings, farewells and common or familiar classroom interactions of the target culture.
        
        E4F: Recognize simple themes, ideas or perspectives of the target culture.
      - Standard 5: Connections (Interdisciplinary Mode)
        
        In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa.
        
        E5A: Use simple information learned in other subjects in their study of a world language.
        
        E5B: Use simple information from their world language class in their study of other subjects.
        
        E5C: Use new information and interdisciplinary awareness gained through world language study to expand their personal knowledge.
      - Standard 6: Connections (Intradisciplinary Mode)
        
        In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language.
        
        E6A: Use multiple media resources to access information regarding the target culture(s).
        
        E6B: Recognize the various sources of information available only in the target language and culture(s), e.g., newspapers, websites, television, etc.
        
        E6C: Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.
      - Standard 7: Comparisons Among Languages
        
        In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages.
        
        E7A: Give examples of words borrowed from one language and used in another, and develop an understanding of the process of borrowing.
        
        E7B: Demonstrate an awareness of the target language’s phonetic and writing systems and how they differ from the phonetic and writing systems in the English language.
        
        E7C: Develop listening and speaking skills on a range of topics to facilitate reading skills.
        
        E7D: Retell, summarize and give opinions on grade-appropriate texts read aloud by the teacher.
        
        E7E: Copy and organize in a logical sequence a written text provided by the teacher.
      - Standard 8: Comparisons Among Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures.
        
        E8A: Identify, compare and contrast different forms of communication across cultures, including signs, symbols, advertisements, packages, displays, murals, songs and rhymes.
        
        E8B: Demonstrate knowledge of the patterns of behavior across cultures that are related to recreation and celebrations.
        
        E8C: Identify and describe some cultural beliefs and perspectives relating to family, school, work and play across cultures.
        
        E8D: Use new information and cultural awareness to recognize the similarities and differences across cultures.
        
        E8E: Use new information and cultural awareness to compare and contrast their experiences with those of their peers in the target culture(s) and to identify with and respect peers in the target culture(s).
      - Standard 9: Communities
        
        In at least one language other than English, students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        E9A: Exchange information about family, school events and celebrations with native speakers via letters and technologies, such as e-mail, audio or videotapes, CDs, DVDs and distance learning.
        
        E9B: Identify different types of employment in which target language skills are an asset.
        
        E9C: Review materials and/or media from the target language and culture for enjoyment and/or entertainment.
National & International Standards
- Arranged by Disciplinary Core Idea (DCI)
  - Science (2013)
    - Fifth Grade
      - 5-ESS1: Earth?s Place in the Universe
        
        5-ESS1-1: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
        
        5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
      - 5-ESS2: Earth?s Systems
        
        5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
        
        5-ESS2-2: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
      - 5-ESS3: Earth and Human Activity
        
        5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth?s resources and environment.
      - 5-LS1: From Molecules to Organisms: Structures and Processes
        
        5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water.
      - 5-LS2: Ecosystems: Interactions, Energy, and Dynamics
        
        5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
      - 5-PS1: Matter and Its Interactions
        
        5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen.
        
        5-PS1-2: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
        
        5-PS1-3: Make observations and measurements to identify materials based on their properties.
        
        5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
      - 5-PS2: Motion and Stability: Forces and Interaction
        
        5-PS2-1: Support an argument that the gravitational force exerted by Earth on objects is directed down.
      - 5-PS3: Energy
        
        5-PS3-1: Use models to describe that energy in animals? food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
    - First Grade
      - 1-ESS1: Earth?s Place in the Universe
        
        1-ESS1-1: Use observations of the sun, moon, and stars to describe patterns that can be predicted.
        
        1-ESS1-2: Make observations at different times of year to relate the amount of daylight to the time of year.
      - 1-LS1: From Molecules to Organisms: Structures and Processes
        
        1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
        
        1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
      - 1-LS3: Heredity: Inheritance and Variation of Traits
        
        1-LS3-1: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
      - 1-PS4: Waves and their Applications in Technologies for Information Transfer
        
        1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
        
        1-PS4-2: Make observations to construct an evidence-based account that objects can be seen only when illuminated.
        
        1-PS4-3: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
        
        1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
    - Fourth Grade
      - 4-ESS1: Earth?s Place in the Universe
        
        4-ESS1-1: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
      - 4-ESS2: Earth?s Systems
        
        4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
        
        4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth?s features.
      - 4-ESS3: Earth and Human Activity
        
        4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
        
        4-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
      - 4-LS1: From Molecules to Organisms: Structures and Processes
        
        4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
        
        4-LS1-2: Use a model to describe that animals? receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
      - 4-PS3: Energy
        
        4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object.
        
        4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
        
        4-PS3-3: Ask questions and predict outcomes about the changes in energy that occur when objects collide.
        
        4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
      - 4-PS4: Waves and their Applications in Technologies for Information Transfer
        
        4-PS4-1: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
        
        4-PS4-2: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
        
        4-PS4-3: Generate and compare multiple solutions that use patterns to transfer information.
    - Grades 3-5 Engineering Design
      - 3-5-ETS1: Engineering Design
        
        3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
        
        3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
        
        3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    - Grades K-2 Engineering Design
      - K-2-ETS1: Engineering Design
        
        K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
        
        K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
        
        K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
    - High School Earth and Space Sciences
      - HS-ESS1: Earth?s Place in the Universe
        
        HS-ESS1-1: Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun?s core to release energy that eventually reaches Earth in the form of radiation.
        
        HS-ESS1-2: Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
        
        HS-ESS1-3: Communicate scientific ideas about the way stars, over their life cycle, produce elements.
        
        HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
        
        HS-ESS1-5: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
        
        HS-ESS1-6: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth?s formation and early history.
      - HS-ESS2: Earth?s Systems
        
        HS-ESS2-1: Develop a model to illustrate how Earth?s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
        
        HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth?s surface can create feedbacks that cause changes to other Earth systems.
        
        HS-ESS2-3: Develop a model based on evidence of Earth?s interior to describe the cycling of matter by thermal convection.
        
        HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.
        
        HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
        
        HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
        
        HS-ESS2-7: Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.
      - HS-ESS3: Earth and Human Activity
        
        HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
        
        HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
        
        HS-ESS3-3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
        
        HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
        
        HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
        
        HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
    - High School Engineering Design
      - HS-ETS1: Engineering Design
        
        HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
        
        HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
        
        HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
        
        HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
    - High School Life Sciences
      - HS-LS1: From Molecules to Organisms: Structures and Processes
        
        HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
        
        HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
        
        HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
        
        HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
        
        HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
        
        HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
        
        HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
      - HS-LS2: Ecosystems: Interactions, Energy, and Dynamics
        
        HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
        
        HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
        
        HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
        
        HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
        
        HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
        
        HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
        
        HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
        
        HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species? chances to survive and reproduce.
      - HS-LS3: Heredity: Inheritance and Variation of Traits
        
        HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
        
        HS-LS3-2: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
        
        HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
      - HS-LS4: Biological Evolution: Unity and Diversity
        
        HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
        
        HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
        
        HS-LS4-3: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
        
        HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
        
        HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
        
        HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
    - High School Physical Sciences
      - HS-PS1: Matter and Its Interactions
        
        HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
        
        HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
        
        HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
        
        HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
        
        HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
        
        HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
        
        HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
        
        HS-PS1-8: Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
      - HS-PS2: Motion and Stability: Forces and Interactions
        
        HS-PS2-1: Analyze data to support the claim that Newton?s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
        
        HS-PS2-2: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
        
        HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
        
        HS-PS2-4: Use mathematical representations of Newton?s Law of Gravitation and Coulomb?s Law to describe and predict the gravitational and electrostatic forces between objects.
        
        HS-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
        
        HS-PS2-6: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
      - HS-PS3: Energy
        
        HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
        
        HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
        
        HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
        
        HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
        
        HS-PS3-5: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
      - HS-PS4: Waves and Their Applications in Technologies for Information Transfer
        
        HS-PS4-1: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
        
        HS-PS4-2: Evaluate questions about the advantages of using a digital transmission and storage of information.
        
        HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
        
        HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
        
        HS-PS4-5: Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
    - Kindergarten
      - K-ESS2: Earth?s Systems
        
        K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.
        
        K-ESS2-2: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
      - K-ESS3: Earth and Human Activity
        
        K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
        
        K-ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
        
        K-ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
      - K-LS1: From Molecules to Organisms: Structures and Processes
        
        K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive.
      - K-PS2: Motion and Stability: Forces and Interactions
        
        K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
        
        K-PS2-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
      - K-PS3: Energy
        
        K-PS3-1: Make observations to determine the effect of sunlight on Earth?s surface.
        
        K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
    - Middle School Earth and Space Sciences
      - MS-ESS1: Earth?s Place in the Universe
        
        MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
        
        MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
        
        MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system.
        
        MS-ESS1-4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth?s 4.6-billion-year-old history.
      - MS-ESS2: Earth?s Systems
        
        MS-ESS2-1: Develop a model to describe the cycling of Earth?s materials and the flow of energy that drives this process.
        
        MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth?s surface at varying time and spatial scales.
        
        MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
        
        MS-ESS2-4: Develop a model to describe the cycling of water through Earth?s systems driven by energy from the sun and the force of gravity.
        
        MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
        
        MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
      - MS-ESS3: Earth and Human Activity
        
        MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth?s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
        
        MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
        
        MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
        
        MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth?s systems.
        
        MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    - Middle School Engineering Design
      - MS-ETS1: Engineering Design
        
        MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
        
        MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
        
        MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
        
        MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
    - Middle School Life Sciences
      - MS-LS1: From Molecules to Organisms: Structures and Processes
        
        MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
        
        MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
        
        MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
        
        MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
        
        MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
        
        MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
        
        MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
        
        MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
      - MS-LS2: Ecosystems: Interactions, Energy, and Dynamics
        
        MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
        
        MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
        
        MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
        
        MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
        
        MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
      - MS-LS3: Heredity: Inheritance and Variation of Traits
        
        MS-LS3-1: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
        
        MS-LS3-2: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
      - MS-LS4: Biological Evolution: Unity and Diversity
        
        MS-LS4-1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
        
        MS-LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
        
        MS-LS4-3: Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
        
        MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals? probability of surviving and reproducing in a specific environment.
        
        MS-LS4-5: Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
        
        MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
    - Middle School Physical Sciences
      - MS-PS1: Matter and Its Interactions
        
        MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
        
        MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
        
        MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
        
        MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
        
        MS-PS1-5: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
        
        MS-PS1-6: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
      - MS-PS2: Motion and Stability: Forces and Interactions
        
        MS-PS2-1: Apply Newton?s Third Law to design a solution to a problem involving the motion of two colliding objects.
        
        MS-PS2-2: Plan an investigation to provide evidence that the change in an object?s motion depends on the sum of the forces on the object and the mass of the object.
        
        MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
        
        MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
        
        MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
      - MS-PS3: Energy
        
        MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
        
        MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
        
        MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
        
        MS-PS3-4: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
        
        MS-PS3-5: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
      - MS-PS4: Waves and Their Applications in Technologies for Information Transfer
        
        MS-PS4-1: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
        
        MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
        
        MS-PS4-3: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
    - Second Grade
      - 2-ESS1: Earth?s Place in the Universe
        
        2-ESS1-1: Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
      - 2-ESS2: Earth?s Systems
        
        2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
        
        2-ESS2-2: Develop a model to represent the shapes and kinds of land and bodies of water in an area.
        
        2-ESS2-3: Obtain information to identify where water is found on Earth and that it can be solid or liquid.
      - 2-LS2: Ecosystems: Interactions, Energy, and Dynamics
        
        2-LS2-1: Plan and conduct an investigation to determine if plants need sunlight and water to grow.
        
        2-LS2-2: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
      - 2-LS4: Biological Evolution: Unity and Diversity
        
        2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats.
      - 2-PS1: Matter and its Interactions
        
        2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
        
        2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
        
        2-PS1-3: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
        
        2-PS1-4: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
    - Third Grade
      - 3-ESS2: Earth?s Systems
        
        3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
        
        3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
      - 3-ESS3: Earth and Human Activity
        
        3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
      - 3-LS1: From Molecules to Organisms: Structures and Processes
        
        3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
      - 3-LS2: Ecosystems: Interactions, Energy, and Dynamics
        
        3-LS2-1: Construct an argument that some animals form groups that help members survive.
      - 3-LS3: Heredity: Inheritance and Variation of Traits
        
        3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
        
        3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
      - 3-LS4: Biological Evolution: Unity and Diversity
        
        3-LS4-1: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
        
        3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
        
        3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
        
        3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
      - 3-PS2: Motion and Stability: Forces and Interactions
        
        3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
        
        3-PS2-2: Make observations and/or measurements of an object?s motion to provide evidence that a pattern can be used to predict future motion.
        
        3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
        
        3-PS2-4: Define a simple design problem that can be solved by applying scientific ideas about magnets.
- Common Core State Standards
  - English Language Arts/Literacy (2010)
    - College- and Career-Readiness Anchor Standards
      - CCSS.ELA-Literacy.CCRA.L: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.CCRA.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Note on range and content of student language use
        
        6-12: To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words?words, for example, that have similar denotations but different connotations. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
        
        K-5: To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        CCSS.ELA-Literacy.CCRA.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
      - CCSS.ELA-Literacy.CCRA.R: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        CCSS.ELA-Literacy.CCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        CCSS.ELA-Literacy.CCRA.R.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        CCSS.ELA-Literacy.CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        CCSS.ELA-Literacy.CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        CCSS.ELA-Literacy.CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        CCSS.ELA-Literacy.CCRA.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Note on range and content of student reading
        
        6-12: To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students? own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.
        
        6-12.WHST: Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.
        
        K-5: To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.CCRA.SL: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        CCSS.ELA-Literacy.CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        CCSS.ELA-Literacy.CCRA.SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Note on range and content of student speaking and listening
        
        6-12.a: To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations?as part of a whole class, in small groups, and with a partner?built around important content in various domains. They must be able to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline. Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others? meritorious ideas while expressing their own clearly and persuasively.
        
        6-12.b: New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change.
        
        K-5.a: To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations?as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.
        
        K-5.b: New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        CCSS.ELA-Literacy.CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.CCRA.W: Writing
        
        Note on range and content of student writing
        
        6-12: For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career- ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing?for example, to use narrative strategies within argument and explanation within narrative?to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.
        
        K-5: To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        CCSS.ELA-Literacy.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.CCRA.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        CCSS.ELA-Literacy.CCRA.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        CCSS.ELA-Literacy.CCRA.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        CCSS.ELA-Literacy.CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        CCSS.ELA-Literacy.CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 1
      - CCSS.ELA-Literacy.L.1: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.1.1a: Print all upper- and lowercase letters.
        
        CCSS.ELA-Literacy.L.1.1b: Use common, proper, and possessive nouns.
        
        CCSS.ELA-Literacy.L.1.1c: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
        
        CCSS.ELA-Literacy.L.1.1d: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
        
        CCSS.ELA-Literacy.L.1.1e: Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
        
        CCSS.ELA-Literacy.L.1.1f: Use frequently occurring adjectives.
        
        CCSS.ELA-Literacy.L.1.1g: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
        
        CCSS.ELA-Literacy.L.1.1h: Use determiners (e.g., articles, demonstratives).
        
        CCSS.ELA-Literacy.L.1.1i: Use frequently occurring prepositions (e.g., during, beyond, toward).
        
        CCSS.ELA-Literacy.L.1.1j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
        
        CCSS.ELA-Literacy.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.1.2a: Capitalize dates and names of people.
        
        CCSS.ELA-Literacy.L.1.2b: Use end punctuation for sentences.
        
        CCSS.ELA-Literacy.L.1.2c: Use commas in dates and to separate single words in a series.
        
        CCSS.ELA-Literacy.L.1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
        
        CCSS.ELA-Literacy.L.1.2e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.1.3: (Begins in grade 2)
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
        
        CCSS.ELA-Literacy.L.1.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.1.4b: Use frequently occurring affixes as a clue to the meaning of a word.
        
        CCSS.ELA-Literacy.L.1.4c: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
        
        CCSS.ELA-Literacy.L.1.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.1.5a: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
        
        CCSS.ELA-Literacy.L.1.5b: Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
        
        CCSS.ELA-Literacy.L.1.5c: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
        
        CCSS.ELA-Literacy.L.1.5d: Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
        
        CCSS.ELA-Literacy.L.1.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.1: Reading
        
        CCSS.ELA-Literacy.RF.1: Foundational Skills
        
        Fluency
        
        CCSS.ELA-Literacy.RF.1.4: Read with sufficient accuracy and fluency to support comprehension.
        
        CCSS.ELA-Literacy.RF.1.4a: Read grade-level text with purpose and understanding.
        
        CCSS.ELA-Literacy.RF.1.4b: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
        
        CCSS.ELA-Literacy.RF.1.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
        
        Phonics and Word Recognition
        
        CCSS.ELA-Literacy.RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
        
        CCSS.ELA-Literacy.RF.1.3a: Know the spelling-sound correspondences for common consonant digraphs.
        
        CCSS.ELA-Literacy.RF.1.3b: Decode regularly spelled one-syllable words.
        
        CCSS.ELA-Literacy.RF.1.3c: Know final -e and common vowel team conventions for representing long vowel sounds.
        
        CCSS.ELA-Literacy.RF.1.3d: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
        
        CCSS.ELA-Literacy.RF.1.3e: Decode two-syllable words following basic patterns by breaking the words into syllables.
        
        CCSS.ELA-Literacy.RF.1.3f: Read words with inflectional endings.
        
        CCSS.ELA-Literacy.RF.1.3g: Recognize and read grade-appropriate irregularly spelled words.
        
        Phonological Awareness
        
        CCSS.ELA-Literacy.RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
        
        CCSS.ELA-Literacy.RF.1.2a: Distinguish long from short vowel sounds in spoken single-syllable words.
        
        CCSS.ELA-Literacy.RF.1.2b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
        
        CCSS.ELA-Literacy.RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
        
        CCSS.ELA-Literacy.RF.1.2d: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
        
        Print Concepts
        
        CCSS.ELA-Literacy.RF.1.1: Demonstrate understanding of the organization and basic features of print.
        
        CCSS.ELA-Literacy.RF.1.1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
        
        CCSS.ELA-Literacy.RI.1: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
        
        CCSS.ELA-Literacy.RI.1.5: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
        
        CCSS.ELA-Literacy.RI.1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.1.7: Use the illustrations and details in a text to describe its key ideas.
        
        CCSS.ELA-Literacy.RI.1.8: Identify the reasons an author gives to support points in a text.
        
        CCSS.ELA-Literacy.RI.1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.1.1: Ask and answer questions about key details in a text.
        
        CCSS.ELA-Literacy.RI.1.2: Identify the main topic and retell key details of a text.
        
        CCSS.ELA-Literacy.RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.1: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
        
        CCSS.ELA-Literacy.RL.1.5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
        
        CCSS.ELA-Literacy.RL.1.6: Identify who is telling the story at various points in a text.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.
        
        CCSS.ELA-Literacy.RL.1.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.1.9: Compare and contrast the adventures and experiences of characters in stories.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.1.1: Ask and answer questions about key details in a text.
        
        CCSS.ELA-Literacy.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
        
        CCSS.ELA-Literacy.RL.1.3: Describe characters, settings, and major events in a story, using key details.
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.1.10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.1: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
        
        CCSS.ELA-Literacy.SL.1.1a: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
        
        CCSS.ELA-Literacy.SL.1.1b: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
        
        CCSS.ELA-Literacy.SL.1.1c: Ask questions to clear up any confusion about the topics and texts under discussion.
        
        CCSS.ELA-Literacy.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
        
        CCSS.ELA-Literacy.SL.1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
        
        CCSS.ELA-Literacy.SL.1.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
        
        CCSS.ELA-Literacy.SL.1.6: Produce complete sentences when appropriate to task and situation.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.1: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.1.4: (Begins in grade 3)
        
        CCSS.ELA-Literacy.W.1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
        
        CCSS.ELA-Literacy.W.1.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.1.10: (Begins in grade 3)
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
        
        CCSS.ELA-Literacy.W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
        
        CCSS.ELA-Literacy.W.1.9: (Begins in grade 4)
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
        
        CCSS.ELA-Literacy.W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
        
        CCSS.ELA-Literacy.W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 2
      - CCSS.ELA-Literacy.L.2: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.2.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.2.1a: Use collective nouns (e.g., group).
        
        CCSS.ELA-Literacy.L.2.1b: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
        
        CCSS.ELA-Literacy.L.2.1c: Use reflexive pronouns (e.g., myself, ourselves).
        
        CCSS.ELA-Literacy.L.2.1d: Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
        
        CCSS.ELA-Literacy.L.2.1e: Use adjectives and adverbs, and choose between them depending on what is to be modified.
        
        CCSS.ELA-Literacy.L.2.1f: Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
        
        CCSS.ELA-Literacy.L.2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.2.2a: Capitalize holidays, product names, and geographic names.
        
        CCSS.ELA-Literacy.L.2.2b: Use commas in greetings and closings of letters.
        
        CCSS.ELA-Literacy.L.2.2c: Use an apostrophe to form contractions and frequently occurring possessives.
        
        CCSS.ELA-Literacy.L.2.2d: Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil).
        
        CCSS.ELA-Literacy.L.2.2e: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.2.3a: Compare formal and informal uses of English.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.2.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
        
        CCSS.ELA-Literacy.L.2.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.2.4b: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
        
        CCSS.ELA-Literacy.L.2.4c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
        
        CCSS.ELA-Literacy.L.2.4d: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
        
        CCSS.ELA-Literacy.L.2.4e: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
        
        CCSS.ELA-Literacy.L.2.5: Demonstrate understanding of word relationships and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.2.5a: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
        
        CCSS.ELA-Literacy.L.2.5b: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
        
        CCSS.ELA-Literacy.L.2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.2: Reading
        
        CCSS.ELA-Literacy.RF.2: Foundational Skills
        
        Fluency
        
        CCSS.ELA-Literacy.RF.2.4: Read with sufficient accuracy and fluency to support comprehension.
        
        CCSS.ELA-Literacy.RF.2.4a: Read grade-level text with purpose and understanding.
        
        CCSS.ELA-Literacy.RF.2.4b: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
        
        CCSS.ELA-Literacy.RF.2.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
        
        Phonics and Word Recognition
        
        CCSS.ELA-Literacy.RF.2.3: Know and apply grade-level phonics and word analysis skills in decoding words.
        
        CCSS.ELA-Literacy.RF.2.3a: Distinguish long and short vowels when reading regularly spelled one-syllable words.
        
        CCSS.ELA-Literacy.RF.2.3b: Know spelling-sound correspondences for additional common vowel teams.
        
        CCSS.ELA-Literacy.RF.2.3c: Decode regularly spelled two-syllable words with long vowels.
        
        CCSS.ELA-Literacy.RF.2.3d: Decode words with common prefixes and suffixes.
        
        CCSS.ELA-Literacy.RF.2.3e: Identify words with inconsistent but common spelling-sound correspondences.
        
        CCSS.ELA-Literacy.RF.2.3f: Recognize and read grade-appropriate irregularly spelled words.
        
        Phonological Awareness
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        Print Concepts
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        CCSS.ELA-Literacy.RI.2: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
        
        CCSS.ELA-Literacy.RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
        
        CCSS.ELA-Literacy.RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
        
        CCSS.ELA-Literacy.RI.2.8: Describe how reasons support specific points the author makes in a text.
        
        CCSS.ELA-Literacy.RI.2.9: Compare and contrast the most important points presented by two texts on the same topic.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
        
        CCSS.ELA-Literacy.RI.2.2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
        
        CCSS.ELA-Literacy.RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.2.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.2: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
        
        CCSS.ELA-Literacy.RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
        
        CCSS.ELA-Literacy.RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
        
        CCSS.ELA-Literacy.RL.2.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
        
        CCSS.ELA-Literacy.RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
        
        CCSS.ELA-Literacy.RL.2.3: Describe how characters in a story respond to major events and challenges.
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.2.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.2: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
        
        CCSS.ELA-Literacy.SL.2.1a: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
        
        CCSS.ELA-Literacy.SL.2.1b: Build on others’ talk in conversations by linking their comments to the remarks of others.
        
        CCSS.ELA-Literacy.SL.2.1c: Ask for clarification and further explanation as needed about the topics and texts under discussion.
        
        CCSS.ELA-Literacy.SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
        
        CCSS.ELA-Literacy.SL.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
        
        CCSS.ELA-Literacy.SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
        
        CCSS.ELA-Literacy.SL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.2: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.2.4: (Begins in grade 3)
        
        CCSS.ELA-Literacy.W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
        
        CCSS.ELA-Literacy.W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.2.10: (Begins in grade 3)
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
        
        CCSS.ELA-Literacy.W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
        
        CCSS.ELA-Literacy.W.2.9: (Begins in grade 4)
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
        
        CCSS.ELA-Literacy.W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
        
        CCSS.ELA-Literacy.W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 3
      - CCSS.ELA-Literacy.L.3: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
        
        CCSS.ELA-Literacy.L.3.1b: Form and use regular and irregular plural nouns.
        
        CCSS.ELA-Literacy.L.3.1c: Use abstract nouns (e.g., childhood).
        
        CCSS.ELA-Literacy.L.3.1d: Form and use regular and irregular verbs.
        
        CCSS.ELA-Literacy.L.3.1e: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
        
        CCSS.ELA-Literacy.L.3.1f: Ensure subject-verb and pronoun-antecedent agreement.
        
        CCSS.ELA-Literacy.L.3.1g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
        
        CCSS.ELA-Literacy.L.3.1h: Use coordinating and subordinating conjunctions.
        
        CCSS.ELA-Literacy.L.3.1i: Produce simple, compound, and complex sentences.
        
        CCSS.ELA-Literacy.L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.3.2a: Capitalize appropriate words in titles.
        
        CCSS.ELA-Literacy.L.3.2b: Use commas in addresses.
        
        CCSS.ELA-Literacy.L.3.2c: Use commas and quotation marks in dialogue.
        
        CCSS.ELA-Literacy.L.3.2d: Form and use possessives.
        
        CCSS.ELA-Literacy.L.3.2e: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
        
        CCSS.ELA-Literacy.L.3.2f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
        
        CCSS.ELA-Literacy.L.3.2g: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.3.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.3.3a: Choose words and phrases for effect.
        
        CCSS.ELA-Literacy.L.3.3b: Recognize and observe differences between the conventions of spoken and written standard English.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.3.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.3.4b: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
        
        CCSS.ELA-Literacy.L.3.4c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
        
        CCSS.ELA-Literacy.L.3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
        
        CCSS.ELA-Literacy.L.3.5: Demonstrate understanding of word relationships and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.3.5a: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
        
        CCSS.ELA-Literacy.L.3.5b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
        
        CCSS.ELA-Literacy.L.3.5c: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
        
        CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.3: Reading
        
        CCSS.ELA-Literacy.RF.3: Foundational Skills
        
        Fluency
        
        CCSS.ELA-Literacy.RF.3.4: Read with sufficient accuracy and fluency to support comprehension.
        
        CCSS.ELA-Literacy.RF.3.4a: Read grade-level text with purpose and understanding.
        
        CCSS.ELA-Literacy.RF.3.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
        
        CCSS.ELA-Literacy.RF.3.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
        
        Phonics and Word Recognition
        
        CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words.
        
        CCSS.ELA-Literacy.RF.3.3a: Identify and know the meaning of the most common prefixes and derivational suffixes.
        
        CCSS.ELA-Literacy.RF.3.3b: Decode words with common Latin suffixes.
        
        CCSS.ELA-Literacy.RF.3.3c: Decode multisyllable words.
        
        CCSS.ELA-Literacy.RF.3.3d: Read grade-appropriate irregularly spelled words.
        
        Phonological Awareness
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        Print Concepts
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        CCSS.ELA-Literacy.RI.3: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
        
        CCSS.ELA-Literacy.RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
        
        CCSS.ELA-Literacy.RI.3.6: Distinguish their own point of view from that of the author of a text.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
        
        CCSS.ELA-Literacy.RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
        
        CCSS.ELA-Literacy.RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
        
        CCSS.ELA-Literacy.RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
        
        CCSS.ELA-Literacy.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.3: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
        
        CCSS.ELA-Literacy.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
        
        CCSS.ELA-Literacy.RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.3.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
        
        CCSS.ELA-Literacy.RL.3.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
        
        CCSS.ELA-Literacy.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
        
        CCSS.ELA-Literacy.RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.3: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
        
        CCSS.ELA-Literacy.SL.3.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
        
        CCSS.ELA-Literacy.SL.3.1b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
        
        CCSS.ELA-Literacy.SL.3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
        
        CCSS.ELA-Literacy.SL.3.1d: Explain their own ideas and understanding in light of the discussion.
        
        CCSS.ELA-Literacy.SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        CCSS.ELA-Literacy.SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
        
        CCSS.ELA-Literacy.SL.3.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
        
        CCSS.ELA-Literacy.SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.3: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
        
        CCSS.ELA-Literacy.W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
        
        CCSS.ELA-Literacy.W.3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.3.7: Conduct short research projects that build knowledge about a topic.
        
        CCSS.ELA-Literacy.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
        
        CCSS.ELA-Literacy.W.3.9: (Begins in grade 4)
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
        
        CCSS.ELA-Literacy.W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
        
        CCSS.ELA-Literacy.W.3.1b: Provide reasons that support the opinion.
        
        CCSS.ELA-Literacy.W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
        
        CCSS.ELA-Literacy.W.3.1d: Provide a concluding statement or section.
        
        CCSS.ELA-Literacy.W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
        
        CCSS.ELA-Literacy.W.3.2a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.3.2b: Develop the topic with facts, definitions, and details.
        
        CCSS.ELA-Literacy.W.3.2c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
        
        CCSS.ELA-Literacy.W.3.2d: Provide a concluding statement or section.
        
        CCSS.ELA-Literacy.W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
        
        CCSS.ELA-Literacy.W.3.3a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
        
        CCSS.ELA-Literacy.W.3.3b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
        
        CCSS.ELA-Literacy.W.3.3c: Use temporal words and phrases to signal event order.
        
        CCSS.ELA-Literacy.W.3.3d: Provide a sense of closure.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 4
      - CCSS.ELA-Literacy.L.4: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.4.1a: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
        
        CCSS.ELA-Literacy.L.4.1b: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
        
        CCSS.ELA-Literacy.L.4.1c: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
        
        CCSS.ELA-Literacy.L.4.1d: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
        
        CCSS.ELA-Literacy.L.4.1e: Form and use prepositional phrases.
        
        CCSS.ELA-Literacy.L.4.1f: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
        
        CCSS.ELA-Literacy.L.4.1g: Correctly use frequently confused words (e.g., to, too, two; there, their).
        
        CCSS.ELA-Literacy.L.4.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.4.2a: Use correct capitalization.
        
        CCSS.ELA-Literacy.L.4.2b: Use commas and quotation marks to mark direct speech and quotations from a text.
        
        CCSS.ELA-Literacy.L.4.2c: Use a comma before a coordinating conjunction in a compound sentence.
        
        CCSS.ELA-Literacy.L.4.2d: Spell grade-appropriate words correctly, consulting references as needed.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.4.3a: Choose words and phrases to convey ideas precisely.
        
        CCSS.ELA-Literacy.L.4.3b: Choose punctuation for effect.
        
        CCSS.ELA-Literacy.L.4.3c: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.4.4a: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.4.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
        
        CCSS.ELA-Literacy.L.4.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
        
        CCSS.ELA-Literacy.L.4.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.4.5a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
        
        CCSS.ELA-Literacy.L.4.5b: Recognize and explain the meaning of common idioms, adages, and proverbs.
        
        CCSS.ELA-Literacy.L.4.5c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
        
        CCSS.ELA-Literacy.L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.4: Reading
        
        CCSS.ELA-Literacy.RF.4: Foundational Skills
        
        Fluency
        
        CCSS.ELA-Literacy.RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
        
        CCSS.ELA-Literacy.RF.4.4a: Read grade-level text with purpose and understanding.
        
        CCSS.ELA-Literacy.RF.4.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
        
        CCSS.ELA-Literacy.RF.4.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
        
        Phonics and Word Recognition
        
        CCSS.ELA-Literacy.RF.4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
        
        CCSS.ELA-Literacy.RF.4.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
        
        Phonological Awareness
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        Print Concepts
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        CCSS.ELA-Literacy.RI.4: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
        
        CCSS.ELA-Literacy.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
        
        CCSS.ELA-Literacy.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
        
        CCSS.ELA-Literacy.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.
        
        CCSS.ELA-Literacy.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
        
        CCSS.ELA-Literacy.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
        
        CCSS.ELA-Literacy.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.4: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
        
        CCSS.ELA-Literacy.RL.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
        
        CCSS.ELA-Literacy.RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.4.7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
        
        CCSS.ELA-Literacy.RL.4.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.4.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
        
        CCSS.ELA-Literacy.RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
        
        CCSS.ELA-Literacy.RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.4: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
        
        CCSS.ELA-Literacy.SL.4.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
        
        CCSS.ELA-Literacy.SL.4.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
        
        CCSS.ELA-Literacy.SL.4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
        
        CCSS.ELA-Literacy.SL.4.1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
        
        CCSS.ELA-Literacy.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        CCSS.ELA-Literacy.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
        
        CCSS.ELA-Literacy.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
        
        CCSS.ELA-Literacy.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.4: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
        
        CCSS.ELA-Literacy.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
        
        CCSS.ELA-Literacy.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
        
        CCSS.ELA-Literacy.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.4.9a: Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
        
        CCSS.ELA-Literacy.W.4.9b: Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
        
        CCSS.ELA-Literacy.W.4.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
        
        CCSS.ELA-Literacy.W.4.1b: Provide reasons that are supported by facts and details.
        
        CCSS.ELA-Literacy.W.4.1c: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
        
        CCSS.ELA-Literacy.W.4.1d: Provide a concluding statement or section related to the opinion presented.
        
        CCSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
        
        CCSS.ELA-Literacy.W.4.2a: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.4.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
        
        CCSS.ELA-Literacy.W.4.2c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
        
        CCSS.ELA-Literacy.W.4.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        CCSS.ELA-Literacy.W.4.2e: Provide a concluding statement or section related to the information or explanation presented.
        
        CCSS.ELA-Literacy.W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
        
        CCSS.ELA-Literacy.W.4.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
        
        CCSS.ELA-Literacy.W.4.3b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
        
        CCSS.ELA-Literacy.W.4.3c: Use a variety of transitional words and phrases to manage the sequence of events.
        
        CCSS.ELA-Literacy.W.4.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
        
        CCSS.ELA-Literacy.W.4.3e: Provide a conclusion that follows from the narrated experiences or events.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 5
      - CCSS.ELA-Literacy.L.5: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.5.1a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
        
        CCSS.ELA-Literacy.L.5.1b: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
        
        CCSS.ELA-Literacy.L.5.1c: Use verb tense to convey various times, sequences, states, and conditions.
        
        CCSS.ELA-Literacy.L.5.1d: Recognize and correct inappropriate shifts in verb tense.
        
        CCSS.ELA-Literacy.L.5.1e: Use correlative conjunctions (e.g., either/or, neither/nor).
        
        CCSS.ELA-Literacy.L.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.5.2a: Use punctuation to separate items in a series.
        
        CCSS.ELA-Literacy.L.5.2b: Use a comma to separate an introductory element from the rest of the sentence.
        
        CCSS.ELA-Literacy.L.5.2c: Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
        
        CCSS.ELA-Literacy.L.5.2d: Use underlining, quotation marks, or italics to indicate titles of works.
        
        CCSS.ELA-Literacy.L.5.2e: Spell grade-appropriate words correctly, consulting references as needed.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.5.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.5.3a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
        
        CCSS.ELA-Literacy.L.5.3b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
        
        CCSS.ELA-Literacy.L.5.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
        
        CCSS.ELA-Literacy.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.5.5a: Interpret figurative language, including similes and metaphors, in context.
        
        CCSS.ELA-Literacy.L.5.5b: Recognize and explain the meaning of common idioms, adages, and proverbs.
        
        CCSS.ELA-Literacy.L.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
        
        CCSS.ELA-Literacy.L.5.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.5: Reading
        
        CCSS.ELA-Literacy.RF.5: Foundational Skills
        
        Fluency
        
        CCSS.ELA-Literacy.RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
        
        CCSS.ELA-Literacy.RF.5.4a: Read grade-level text with purpose and understanding.
        
        CCSS.ELA-Literacy.RF.5.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
        
        CCSS.ELA-Literacy.RF.5.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
        
        Phonics and Word Recognition
        
        CCSS.ELA-Literacy.RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words.
        
        CCSS.ELA-Literacy.RF.5.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
        
        Phonological Awareness
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        Print Concepts
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        CCSS.ELA-Literacy.RI.5: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
        
        CCSS.ELA-Literacy.RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
        
        CCSS.ELA-Literacy.RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
        
        CCSS.ELA-Literacy.RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
        
        CCSS.ELA-Literacy.RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
        
        CCSS.ELA-Literacy.RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
        
        CCSS.ELA-Literacy.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.5: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
        
        CCSS.ELA-Literacy.RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
        
        CCSS.ELA-Literacy.RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.5.7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
        
        CCSS.ELA-Literacy.RL.5.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.5.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
        
        CCSS.ELA-Literacy.RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
        
        CCSS.ELA-Literacy.RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.5: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
        
        CCSS.ELA-Literacy.SL.5.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
        
        CCSS.ELA-Literacy.SL.5.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
        
        CCSS.ELA-Literacy.SL.5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
        
        CCSS.ELA-Literacy.SL.5.1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
        
        CCSS.ELA-Literacy.SL.5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        CCSS.ELA-Literacy.SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
        
        CCSS.ELA-Literacy.SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
        
        CCSS.ELA-Literacy.SL.5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.5: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        CCSS.ELA-Literacy.W.5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
        
        CCSS.ELA-Literacy.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
        
        CCSS.ELA-Literacy.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.5.9a: Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
        
        CCSS.ELA-Literacy.W.5.9b: Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
        
        CCSS.ELA-Literacy.W.5.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
        
        CCSS.ELA-Literacy.W.5.1b: Provide logically ordered reasons that are supported by facts and details.
        
        CCSS.ELA-Literacy.W.5.1c: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
        
        CCSS.ELA-Literacy.W.5.1d: Provide a concluding statement or section related to the opinion presented.
        
        CCSS.ELA-Literacy.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
        
        CCSS.ELA-Literacy.W.5.2a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.5.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
        
        CCSS.ELA-Literacy.W.5.2c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
        
        CCSS.ELA-Literacy.W.5.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        CCSS.ELA-Literacy.W.5.2e: Provide a concluding statement or section related to the information or explanation presented.
        
        CCSS.ELA-Literacy.W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
        
        CCSS.ELA-Literacy.W.5.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
        
        CCSS.ELA-Literacy.W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
        
        CCSS.ELA-Literacy.W.5.3c: Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
        
        CCSS.ELA-Literacy.W.5.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
        
        CCSS.ELA-Literacy.W.5.3e: Provide a conclusion that follows from the narrated experiences or events.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 6 English Language Arts
      - CCSS.ELA-Literacy.L.6: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.6.1a: Ensure that pronouns are in the proper case (subjective, objective, possessive).
        
        CCSS.ELA-Literacy.L.6.1b: Use intensive pronouns (e.g., myself, ourselves).
        
        CCSS.ELA-Literacy.L.6.1c: Recognize and correct inappropriate shifts in pronoun number and person.
        
        CCSS.ELA-Literacy.L.6.1d: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
        
        CCSS.ELA-Literacy.L.6.1e: Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
        
        CCSS.ELA-Literacy.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.6.2a: Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
        
        CCSS.ELA-Literacy.L.6.2b: Spell correctly.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.6.3a: Vary sentence patterns for meaning, reader/ listener interest, and style.
        
        CCSS.ELA-Literacy.L.6.3b: Maintain consistency in style and tone.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.6.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.6.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.6.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
        
        CCSS.ELA-Literacy.L.6.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
        
        CCSS.ELA-Literacy.L.6.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
        
        CCSS.ELA-Literacy.L.6.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.6.5a: Interpret figures of speech (e.g., personification) in context.
        
        CCSS.ELA-Literacy.L.6.5b: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
        
        CCSS.ELA-Literacy.L.6.5c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
        
        CCSS.ELA-Literacy.L.6.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.6: Reading
        
        CCSS.ELA-Literacy.RI.6: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
        
        CCSS.ELA-Literacy.RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
        
        CCSS.ELA-Literacy.RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
        
        CCSS.ELA-Literacy.RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
        
        CCSS.ELA-Literacy.RI.6.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
        
        CCSS.ELA-Literacy.RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.6.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.6: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
        
        CCSS.ELA-Literacy.RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
        
        CCSS.ELA-Literacy.RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
        
        CCSS.ELA-Literacy.RL.6.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.6.9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
        
        CCSS.ELA-Literacy.RL.6.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.6: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
        
        CCSS.ELA-Literacy.SL.6.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
        
        CCSS.ELA-Literacy.SL.6.1b: Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
        
        CCSS.ELA-Literacy.SL.6.1c: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
        
        CCSS.ELA-Literacy.SL.6.1d: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
        
        CCSS.ELA-Literacy.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
        
        CCSS.ELA-Literacy.SL.6.3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
        
        CCSS.ELA-Literacy.SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
        
        CCSS.ELA-Literacy.SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.6: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        CCSS.ELA-Literacy.W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.6.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
        
        CCSS.ELA-Literacy.W.6.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
        
        CCSS.ELA-Literacy.W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.6.9a: Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
        
        CCSS.ELA-Literacy.W.6.9b: Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.6.1: Write arguments to support claims with clear reasons and relevant evidence.
        
        CCSS.ELA-Literacy.W.6.1a: Introduce claim(s) and organize the reasons and evidence clearly.
        
        CCSS.ELA-Literacy.W.6.1b: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
        
        CCSS.ELA-Literacy.W.6.1c: Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
        
        CCSS.ELA-Literacy.W.6.1d: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.W.6.1e: Provide a concluding statement or section that follows from the argument presented.
        
        CCSS.ELA-Literacy.W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
        
        CCSS.ELA-Literacy.W.6.2a: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.6.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
        
        CCSS.ELA-Literacy.W.6.2c: Use appropriate transitions to clarify the relationships among ideas and concepts.
        
        CCSS.ELA-Literacy.W.6.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        CCSS.ELA-Literacy.W.6.2e: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.W.6.2f: Provide a concluding statement or section that follows from the information or explanation presented.
        
        CCSS.ELA-Literacy.W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
        
        CCSS.ELA-Literacy.W.6.3a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
        
        CCSS.ELA-Literacy.W.6.3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
        
        CCSS.ELA-Literacy.W.6.3c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
        
        CCSS.ELA-Literacy.W.6.3d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
        
        CCSS.ELA-Literacy.W.6.3e: Provide a conclusion that follows from the narrated experiences or events.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 7 English Language Arts
      - CCSS.ELA-Literacy.L.7: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.7.1a: Explain the function of phrases and clauses in general and their function in specific sentences.
        
        CCSS.ELA-Literacy.L.7.1b: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
        
        CCSS.ELA-Literacy.L.7.1c: Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
        
        CCSS.ELA-Literacy.L.7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.7.2a: Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
        
        CCSS.ELA-Literacy.L.7.2b: Spell correctly.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.7.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.7.3a: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.7.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.7.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
        
        CCSS.ELA-Literacy.L.7.4c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
        
        CCSS.ELA-Literacy.L.7.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
        
        CCSS.ELA-Literacy.L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.7.5a: Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
        
        CCSS.ELA-Literacy.L.7.5b: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
        
        CCSS.ELA-Literacy.L.7.5c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
        
        CCSS.ELA-Literacy.L.7.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.7: Reading
        
        CCSS.ELA-Literacy.RI.7: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
        
        CCSS.ELA-Literacy.RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
        
        CCSS.ELA-Literacy.RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
        
        CCSS.ELA-Literacy.RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
        
        CCSS.ELA-Literacy.RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.7.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.7: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
        
        CCSS.ELA-Literacy.RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
        
        CCSS.ELA-Literacy.RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
        
        CCSS.ELA-Literacy.RL.7.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.7.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.7.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.7: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
        
        CCSS.ELA-Literacy.SL.7.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
        
        CCSS.ELA-Literacy.SL.7.1b: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
        
        CCSS.ELA-Literacy.SL.7.1c: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
        
        CCSS.ELA-Literacy.SL.7.1d: Acknowledge new information expressed by others and, when warranted, modify their own views.
        
        CCSS.ELA-Literacy.SL.7.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
        
        CCSS.ELA-Literacy.SL.7.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
        
        CCSS.ELA-Literacy.SL.7.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
        
        CCSS.ELA-Literacy.SL.7.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.7: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
        
        CCSS.ELA-Literacy.W.7.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.7.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
        
        CCSS.ELA-Literacy.W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
        
        CCSS.ELA-Literacy.W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.7.9a: Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
        
        CCSS.ELA-Literacy.W.7.9b: Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.7.1: Write arguments to support claims with clear reasons and relevant evidence.
        
        CCSS.ELA-Literacy.W.7.1a: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
        
        CCSS.ELA-Literacy.W.7.1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
        
        CCSS.ELA-Literacy.W.7.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
        
        CCSS.ELA-Literacy.W.7.1d: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.W.7.1e: Provide a concluding statement or section that follows from and supports the argument presented.
        
        CCSS.ELA-Literacy.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
        
        CCSS.ELA-Literacy.W.7.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.7.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
        
        CCSS.ELA-Literacy.W.7.2c: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
        
        CCSS.ELA-Literacy.W.7.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        CCSS.ELA-Literacy.W.7.2e: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.W.7.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
        
        CCSS.ELA-Literacy.W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
        
        CCSS.ELA-Literacy.W.7.3a: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
        
        CCSS.ELA-Literacy.W.7.3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
        
        CCSS.ELA-Literacy.W.7.3c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
        
        CCSS.ELA-Literacy.W.7.3d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
        
        CCSS.ELA-Literacy.W.7.3e: Provide a conclusion that follows from and reflects on the narrated experiences or events.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 8 English Language Arts
      - CCSS.ELA-Literacy.L.8: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.8.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.8.1a: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
        
        CCSS.ELA-Literacy.L.8.1b: Form and use verbs in the active and passive voice.
        
        CCSS.ELA-Literacy.L.8.1c: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
        
        CCSS.ELA-Literacy.L.8.1d: Recognize and correct inappropriate shifts in verb voice and mood.
        
        CCSS.ELA-Literacy.L.8.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.8.2a: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
        
        CCSS.ELA-Literacy.L.8.2b: Use an ellipsis to indicate an omission.
        
        CCSS.ELA-Literacy.L.8.2c: Spell correctly.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.8.3a: Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.8.4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.8.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.8.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
        
        CCSS.ELA-Literacy.L.8.4c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
        
        CCSS.ELA-Literacy.L.8.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
        
        CCSS.ELA-Literacy.L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.8.5a: Interpret figures of speech (e.g. verbal irony, puns) in context.
        
        CCSS.ELA-Literacy.L.8.5b: Use the relationship between particular words to better understand each of the words.
        
        CCSS.ELA-Literacy.L.8.5c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
        
        CCSS.ELA-Literacy.L.8.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.8: Reading
        
        CCSS.ELA-Literacy.RI.8: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
        
        CCSS.ELA-Literacy.RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
        
        CCSS.ELA-Literacy.RI.8.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.8.7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
        
        CCSS.ELA-Literacy.RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
        
        CCSS.ELA-Literacy.RI.8.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.8.10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.8: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
        
        CCSS.ELA-Literacy.RL.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
        
        CCSS.ELA-Literacy.RL.8.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.8.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
        
        CCSS.ELA-Literacy.RL.8.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.8.9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.8.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.8: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
        
        CCSS.ELA-Literacy.SL.8.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
        
        CCSS.ELA-Literacy.SL.8.1b: Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
        
        CCSS.ELA-Literacy.SL.8.1c: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
        
        CCSS.ELA-Literacy.SL.8.1d: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
        
        CCSS.ELA-Literacy.SL.8.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
        
        CCSS.ELA-Literacy.SL.8.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
        
        CCSS.ELA-Literacy.SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
        
        CCSS.ELA-Literacy.SL.8.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.8: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
        
        CCSS.ELA-Literacy.W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
        
        CCSS.ELA-Literacy.W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
        
        CCSS.ELA-Literacy.W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.8.9a: Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
        
        CCSS.ELA-Literacy.W.8.9b: Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.8.1: Write arguments to support claims with clear reasons and relevant evidence.
        
        CCSS.ELA-Literacy.W.8.1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
        
        CCSS.ELA-Literacy.W.8.1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
        
        CCSS.ELA-Literacy.W.8.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
        
        CCSS.ELA-Literacy.W.8.1d: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.W.8.1e: Provide a concluding statement or section that follows from and supports the argument presented.
        
        CCSS.ELA-Literacy.W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
        
        CCSS.ELA-Literacy.W.8.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.8.2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
        
        CCSS.ELA-Literacy.W.8.2c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
        
        CCSS.ELA-Literacy.W.8.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        CCSS.ELA-Literacy.W.8.2e: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.W.8.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
        
        CCSS.ELA-Literacy.W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
        
        CCSS.ELA-Literacy.W.8.3a: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
        
        CCSS.ELA-Literacy.W.8.3b: Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
        
        CCSS.ELA-Literacy.W.8.3c: Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
        
        CCSS.ELA-Literacy.W.8.3d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
        
        CCSS.ELA-Literacy.W.8.3e: Provide a conclusion that follows from and reflects on the narrated experiences or events.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 9-12 ELA Strand Introductions
      - RI: Reading: Informational Text
        
        RI.9-10: Grade 9-10
        
        RI.9-10.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
        
        RI.PE.H.MS.1.2: Grade 11-12
        
        RI.PE.H.MS.1.2.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - RL: Reading: Literature
        
        RL.11-12: Grade 11-12
        
        RL.11-12.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
        
        RL.9-10: Grade 9-10
        
        RL.9-10.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - SL: Speaking and Listening
        
        SL.9-10: Grade 9-10
        
        SL.9-10.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
        
        SL.PE.H.MS.1.2: Grade 11-12
        
        SL.PE.H.MS.1.2.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - W: Writing
        
        W.9-10: Grade 9-10
        
        W.9-10.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
        
        W.PE.H.MS.1.2: Grade 11-12
        
        W.PE.H.MS.1.2.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
    - Grades 11-12 English Language Arts
      - CCSS.ELA-Literacy.L.11-12: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.11-12.1a: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
        
        CCSS.ELA-Literacy.L.11-12.1b: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
        
        CCSS.ELA-Literacy.L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.11-12.2a: Observe hyphenation conventions.
        
        CCSS.ELA-Literacy.L.11-12.2b: Spell correctly.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.11-12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        CCSS.ELA-Literacy.L.11-12.3a: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.11-12.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.11-12.4b: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
        
        CCSS.ELA-Literacy.L.11-12.4c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
        
        CCSS.ELA-Literacy.L.11-12.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
        
        CCSS.ELA-Literacy.L.11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.11-12.5a: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
        
        CCSS.ELA-Literacy.L.11-12.5b: Analyze nuances in the meaning of words with similar denotations.
        
        CCSS.ELA-Literacy.L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.11-12: Reading
        
        CCSS.ELA-Literacy.RI.11-12: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
        
        CCSS.ELA-Literacy.RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
        
        CCSS.ELA-Literacy.RI.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.11-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
        
        CCSS.ELA-Literacy.RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
        
        CCSS.ELA-Literacy.RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
        
        CCSS.ELA-Literacy.RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RI.11-12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.11-12.10a: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        CCSS.ELA-Literacy.RI.11-12.10b: By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.11-12: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
        
        CCSS.ELA-Literacy.RL.11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
        
        CCSS.ELA-Literacy.RL.11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
        
        CCSS.ELA-Literacy.RL.11-12.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.11-12.9: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
        
        CCSS.ELA-Literacy.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RL.11-12.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.11-12.10a: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        CCSS.ELA-Literacy.RL.11-12.10b: By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.11-12: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
        
        CCSS.ELA-Literacy.SL.11-12.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
        
        CCSS.ELA-Literacy.SL.11-12.1b: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
        
        CCSS.ELA-Literacy.SL.11-12.1c: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
        
        CCSS.ELA-Literacy.SL.11-12.1d: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
        
        CCSS.ELA-Literacy.SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
        
        CCSS.ELA-Literacy.SL.11-12.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
        
        CCSS.ELA-Literacy.SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
        
        CCSS.ELA-Literacy.SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
        
        The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - CCSS.ELA-Literacy.W.11-12: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
        
        CCSS.ELA-Literacy.W.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.11-12.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
        
        CCSS.ELA-Literacy.W.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
        
        CCSS.ELA-Literacy.W.11-12.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.11-12.9a: Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
        
        CCSS.ELA-Literacy.W.11-12.9b: Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        CCSS.ELA-Literacy.W.11-12.1a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
        
        CCSS.ELA-Literacy.W.11-12.1b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
        
        CCSS.ELA-Literacy.W.11-12.1c: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        
        CCSS.ELA-Literacy.W.11-12.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.W.11-12.1e: Provide a concluding statement or section that follows from and supports the argument presented.
        
        CCSS.ELA-Literacy.W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        CCSS.ELA-Literacy.W.11-12.2a: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.11-12.2b: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
        
        CCSS.ELA-Literacy.W.11-12.2c: Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
        
        CCSS.ELA-Literacy.W.11-12.2d: Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
        
        CCSS.ELA-Literacy.W.11-12.2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.W.11-12.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
        
        CCSS.ELA-Literacy.W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        CCSS.ELA-Literacy.W.11-12.3a: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
        
        CCSS.ELA-Literacy.W.11-12.3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
        
        CCSS.ELA-Literacy.W.11-12.3c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
        
        CCSS.ELA-Literacy.W.11-12.3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
        
        CCSS.ELA-Literacy.W.11-12.3e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grades 11-12 Literacy in History/Social Studies
      - CCSS.ELA-Literacy.RH.11-12: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
        
        CCSS.ELA-Literacy.RH.11-12.5: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
        
        CCSS.ELA-Literacy.RH.11-12.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
        
        R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
        
        CCSS.ELA-Literacy.RH.11-12.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
        
        CCSS.ELA-Literacy.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
        
        R.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        R.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
        
        CCSS.ELA-Literacy.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
        
        CCSS.ELA-Literacy.RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
        
        R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RH.11-12.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.
        
        R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
    - Grades 11-12 Literacy in Science and Technical Subjects
      - CCSS.ELA-Literacy.RST.11-12: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RST.11-12.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
        
        CCSS.ELA-Literacy.RST.11-12.5: Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
        
        CCSS.ELA-Literacy.RST.11-12.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
        
        RST.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RST.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RST.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
        
        CCSS.ELA-Literacy.RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
        
        CCSS.ELA-Literacy.RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
        
        RST.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RST.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RST.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
        
        CCSS.ELA-Literacy.RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
        
        CCSS.ELA-Literacy.RST.11-12.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
        
        RST.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RST.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RST.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RST.11-12.10: By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
        
        RST.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - WHST: Writing
        
        Production and Distribution of Writing
        
        WHST.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        WHST.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
        
        WHST.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
        
        Range of Writing
        
        WHST.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        WHST.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understandin
        
        WHST.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into th
        
        WHST.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        WHST.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        WHST.11-12.1: Write arguments focused on discipline-specific content.
        
        WHST.11-12.1.a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
        
        WHST.11-12.1.b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audi
        
        WHST.11-12.1.c: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        
        WHST.11-12.1.d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        WHST.11-12.1.e: Provide a concluding statement or section that follows from or supports the argument presented.
        
        WHST.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        
        WHST.11-12.2.a: Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful
        
        WHST.11-12.2.b: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
        
        WHST.11-12.2.c: Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
        
        WHST.11-12.2.d: Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise o
        
        WHST.11-12.2.e: Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
        
        WHST.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        WHST.11-12.3: (See note; not applicable as a separate requirement)
    - Grades 11-12 Writing in History/Social Studies, Science and Technical Subjects
      - CCSS.ELA-Literacy.WHST.11-12: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
        
        CCSS.ELA-Literacy.WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
        
        CCSS.ELA-Literacy.WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
        
        CCSS.ELA-Literacy.WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to in
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.WHST.11-12.1: Write arguments focused on discipline-specific content.
        
        CCSS.ELA-Literacy.WHST.11-12.1a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
        
        CCSS.ELA-Literacy.WHST.11-12.1b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
        
        CCSS.ELA-Literacy.WHST.11-12.1c: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        
        CCSS.ELA-Literacy.WHST.11-12.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.WHST.11-12.1e: Provide a concluding statement or section that follows from or supports the argument presented.
        
        CCSS.ELA-Literacy.WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        
        CCSS.ELA-Literacy.WHST.11-12.2a: Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.WHST.11-12.2b: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
        
        CCSS.ELA-Literacy.WHST.11-12.2c: Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
        
        CCSS.ELA-Literacy.WHST.11-12.2d: Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
        
        CCSS.ELA-Literacy.WHST.11-12.2e: Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
        
        CCSS.ELA-Literacy.WHST.11-12.3: (See note; not applicable as a separate requirement)
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grades 6-12 ELA Introductions
      - Language
        
        The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
      - Reading: Informational Text
        
        The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - Reading: Literature
        
        The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
        
        The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
      - Speaking and Listening
        
        The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
      - Writing
        
        The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.
    - Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects Introductions
      - History/Social Studies
        
        The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - Technical Subjects
        
        The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - Writing
        
        The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
    - Grades 6-8 Literacy in History/Social Studies
      - CCSS.ELA-Literacy.RH.6-8: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
        
        CCSS.ELA-Literacy.RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
        
        CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
        
        R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
        
        CCSS.ELA-Literacy.RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.
        
        CCSS.ELA-Literacy.RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.
        
        R.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        R.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
        
        CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
        
        CCSS.ELA-Literacy.RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
        
        R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
        
        R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
    - Grades 6-8 Literacy in Science and Technical Subjects
      - CCSS.ELA-Literacy.RST.6-8: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
        
        CCSS.ELA-Literacy.RST.6-8.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
        
        CCSS.ELA-Literacy.RST.6-8.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
        
        R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
        
        CCSS.ELA-Literacy.RST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
        
        CCSS.ELA-Literacy.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
        
        R.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        R.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.
        
        CCSS.ELA-Literacy.RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
        
        CCSS.ELA-Literacy.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
        
        R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RST.6-8.10: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
        
        R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - WHST: Writing
        
        Production and Distribution of Writing
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
        
        Range of Writing
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a s
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        WHST.6-8.1: Write arguments focused on discipline-specific content.
        
        WHST.6-8.1.a: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
        
        WHST.6-8.1.b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
        
        WHST.6-8.1.c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
        
        WHST.6-8.1.d: Establish and maintain a formal style.
        
        WHST.6-8.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        
        WHST.6-8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when usefu
        
        WHST.6-8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
        
        WHST.6-8.2.c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
        
        WHST.6-8.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        WHST.6-8.2.e: Establish and maintain a formal style and objective tone.
        
        WHST.6-8.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        WHST.6-8.3: (See note; not applicable as a separate requirement)
    - Grades 6-8 Writing in History/Social Studies, Science and Technical Subjects
      - CCSS.ELA-Literacy.WHST.6-8: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
        
        CCSS.ELA-Literacy.WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
        
        CCSS.ELA-Literacy.WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
        
        CCSS.ELA-Literacy.WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to in
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.WHST.6-8.1: Write arguments focused on discipline-specific content.
        
        CCSS.ELA-Literacy.WHST.6-8.1a: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
        
        CCSS.ELA-Literacy.WHST.6-8.1b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
        
        CCSS.ELA-Literacy.WHST.6-8.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
        
        CCSS.ELA-Literacy.WHST.6-8.1d: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.WHST.6-8.1e: Provide a concluding statement or section that follows from and supports the argument presented.
        
        CCSS.ELA-Literacy.WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        
        CCSS.ELA-Literacy.WHST.6-8.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.WHST.6-8.2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
        
        CCSS.ELA-Literacy.WHST.6-8.2c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
        
        CCSS.ELA-Literacy.WHST.6-8.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        CCSS.ELA-Literacy.WHST.6-8.2e: Establish and maintain a formal style and objective tone.
        
        CCSS.ELA-Literacy.WHST.6-8.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
        
        CCSS.ELA-Literacy.WHST.6-8.3: (See note; not applicable as a separate requirement)
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grades 9-10 English Language Arts
      - CCSS.ELA-Literacy.L.9-10: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.9-10.1a: Use parallel structure.
        
        CCSS.ELA-Literacy.L.9-10.1b: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
        
        CCSS.ELA-Literacy.L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.9-10.2a: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
        
        CCSS.ELA-Literacy.L.9-10.2b: Use a colon to introduce a list or quotation.
        
        CCSS.ELA-Literacy.L.9-10.2c: Spell correctly.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        CCSS.ELA-Literacy.L.9-10.3a: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.9-10.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.9-10.4b: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
        
        CCSS.ELA-Literacy.L.9-10.4c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
        
        CCSS.ELA-Literacy.L.9-10.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
        
        CCSS.ELA-Literacy.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.9-10.5a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
        
        CCSS.ELA-Literacy.L.9-10.5b: Analyze nuances in the meaning of words with similar denotations.
        
        CCSS.ELA-Literacy.L.9-10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.9-10: Reading
        
        CCSS.ELA-Literacy.RI.9-10: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
        
        CCSS.ELA-Literacy.RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
        
        CCSS.ELA-Literacy.RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
        
        CCSS.ELA-Literacy.RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
        
        CCSS.ELA-Literacy.RI.9-10.9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.9-10.10a: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        CCSS.ELA-Literacy.RI.9-10.10b: By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.9-10: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
        
        CCSS.ELA-Literacy.RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
        
        CCSS.ELA-Literacy.RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
        
        CCSS.ELA-Literacy.RL.9-10.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.9-10.10a: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        CCSS.ELA-Literacy.RL.9-10.10b: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.9-10: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
        
        CCSS.ELA-Literacy.SL.9-10.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
        
        CCSS.ELA-Literacy.SL.9-10.1b: Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
        
        CCSS.ELA-Literacy.SL.9-10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
        
        CCSS.ELA-Literacy.SL.9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
        
        CCSS.ELA-Literacy.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
        
        CCSS.ELA-Literacy.SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
        
        CCSS.ELA-Literacy.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
        
        CCSS.ELA-Literacy.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.9-10: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
        
        CCSS.ELA-Literacy.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
        
        CCSS.ELA-Literacy.W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
        
        CCSS.ELA-Literacy.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.9-10.9a: Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
        
        CCSS.ELA-Literacy.W.9-10.9b: Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        CCSS.ELA-Literacy.W.9-10.1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
        
        CCSS.ELA-Literacy.W.9-10.1b: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
        
        CCSS.ELA-Literacy.W.9-10.1c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        
        CCSS.ELA-Literacy.W.9-10.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.W.9-10.1e: Provide a concluding statement or section that follows from and supports the argument presented.
        
        CCSS.ELA-Literacy.W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        CCSS.ELA-Literacy.W.9-10.2a: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.9-10.2b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
        
        CCSS.ELA-Literacy.W.9-10.2c: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
        
        CCSS.ELA-Literacy.W.9-10.2d: Use precise language and domain-specific vocabulary to manage the complexity of the topic.
        
        CCSS.ELA-Literacy.W.9-10.2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.W.9-10.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
        
        CCSS.ELA-Literacy.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        CCSS.ELA-Literacy.W.9-10.3a: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
        
        CCSS.ELA-Literacy.W.9-10.3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
        
        CCSS.ELA-Literacy.W.9-10.3c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
        
        CCSS.ELA-Literacy.W.9-10.3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
        
        CCSS.ELA-Literacy.W.9-10.3e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
    - Grades 9-10 Literacy in History/Social Studies
      - CCSS.ELA-Literacy.RH.9-10: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
        
        CCSS.ELA-Literacy.RH.9-10.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
        
        CCSS.ELA-Literacy.RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
        
        R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
        
        CCSS.ELA-Literacy.RH.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.
        
        CCSS.ELA-Literacy.RH.9-10.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
        
        R.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        R.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
        
        CCSS.ELA-Literacy.RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
        
        CCSS.ELA-Literacy.RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
        
        R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RH.9-10.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
        
        R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
    - Grades 9-10 Literacy in Science and Technical Subjects
      - CCSS.ELA-Literacy.RST.9-10: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
        
        CCSS.ELA-Literacy.RST.9-10.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
        
        CCSS.ELA-Literacy.RST.9-10.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
        
        R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
        
        CCSS.ELA-Literacy.RST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
        
        CCSS.ELA-Literacy.RST.9-10.9: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
        
        R.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        R.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RST.9-10.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
        
        CCSS.ELA-Literacy.RST.9-10.2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
        
        CCSS.ELA-Literacy.RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
        
        R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RST.9-10.10: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
        
        R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - WHST: Writing
        
        Production and Distribution of Writing
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        WHST.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        WHST.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
        
        Range of Writing
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        WHST.9-10.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        WHST.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understandin
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        WHST.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain th
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        WHST.9-10.1: Write arguments focused on discipline-specific content.
        
        WHST.9-10.1.a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
        
        WHST.9-10.1.b: Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge
        
        WHST.9-10.1.c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        
        WHST.9-10.1.d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        WHST.9-10.1.e: Provide a concluding statement or section that follows from or supports the argument presented.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        
        WHST.9-10.2.a: Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        
        WHST.9-10.2.b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
        
        WHST.9-10.2.c: Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
        
        WHST.9-10.2.d: Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
        
        WHST.9-10.2.e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        WHST.9-10.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        WHST.9-10.3: (See note; not applicable as a separate requirement)
    - Grades 9-10 Writing in History/Social Studies, Science and Technical Subjects
      - CCSS.ELA-Literacy.WHST.9-10: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.WHST.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
        
        CCSS.ELA-Literacy.WHST.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.WHST.9-10.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.WHST.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
        
        CCSS.ELA-Literacy.WHST.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
        
        CCSS.ELA-Literacy.WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to in
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.WHST.9-10.1: Write arguments focused on discipline-specific content.
        
        CCSS.ELA-Literacy.WHST.9-10.1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
        
        CCSS.ELA-Literacy.WHST.9-10.1b: Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
        
        CCSS.ELA-Literacy.WHST.9-10.1c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        
        CCSS.ELA-Literacy.WHST.9-10.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.WHST.9-10.1e: Provide a concluding statement or section that follows from or supports the argument presented.
        
        CCSS.ELA-Literacy.WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        
        CCSS.ELA-Literacy.WHST.9-10.2a: Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.WHST.9-10.2b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
        
        CCSS.ELA-Literacy.WHST.9-10.2c: Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
        
        CCSS.ELA-Literacy.WHST.9-10.2d: Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
        
        CCSS.ELA-Literacy.WHST.9-10.2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.WHST.9-10.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
        
        CCSS.ELA-Literacy.WHST.9-10.3: (See note; not applicable as a separate requirement)
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Kindergarten
      - CCSS.ELA-Literacy.L.K: Language
        
        Conventions of Standard English
        
        CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCRA.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.K.1a: Print many upper- and lowercase letters.
        
        CCSS.ELA-Literacy.L.K.1b: Use frequently occurring nouns and verbs.
        
        CCSS.ELA-Literacy.L.K.1c: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
        
        CCSS.ELA-Literacy.L.K.1d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
        
        CCSS.ELA-Literacy.L.K.1e: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
        
        CCSS.ELA-Literacy.L.K.1f: Produce and expand complete sentences in shared language activities.
        
        CCSS.ELA-Literacy.L.K.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.K.2a: Capitalize the first word in a sentence and the pronoun I.
        
        CCSS.ELA-Literacy.L.K.2b: Recognize and name end punctuation.
        
        CCSS.ELA-Literacy.L.K.2c: Write a letter or letters for most consonant and short-vowel sounds (phonemes).
        
        CCSS.ELA-Literacy.L.K.2d: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
        
        Knowledge of Language
        
        CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        CCSS.ELA-Literacy.L.K.3: (Begins in grade 2)
        
        Vocabulary Acquisition and Use
        
        CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        CCRA.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
        
        CCSS.ELA-Literacy.L.K.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
        
        CCSS.ELA-Literacy.L.K.4a: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
        
        CCSS.ELA-Literacy.L.K.4b: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
        
        CCSS.ELA-Literacy.L.K.5: With guidance and support from adults, explore word relationships and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.K.5a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
        
        CCSS.ELA-Literacy.L.K.5b: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
        
        CCSS.ELA-Literacy.L.K.5c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
        
        CCSS.ELA-Literacy.L.K.5d: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
        
        CCSS.ELA-Literacy.L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
      - CCSS.ELA-Literacy.R.K: Reading
        
        CCSS.ELA-Literacy.RF.K: Foundational Skills
        
        Fluency
        
        CCSS.ELA-Literacy.RF.K.4: Read emergent-reader texts with purpose and understanding.
        
        Phonics and Word Recognition
        
        CCSS.ELA-Literacy.RF.K.3: Know and apply grade-level phonics and word analysis skills in decoding words.
        
        CCSS.ELA-Literacy.RF.K.3a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
        
        CCSS.ELA-Literacy.RF.K.3b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
        
        CCSS.ELA-Literacy.RF.K.3c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
        
        CCSS.ELA-Literacy.RF.K.3d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
        
        Phonological Awareness
        
        CCSS.ELA-Literacy.RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
        
        CCSS.ELA-Literacy.RF.K.2a: Recognize and produce rhyming words.
        
        CCSS.ELA-Literacy.RF.K.2b: Count, pronounce, blend, and segment syllables in spoken words.
        
        CCSS.ELA-Literacy.RF.K.2c: Blend and segment onsets and rimes of single-syllable spoken words.
        
        CCSS.ELA-Literacy.RF.K.2d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
        
        CCSS.ELA-Literacy.RF.K.2e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
        
        Print Concepts
        
        CCSS.ELA-Literacy.RF.K.1: Demonstrate understanding of the organization and basic features of print.
        
        CCSS.ELA-Literacy.RF.K.1a: Follow words from left to right, top to bottom, and page by page.
        
        CCSS.ELA-Literacy.RF.K.1b: Recognize that spoken words are represented in written language by specific sequences of letters.
        
        CCSS.ELA-Literacy.RF.K.1c: Understand that words are separated by spaces in print.
        
        CCSS.ELA-Literacy.RF.K.1d: Recognize and name all upper- and lowercase letters of the alphabet.
        
        CCSS.ELA-Literacy.RI.K: Informational Text
        
        Craft and Structure
        
        CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        CCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        CCRA.R.6: Assess how point of view or purpose shapes the content and style of a text.
        
        CCSS.ELA-Literacy.RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.
        
        CCSS.ELA-Literacy.RI.K.5: Identify the front cover, back cover, and title page of a book.
        
        CCSS.ELA-Literacy.RI.K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
        
        Integration of Knowledge and Ideas
        
        CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        CCSS.ELA-Literacy.RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
        
        CCSS.ELA-Literacy.RI.K.8: With prompting and support, identify the reasons an author gives to support points in a text.
        
        CCSS.ELA-Literacy.RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
        
        Key Ideas and Details
        
        CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        CCRA.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        CCSS.ELA-Literacy.RI.K.1: With prompting and support, ask and answer questions about key details in a text.
        
        CCSS.ELA-Literacy.RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
        
        CCSS.ELA-Literacy.RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
        
        Range of Reading and Level of Text Complexity
        
        CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RI.K.10: Actively engage in group reading activities with purpose and understanding.
        
        CCSS.ELA-Literacy.RL.K: Literature
        
        Craft and Structure
        
        CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        CCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        CCRA.R.6: Assess how point of view or purpose shapes the content and style of a text.
        
        CCSS.ELA-Literacy.RL.K.4: Ask and answer questions about unknown words in a text.
        
        CCSS.ELA-Literacy.RL.K.5: Recognize common types of texts (e.g., storybooks, poems).
        
        CCSS.ELA-Literacy.RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
        
        Integration of Knowledge and Ideas
        
        CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        CCSS.ELA-Literacy.RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
        
        CCSS.ELA-Literacy.RL.K.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
        
        Key Ideas and Details
        
        CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        CCRA.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        CCSS.ELA-Literacy.RL.K.1: With prompting and support, ask and answer questions about key details in a text.
        
        CCSS.ELA-Literacy.RL.K.2: With prompting and support, retell familiar stories, including key details.
        
        CCSS.ELA-Literacy.RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
        
        Range of Reading and Level of Text Complexity
        
        CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.K.10: Actively engage in group reading activities with purpose and understanding.
      - CCSS.ELA-Literacy.SL.K: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        CCRA.SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        CCSS.ELA-Literacy.SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
        
        CCSS.ELA-Literacy.SL.K.1a: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
        
        CCSS.ELA-Literacy.SL.K.1b: Continue a conversation through multiple exchanges.
        
        CCSS.ELA-Literacy.SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
        
        CCSS.ELA-Literacy.SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
        
        Presentation of Knowledge and Ideas
        
        CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
        
        CCSS.ELA-Literacy.SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
        
        CCSS.ELA-Literacy.SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.
        
        CCSS.ELA-Literacy.SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
      - CCSS.ELA-Literacy.W.K: Writing
        
        Production and Distribution of Writing
        
        CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        CCSS.ELA-Literacy.W.K.4: (Begins in grade 3)
        
        CCSS.ELA-Literacy.W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
        
        CCSS.ELA-Literacy.W.K.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
        
        Range of Writing
        
        CCRA.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        CCSS.ELA-Literacy.W.K.10: (Begins in grade 3)
        
        Research to Build and Present Knowledge
        
        CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        CCRA.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        CCRA.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
        
        CCSS.ELA-Literacy.W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
        
        CCSS.ELA-Literacy.W.K.9: (Begins in grade 4)
        
        Text Types and Purposes
        
        CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        CCSS.ELA-Literacy.W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
        
        CCSS.ELA-Literacy.W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
        
        CCSS.ELA-Literacy.W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
    - Kindergarten-Grade 5 Strand Introductions
      - Language
        
        The following standards for grades K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
      - Reading: Foundational Skills
        
        These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.
      - Reading: Literature
        
        The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
      - Speaking and Listening
        
        The following standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
      - Writing
        
        The following standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.
  - Mathematics (2010)
    - Grade 1
      - CCSS.Math.Content.1.G: Geometry
        
        CCSS.Math.Content.1.G.A: Reason with shapes and their attributes.
        
        CCSS.Math.Content.1.G.A.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
        
        CCSS.Math.Content.1.G.A.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
        
        CCSS.Math.Content.1.G.A.3: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
      - CCSS.Math.Content.1.MD: Measurement and Data
        
        CCSS.Math.Content.1.MD.A: Measure lengths indirectly and by iterating length units.
        
        CCSS.Math.Content.1.MD.A.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.
        
        CCSS.Math.Content.1.MD.A.2: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
        
        CCSS.Math.Content.1.MD.B: Tell and write time.
        
        CCSS.Math.Content.1.MD.B.3: Tell and write time in hours and half-hours using analog and digital clocks.
        
        CCSS.Math.Content.1.MD.C: Represent and interpret data.
        
        CCSS.Math.Content.1.MD.C.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
      - CCSS.Math.Content.1.NBT: Number and Operations in Base Ten
        
        CCSS.Math.Content.1.NBT.A: Extend the counting sequence.
        
        CCSS.Math.Content.1.NBT.A.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
        
        CCSS.Math.Content.1.NBT.B: Understand place value.
        
        CCSS.Math.Content.1.NBT.B.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
        
        CCSS.Math.Content.1.NBT.B.2a: 10 can be thought of as a bundle of ten ones - called a ?ten.?
        
        CCSS.Math.Content.1.NBT.B.2b: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
        
        CCSS.Math.Content.1.NBT.B.2c: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
        
        CCSS.Math.Content.1.NBT.B.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
        
        CCSS.Math.Content.1.NBT.C: Use place value understanding and properties of operations to add and subtract.
        
        CCSS.Math.Content.1.NBT.C.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
        
        CCSS.Math.Content.1.NBT.C.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
        
        CCSS.Math.Content.1.NBT.C.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
      - CCSS.Math.Content.1.OA: Operations and Algebraic Thinking
        
        CCSS.Math.Content.1.OA.A: Represent and solve problems involving addition and subtraction.
        
        CCSS.Math.Content.1.OA.A.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
        
        CCSS.Math.Content.1.OA.A.2: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
        
        CCSS.Math.Content.1.OA.B: Understand and apply properties of operations and the relationship between addition and subtraction.
        
        CCSS.Math.Content.1.OA.B.3: Apply properties of operations as strategies to add and subtract.
        
        CCSS.Math.Content.1.OA.B.4: Understand subtraction as an unknown-addend problem.
        
        CCSS.Math.Content.1.OA.C: Add and subtract within 20.
        
        CCSS.Math.Content.1.OA.C.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
        
        CCSS.Math.Content.1.OA.C.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
        
        CCSS.Math.Content.1.OA.D: Work with addition and subtraction equations.
        
        CCSS.Math.Content.1.OA.D.7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
        
        CCSS.Math.Content.1.OA.D.8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
    - Grade 1 Introduction
      - 1: In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
        
        1.1: Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understand connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., ?making tens?) to solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction.
        
        1.2: Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10. They compare whole numbers (at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the order of the counting numbers and their relative magnitudes.
        
        1.3: Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental activity of building up the length of an object with equal-sized units) and the transitivity principle for indirect measurement.
        
        1.4: Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and build understanding of part-whole relationships as well as the properties of the original and composite shapes. As they combine shapes, they recognize them from different perspectives and orientations, describe their geometric attributes, and determine how they are alike and different, to develop the background for measurement and for initial understandings of properties such as congruence and symmetry.
    - Grade 2
      - CCSS.Math.Content.2.G: Geometry
        
        CCSS.Math.Content.2.G.A: Reason with shapes and their attributes.
        
        CCSS.Math.Content.2.G.A.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
        
        CCSS.Math.Content.2.G.A.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
        
        CCSS.Math.Content.2.G.A.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
      - CCSS.Math.Content.2.MD: Measurement and Data
        
        CCSS.Math.Content.2.MD.A: Measure and estimate lengths in standard units.
        
        CCSS.Math.Content.2.MD.A.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
        
        CCSS.Math.Content.2.MD.A.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
        
        CCSS.Math.Content.2.MD.A.3: Estimate lengths using units of inches, feet, centimeters, and meters.
        
        CCSS.Math.Content.2.MD.A.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
        
        CCSS.Math.Content.2.MD.B: Relate addition and subtraction to length.
        
        CCSS.Math.Content.2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
        
        CCSS.Math.Content.2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram.
        
        CCSS.Math.Content.2.MD.C: Work with time and money.
        
        CCSS.Math.Content.2.MD.C.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
        
        CCSS.Math.Content.2.MD.C.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and › symbols appropriately.
        
        CCSS.Math.Content.2.MD.D: Represent and interpret data.
        
        CCSS.Math.Content.2.MD.D.9: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
        
        CCSS.Math.Content.2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
      - CCSS.Math.Content.2.NBT: Number and Operations in Base Ten
        
        CCSS.Math.Content.2.NBT.A: Understand place value.
        
        CCSS.Math.Content.2.NBT.A.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
        
        CCSS.Math.Content.2.NBT.A.1a: 100 can be thought of as a bundle of ten tens - called a ?hundred.?
        
        CCSS.Math.Content.2.NBT.A.1b: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
        
        CCSS.Math.Content.2.NBT.A.2: Count within 1000; skip-count by 5s, 10s, and 100s.
        
        CCSS.Math.Content.2.NBT.A.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
        
        CCSS.Math.Content.2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
        
        CCSS.Math.Content.2.NBT.B: Use place value understanding and properties of operations to add and subtract.
        
        CCSS.Math.Content.2.NBT.B.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
        
        CCSS.Math.Content.2.NBT.B.6: Add up to four two-digit numbers using strategies based on place value and properties of operations.
        
        CCSS.Math.Content.2.NBT.B.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
        
        CCSS.Math.Content.2.NBT.B.8: Mentally add 10 or 100 to a given number 100?900, and mentally subtract 10 or 100 from a given number 100?900.
        
        CCSS.Math.Content.2.NBT.B.9: Explain why addition and subtraction strategies work, using place value and the properties of operations.
      - CCSS.Math.Content.2.OA: Operations and Algebraic Thinking
        
        CCSS.Math.Content.2.OA.A: Represent and solve problems involving addition and subtraction.
        
        CCSS.Math.Content.2.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
        
        CCSS.Math.Content.2.OA.B: Add and subtract within 20.
        
        CCSS.Math.Content.2.OA.B.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
        
        CCSS.Math.Content.2.OA.C: Work with equal groups of objects to gain foundations for multiplication.
        
        CCSS.Math.Content.2.OA.C.3: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
        
        CCSS.Math.Content.2.OA.C.4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
    - Grade 2 Introduction
      - 2: In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
        
        2.1: Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).
        
        2.2: Students use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-ten notation, using their understanding of place value and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds.
        
        2.3: Students recognize the need for standard units of measure (centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the more iterations they need to cover a given length.
        
        2.4: Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.
    - Grade 3
      - CCSS.Math.Content.3.G: Geometry
        
        CCSS.Math.Content.3.G.A: Reason with shapes and their attributes.
        
        CCSS.Math.Content.3.G.A.1: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
        
        CCSS.Math.Content.3.G.A.2: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
      - CCSS.Math.Content.3.MD: Measurement and Data
        
        CCSS.Math.Content.3.MD.A: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
        
        CCSS.Math.Content.3.MD.A.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
        
        CCSS.Math.Content.3.MD.A.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
        
        CCSS.Math.Content.3.MD.B: Represent and interpret data.
        
        CCSS.Math.Content.3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step ?how many more? and ?how many less? problems using information presented in scaled bar graphs.
        
        CCSS.Math.Content.3.MD.B.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
        
        CCSS.Math.Content.3.MD.C: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
        
        CCSS.Math.Content.3.MD.C.5: Recognize area as an attribute of plane figures and understand concepts of area measurement.
        
        CCSS.Math.Content.3.MD.C.5a: A square with side length 1 unit, called ?a unit square,? is said to have ?one square unit? of area, and can be used to measure area.
        
        CCSS.Math.Content.3.MD.C.5b: A plane figure which can be covered without gaps or overlaps by ?? unit squares is said to have an area of ?? square units.
        
        CCSS.Math.Content.3.MD.C.6: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
        
        CCSS.Math.Content.3.MD.C.7: Relate area to the operations of multiplication and addition.
        
        CCSS.Math.Content.3.MD.C.7a: Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
        
        CCSS.Math.Content.3.MD.C.7b: Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
        
        CCSS.Math.Content.3.MD.C.7c: Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths ?? and ?? + ?? is the sum of ?? ? ?? and ?? ? ??. Use area models to represent the distributive property in mathematical reasoning.
        
        CCSS.Math.Content.3.MD.C.7d: Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
        
        CCSS.Math.Content.3.MD.D: Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
        
        CCSS.Math.Content.3.MD.D.8: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
      - CCSS.Math.Content.3.NF: Number and Operations-Fractions
        
        CCSS.Math.Content.3.NF.A: Develop understanding of fractions as numbers.
        
        CCSS.Math.Content.3.NF.A.1: Understand a fraction 1/?? as the quantity formed by 1 part when a whole is partitioned into ?? equal parts; understand a fraction ??/?? as the quantity formed by ?? parts of size 1/??.
        
        CCSS.Math.Content.3.NF.A.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
        
        CCSS.Math.Content.3.NF.A.2a: Represent a fraction 1/?? on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into ?? equal parts. Recognize that each part has size 1/?? and that the endpoint of the part based at 0 locates the number 1/?? on the number line.
        
        CCSS.Math.Content.3.NF.A.2b: Represent a fraction ??/?? on a number line diagram by marking off a lengths 1/?? from 0. Recognize that the resulting interval has size ??/?? and that its endpoint locates the number ??/?? on the number line.
        
        CCSS.Math.Content.3.NF.A.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
        
        CCSS.Math.Content.3.NF.A.3a: Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
        
        CCSS.Math.Content.3.NF.A.3b: Recognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
        
        CCSS.Math.Content.3.NF.A.3c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
        
        CCSS.Math.Content.3.NF.A.3d: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
      - CCSS.Math.Content.3.NBT: Number and Operations in Base Ten
        
        CCSS.Math.Content.3.NBT.A: Use place value understanding and properties of operations to perform multi-digit arithmetic.
        
        CCSS.Math.Content.3.NBT.A.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
        
        CCSS.Math.Content.3.NBT.A.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
        
        CCSS.Math.Content.3.NBT.A.3: Multiply one-digit whole numbers by multiples of 10 in the range 10?90 (e.g., 9 ? 80, 5 ? 60) using strategies based on place value and properties of operations.
      - CCSS.Math.Content.3.OA: Operations and Algebraic Thinking
        
        CCSS.Math.Content.3.OA.A: Represent and solve problems involving multiplication and division.
        
        CCSS.Math.Content.3.OA.A.1: Interpret products of whole numbers, e.g., interpret 5 ? 7 as the total number of objects in 5 groups of 7 objects each.
        
        CCSS.Math.Content.3.OA.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ö 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
        
        CCSS.Math.Content.3.OA.A.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
        
        CCSS.Math.Content.3.OA.A.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
        
        CCSS.Math.Content.3.OA.B: Understand properties of multiplication and the relationship between multiplication and division.
        
        CCSS.Math.Content.3.OA.B.5: Apply properties of operations as strategies to multiply and divide.
        
        CCSS.Math.Content.3.OA.B.6: Understand division as an unknown-factor problem.
        
        CCSS.Math.Content.3.OA.C: Multiply and divide within 100.
        
        CCSS.Math.Content.3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 ? 5 = 40, one knows 40 ö 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
        
        CCSS.Math.Content.3.OA.D: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
        
        CCSS.Math.Content.3.OA.D.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
        
        CCSS.Math.Content.3.OA.D.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
    - Grade 3 Introduction
      - 3: In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
        
        3.1: Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division.
        
        3.2: Students develop an understanding of fractions, beginning with unit fractions. Students view fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. Students understand that the size of a fractional part is relative to the size of the whole. For example, 1/2 of the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5 equal parts. Students are able to use fractions to represent numbers equal to, less than, and greater than one. They solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators.
        
        3.3: Students recognize area as an attribute of two-dimensional regions. They measure the area of a shape by finding the total number of same-size units of area required to cover the shape without gaps or overlaps, a square with sides of unit length being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle.
        
        3.4: Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles, and connect these with definitions of shapes. Students also relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole.
    - Grade 4
      - CCSS.Math.Content.4.G: Geometry
        
        CCSS.Math.Content.4.G.A: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
        
        CCSS.Math.Content.4.G.A.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
        
        CCSS.Math.Content.4.G.A.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
        
        CCSS.Math.Content.4.G.A.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
      - CCSS.Math.Content.4.MD: Measurement and Data
        
        CCSS.Math.Content.4.MD.A: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
        
        CCSS.Math.Content.4.MD.A.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.
        
        CCSS.Math.Content.4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
        
        CCSS.Math.Content.4.MD.A.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
        
        CCSS.Math.Content.4.MD.B: Represent and interpret data.
        
        CCSS.Math.Content.4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.
        
        CCSS.Math.Content.4.MD.C: Geometric measurement: understand concepts of angle and measure angles.
        
        CCSS.Math.Content.4.MD.C.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
        
        CCSS.Math.Content.4.MD.C.5a: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a ?one-degree angle,? and can be used to measure angles.
        
        CCSS.Math.Content.4.MD.C.5b: An angle that turns through ?? one-degree angles is said to have an angle measure of ?? degrees.
        
        CCSS.Math.Content.4.MD.C.6: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
        
        CCSS.Math.Content.4.MD.C.7: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
      - CCSS.Math.Content.4.NF: Number and Operations-Fractions
        
        CCSS.Math.Content.4.NF.A: Extend understanding of fraction equivalence and ordering.
        
        CCSS.Math.Content.4.NF.A.1: Explain why a fraction ??/?? is equivalent to a fraction (?? ? ??)/(?? ? ??) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
        
        CCSS.Math.Content.4.NF.A.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
        
        CCSS.Math.Content.4.NF.B: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
        
        CCSS.Math.Content.4.NF.B.3: Understand a fraction ??/?? with ?? > 1 as a sum of fractions 1/??.
        
        CCSS.Math.Content.4.NF.B.3a: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
        
        CCSS.Math.Content.4.NF.B.3b: Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.
        
        CCSS.Math.Content.4.NF.B.3c: Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
        
        CCSS.Math.Content.4.NF.B.3d: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
        
        CCSS.Math.Content.4.NF.B.4: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
        
        CCSS.Math.Content.4.NF.B.4a: Understand a fraction ??/?? as a multiple of 1/??.
        
        CCSS.Math.Content.4.NF.B.4b: Understand a multiple of ??/?? as a multiple of 1/??, and use this understanding to multiply a fraction by a whole number.
        
        CCSS.Math.Content.4.NF.B.4c: Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.
        
        CCSS.Math.Content.4.NF.C: Understand decimal notation for fractions, and compare decimal fractions.
        
        CCSS.Math.Content.4.NF.C.5: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.
        
        CCSS.Math.Content.4.NF.C.6: Use decimal notation for fractions with denominators 10 or 100.
        
        CCSS.Math.Content.4.NF.C.7: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
      - CCSS.Math.Content.4.NBT: Number and Operations in Base Ten
        
        CCSS.Math.Content.4.NBT.A: Generalize place value understanding for multi-digit whole numbers.
        
        CCSS.Math.Content.4.NBT.A.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
        
        CCSS.Math.Content.4.NBT.A.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
        
        CCSS.Math.Content.4.NBT.A.3: Use place value understanding to round multi-digit whole numbers to any place.
        
        CCSS.Math.Content.4.NBT.B: Use place value understanding and properties of operations to perform multi-digit arithmetic.
        
        CCSS.Math.Content.4.NBT.B.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm.
        
        CCSS.Math.Content.4.NBT.B.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
        
        CCSS.Math.Content.4.NBT.B.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
      - CCSS.Math.Content.4.OA: Operations and Algebraic Thinking
        
        CCSS.Math.Content.4.OA.A: Use the four operations with whole numbers to solve problems.
        
        CCSS.Math.Content.4.OA.A.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 ? 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
        
        CCSS.Math.Content.4.OA.A.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
        
        CCSS.Math.Content.4.OA.A.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
        
        CCSS.Math.Content.4.OA.B: Gain familiarity with factors and multiples.
        
        CCSS.Math.Content.4.OA.B.4: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
        
        CCSS.Math.Content.4.OA.C: Generate and analyze patterns.
        
        CCSS.Math.Content.4.OA.C.5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.
    - Grade 4 Introduction
      - 4: In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.
        
        4.1: Students generalize their understanding of place value to 1,000,000, understanding the relative sizes of numbers in each place. They apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of operations, in particular the distributive property, as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multi-digit whole numbers. Depending on the numbers and the context, they select and accurately apply appropriate methods to estimate or mentally calculate products. They develop fluency with efficient procedures for multiplying whole numbers; understand and explain why the procedures work based on place value and properties of operations; and use them to solve problems. Students apply their understanding of models for division, place value, properties of operations, and the relationship of division to multiplication as they develop, discuss, and use efficient, accurate, and generalizable procedures to find quotients involving multi-digit dividends. They select and accurately apply appropriate methods to estimate and mentally calculate quotients, and interpret remainders based upon the context.
        
        4.2: Students develop understanding of fraction equivalence and operations with fractions. They recognize that two different fractions can be equal (e.g., 15/9 = 5/3), and they develop methods for generating and recognizing equivalent fractions. Students extend previous understandings about how fractions are built from unit fractions, composing fractions from unit fractions, decomposing fractions into unit fractions, and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number.
        
        4.3: Students describe, analyze, compare, and classify two-dimensional shapes. Through building, drawing, and analyzing two-dimensional shapes, students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry.
    - Grade 5
      - CCSS.Math.Content.5.G: Geometry
        
        CCSS.Math.Content.5.G.A: Graph points on the coordinate plane to solve real-world and mathematical problems.
        
        CCSS.Math.Content.5.G.A.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., ??-axis and ??-coordinate, ??-axis and ??-coordinate).
        
        CCSS.Math.Content.5.G.A.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
        
        CCSS.Math.Content.5.G.B: Classify two-dimensional figures into categories based on their properties.
        
        CCSS.Math.Content.5.G.B.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.
        
        CCSS.Math.Content.5.G.B.4: Classify two-dimensional figures in a hierarchy based on properties.
      - CCSS.Math.Content.5.MD: Measurement and Data
        
        CCSS.Math.Content.5.MD.A: Convert like measurement units within a given measurement system.
        
        CCSS.Math.Content.5.MD.A.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
        
        CCSS.Math.Content.5.MD.B: Represent and interpret data.
        
        CCSS.Math.Content.5.MD.B.2: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.
        
        CCSS.Math.Content.5.MD.C: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
        
        CCSS.Math.Content.5.MD.C.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
        
        CCSS.Math.Content.5.MD.C.3a: A cube with side length 1 unit, called a ?unit cube,? is said to have ?one cubic unit? of volume, and can be used to measure volume.
        
        CCSS.Math.Content.5.MD.C.3b: A solid figure which can be packed without gaps or overlaps using ?? unit cubes is said to have a volume of ?? cubic units.
        
        CCSS.Math.Content.5.MD.C.4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
        
        CCSS.Math.Content.5.MD.C.5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
        
        CCSS.Math.Content.5.MD.C.5a: Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
        
        CCSS.Math.Content.5.MD.C.5b: Apply the formulas ?? = ?? ? ?? ? ?? and ?? = ?? ? ?? for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
        
        CCSS.Math.Content.5.MD.C.5c: Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
      - CCSS.Math.Content.5.NF: Number and Operations-Fractions
        
        CCSS.Math.Content.5.NF.A: Use equivalent fractions as a strategy to add and subtract fractions.
        
        CCSS.Math.Content.5.NF.A.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
        
        CCSS.Math.Content.5.NF.A.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
        
        CCSS.Math.Content.5.NF.B: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
        
        CCSS.Math.Content.5.NF.B.3: Interpret a fraction as division of the numerator by the denominator (??/?? = ?? ö ??). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
        
        CCSS.Math.Content.5.NF.B.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
        
        CCSS.Math.Content.5.NF.B.4a: Interpret the product (??/??) ? ?? as a parts of a partition of ?? into ?? equal parts; equivalently, as the result of a sequence of operations ?? ? ?? ö ??.
        
        CCSS.Math.Content.5.NF.B.4b: Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
        
        CCSS.Math.Content.5.NF.B.5: Interpret multiplication as scaling (resizing), by:
        
        CCSS.Math.Content.5.NF.B.5a: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
        
        CCSS.Math.Content.5.NF.B.5b: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence ??/?? = (?????)/(?????) to the effect of multiplying ??/?? by 1.
        
        CCSS.Math.Content.5.NF.B.6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
        
        CCSS.Math.Content.5.NF.B.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
        
        CCSS.Math.Content.5.NF.B.7a: Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
        
        CCSS.Math.Content.5.NF.B.7b: Interpret division of a whole number by a unit fraction, and compute such quotients.
        
        CCSS.Math.Content.5.NF.B.7c: Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem.
      - CCSS.Math.Content.5.NBT: Number and Operations in Base Ten
        
        CCSS.Math.Content.5.NBT.A: Understand the place value system.
        
        CCSS.Math.Content.5.NBT.A.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
        
        CCSS.Math.Content.5.NBT.A.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
        
        CCSS.Math.Content.5.NBT.A.3: Read, write, and compare decimals to thousandths.
        
        CCSS.Math.Content.5.NBT.A.3a: Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 ? 100 + 4 ? 10 + 7 ? 1 + 3 ? (1/10) + 9 ? (1/100) + 2 ? (1/1000).
        
        CCSS.Math.Content.5.NBT.A.3b: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
        
        CCSS.Math.Content.5.NBT.A.4: Use place value understanding to round decimals to any place.
        
        CCSS.Math.Content.5.NBT.B: Perform operations with multi-digit whole numbers and with decimals to hundredths.
        
        CCSS.Math.Content.5.NBT.B.5: Fluently multiply multi-digit whole numbers using the standard algorithm.
        
        CCSS.Math.Content.5.NBT.B.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
        
        CCSS.Math.Content.5.NBT.B.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
      - CCSS.Math.Content.5.OA: Operations and Algebraic Thinking
        
        CCSS.Math.Content.5.OA.A: Write and interpret numerical expressions.
        
        CCSS.Math.Content.5.OA.A.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
        
        CCSS.Math.Content.5.OA.A.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
        
        CCSS.Math.Content.5.OA.B: Analyze patterns and relationships.
        
        CCSS.Math.Content.5.OA.B.3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
    - Grade 5 Introduction
      - 5: In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.
        
        5.1: Students apply their understanding of fractions and fraction models to represent the addition and subtraction of fractions with unlike denominators as equivalent calculations with like denominators. They develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them. Students also use the meaning of fractions, of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for multiplying and dividing fractions make sense. (Note: this is limited to the case of dividing unit fractions by whole numbers and whole numbers by unit fractions.)
        
        5.2: Students develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of operations. They finalize fluency with multi-digit addition, subtraction, multiplication, and division. They apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths. They develop fluency in these computations, and make reasonable estimates of their results. Students use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense. They compute products and quotients of decimals to hundredths efficiently and accurately.
        
        5.3: Students recognize volume as an attribute of three-dimensional space. They understand that volume can be measured by finding the total number of same-size units of volume required to fill the space without gaps or overlaps. They understand that a 1-unit by 1-unit by 1-unit cube is the standard unit for measuring volume. They select appropriate units, strategies, and tools for solving problems that involve estimating and measuring volume. They decompose three-dimensional shapes and find volumes of right rectangular prisms by viewing them as decomposed into layers of arrays of cubes. They measure necessary attributes of shapes in order to determine volumes to solve real world and mathematical problems.
    - Grade 6
      - CCSS.Math.Content.6.G: Geometry
        
        CCSS.Math.Content.6.G.A: Solve real-world and mathematical problems involving area, surface area, and volume.
        
        CCSS.Math.Content.6.G.A.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
        
        CCSS.Math.Content.6.G.A.2: Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas ?? = ?? ?? ?? and ?? = ?? ?? to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
        
        CCSS.Math.Content.6.G.A.3: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
        
        CCSS.Math.Content.6.G.A.4: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
      - CCSS.Math.Content.6.EE: Expressions and Equations
        
        CCSS.Math.Content.6.EE.A: Apply and extend previous understandings of arithmetic to algebraic expressions.
        
        CCSS.Math.Content.6.EE.A.1: Write and evaluate numerical expressions involving whole-number exponents.
        
        CCSS.Math.Content.6.EE.A.2: Write, read, and evaluate expressions in which letters stand for numbers.
        
        CCSS.Math.Content.6.EE.A.2a: Write expressions that record operations with numbers and with letters standing for numbers.
        
        CCSS.Math.Content.6.EE.A.2b: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity.
        
        CCSS.Math.Content.6.EE.A.2c: Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
        
        CCSS.Math.Content.6.EE.A.3: Apply the properties of operations to generate equivalent expressions.
        
        CCSS.Math.Content.6.EE.A.4: Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).
        
        CCSS.Math.Content.6.EE.B: Reason about and solve one-variable equations and inequalities.
        
        CCSS.Math.Content.6.EE.B.5: Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
        
        CCSS.Math.Content.6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
        
        CCSS.Math.Content.6.EE.B.7: Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers.
        
        CCSS.Math.Content.6.EE.B.8: Write an inequality of the form ?? > ?? or ?? < ?? to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form ?? > ?? or ?? < ?? have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
        
        CCSS.Math.Content.6.EE.C: Represent and analyze quantitative relationships between dependent and independent variables.
        
        CCSS.Math.Content.6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
      - CCSS.Math.Content.6.NS: The Number System
        
        CCSS.Math.Content.6.NS.A: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
        
        CCSS.Math.Content.6.NS.A.1: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.
        
        CCSS.Math.Content.6.NS.B: Compute fluently with multi-digit numbers and find common factors and multiples.
        
        CCSS.Math.Content.6.NS.B.2: Fluently divide multi-digit numbers using the standard algorithm.
        
        CCSS.Math.Content.6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
        
        CCSS.Math.Content.6.NS.B.4: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1?100 with a common factor as a multiple of a sum of two whole numbers with no common factor.
        
        CCSS.Math.Content.6.NS.C: Apply and extend previous understandings of numbers to the system of rational numbers.
        
        CCSS.Math.Content.6.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
        
        CCSS.Math.Content.6.NS.C.6: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
        
        CCSS.Math.Content.6.NS.C.6a: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.
        
        CCSS.Math.Content.6.NS.C.6b: Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
        
        CCSS.Math.Content.6.NS.C.6c: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
        
        CCSS.Math.Content.6.NS.C.7: Understand ordering and absolute value of rational numbers.
        
        CCSS.Math.Content.6.NS.C.7a: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.
        
        CCSS.Math.Content.6.NS.C.7b: Write, interpret, and explain statements of order for rational numbers in real-world contexts.
        
        CCSS.Math.Content.6.NS.C.7c: Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.
        
        CCSS.Math.Content.6.NS.C.7d: Distinguish comparisons of absolute value from statements about order.
        
        CCSS.Math.Content.6.NS.C.8: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
      - CCSS.Math.Content.6.RP: Ratios and Proportional Relationships
        
        CCSS.Math.Content.6.RP.A: Understand ratio concepts and use ratio reasoning to solve problems.
        
        CCSS.Math.Content.6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
        
        CCSS.Math.Content.6.RP.A.2: Understand the concept of a unit rate ??/?? associated with a ratio ??:?? with ?? ? 0, and use rate language in the context of a ratio relationship.
        
        CCSS.Math.Content.6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
        
        CCSS.Math.Content.6.RP.A.3a: Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
        
        CCSS.Math.Content.6.RP.A.3b: Solve unit rate problems including those involving unit pricing and constant speed.
        
        CCSS.Math.Content.6.RP.A.3c: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
        
        CCSS.Math.Content.6.RP.A.3d: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
      - CCSS.Math.Content.6.SP: Statistics and Probability
        
        CCSS.Math.Content.6.SP.A: Develop understanding of statistical variability.
        
        CCSS.Math.Content.6.SP.A.1: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
        
        CCSS.Math.Content.6.SP.A.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
        
        CCSS.Math.Content.6.SP.A.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
        
        CCSS.Math.Content.6.SP.B: Summarize and describe distributions.
        
        CCSS.Math.Content.6.SP.B.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
        
        CCSS.Math.Content.6.SP.B.5: Summarize numerical data sets in relation to their context, such as by:
        
        CCSS.Math.Content.6.SP.B.5a: Reporting the number of observations.
        
        CCSS.Math.Content.6.SP.B.5b: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
        
        CCSS.Math.Content.6.SP.B.5c: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
        
        CCSS.Math.Content.6.SP.B.5d: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
    - Grade 6 Introduction
      - 6A: Students in Grade 6 also build on their work with area in elementary school by reasoning about relationships among shapes to determine area, surface area, and volume. They find areas of right triangles, other triangles, and special quadrilaterals by decomposing these shapes, rearranging or removing pieces, and relating the shapes to rectangles. Using these methods, students discuss, develop, and justify formulas for areas of triangles and parallelograms. Students find areas of polygons and surface areas of prisms and pyramids by decomposing them into pieces whose area they can determine. They reason about right rectangular prisms with fractional side lengths to extend formulas for the volume of a right rectangular prism to fractional side lengths. They prepare for work on scale drawings and constructions in Grade 7 by drawing polygons in the coordinate plane.
      - 6: In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.
        
        6.1: Students use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs of rows (or columns) in the multiplication table, and by analyzing simple drawings that indicate the relative size of quantities, students connect their understanding of multiplication and division with ratios and rates. Thus students expand the scope of problems for which they can use multiplication and division to solve problems, and they connect ratios and fractions. Students solve a wide variety of problems involving ratios and rates.
        
        6.2: Students use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense. Students use these operations to solve problems. Students extend their previous understandings of number and the ordering of numbers to the full system of rational numbers, which includes negative rational numbers, and in particular negative integers. They reason about the order and absolute value of rational numbers and about the location of points in all four quadrants of the coordinate plane.
        
        6.3: Students understand the use of variables in mathematical expressions. They write expressions and equations that correspond to given situations, evaluate expressions, and use expressions and formulas to solve problems. Students understand that expressions in different forms can be equivalent, and they use the properties of operations to rewrite expressions in equivalent forms. Students know that the solutions of an equation are the values of the variables that make the equation true. Students use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations. Students construct and analyze tables, such as tables of quantities that are in equivalent ratios, and they use equations (such as 3?? = ??) to describe relationships between quantities.
        
        6.4: Building on and reinforcing their understanding of number, students begin to develop their ability to think statistically. Students recognize that a data distribution may not have a definite center and that different ways to measure center yield different values. The median measures center in the sense that it is roughly the middle value. The mean measures center in the sense that it is the value that each data point would take on if the total of the data values were redistributed equally, and also in the sense that it is a balance point. Students recognize that a measure of variability (interquartile range or mean absolute deviation) can also be useful for summarizing data because two very different sets of data can have the same mean and median yet be distinguished by their variability. Students learn to describe and summarize numerical data sets, identifying clusters, peaks, gaps, and symmetry, considering the context in which the data were collected.
    - Grade 7
      - CCSS.Math.Content.7.G: Geometry
        
        CCSS.Math.Content.7.G.A: Draw, construct, and describe geometrical figures and describe the relationships between them.
        
        CCSS.Math.Content.7.G.A.1: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
        
        CCSS.Math.Content.7.G.A.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
        
        CCSS.Math.Content.7.G.A.3: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
        
        CCSS.Math.Content.7.G.B: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
        
        CCSS.Math.Content.7.G.B.4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
        
        CCSS.Math.Content.7.G.B.5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
        
        CCSS.Math.Content.7.G.B.6: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
      - CCSS.Math.Content.7.EE: Expressions and Equations
        
        CCSS.Math.Content.7.EE.A: Use properties of operations to generate equivalent expressions.
        
        CCSS.Math.Content.7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
        
        CCSS.Math.Content.7.EE.A.2: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.
        
        CCSS.Math.Content.7.EE.B: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
        
        CCSS.Math.Content.7.EE.B.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
        
        CCSS.Math.Content.7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
        
        CCSS.Math.Content.7.EE.B.4a: Solve word problems leading to equations of the form ???? + ?? = ?? and ??(?? + ??) = ??, where ??, ??, and ?? are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
        
        CCSS.Math.Content.7.EE.B.4b: Solve word problems leading to inequalities of the form ???? + ?? > ?? or ???? + ?? < ??, where ??, ??, and ?? are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.
      - CCSS.Math.Content.7.NS: The Number System
        
        CCSS.Math.Content.7.NS.A: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
        
        CCSS.Math.Content.7.NS.A.1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
        
        CCSS.Math.Content.7.NS.A.1a: Describe situations in which opposite quantities combine to make 0.
        
        CCSS.Math.Content.7.NS.A.1b: Understand ?? + ?? as the number located a distance |??| from ??, in the positive or negative direction depending on whether ?? is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
        
        CCSS.Math.Content.7.NS.A.1c: Understand subtraction of rational numbers as adding the additive inverse, ?? ? ?? = ?? + (???). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
        
        CCSS.Math.Content.7.NS.A.1d: Apply properties of operations as strategies to add and subtract rational numbers.
        
        CCSS.Math.Content.7.NS.A.2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
        
        CCSS.Math.Content.7.NS.A.2a: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (?1)(?1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
        
        CCSS.Math.Content.7.NS.A.2b: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If ?? and ?? are integers, then ?(??/??) = (???)/?? = ??/(???). Interpret quotients of rational numbers by describing real-world contexts.
        
        CCSS.Math.Content.7.NS.A.2c: Apply properties of operations as strategies to multiply and divide rational numbers.
        
        CCSS.Math.Content.7.NS.A.2d: Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
        
        CCSS.Math.Content.7.NS.A.3: Solve real-world and mathematical problems involving the four operations with rational numbers.
      - CCSS.Math.Content.7.RP: Ratios and Proportional Relationships
        
        CCSS.Math.Content.7.RP.A: Analyze proportional relationships and use them to solve real-world and mathematical problems.
        
        CCSS.Math.Content.7.RP.A.1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
        
        CCSS.Math.Content.7.RP.A.2: Recognize and represent proportional relationships between quantities.
        
        CCSS.Math.Content.7.RP.A.2a: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
        
        CCSS.Math.Content.7.RP.A.2b: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
        
        CCSS.Math.Content.7.RP.A.2c: Represent proportional relationships by equations.
        
        CCSS.Math.Content.7.RP.A.2d: Explain what a point (??, ??) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, ??) where ?? is the unit rate.
        
        CCSS.Math.Content.7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.
      - CCSS.Math.Content.7.SP: Statistics and Probability
        
        CCSS.Math.Content.7.SP.A: Use random sampling to draw inferences about a population.
        
        CCSS.Math.Content.7.SP.A.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
        
        CCSS.Math.Content.7.SP.A.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
        
        CCSS.Math.Content.7.SP.B: Draw informal comparative inferences about two populations.
        
        CCSS.Math.Content.7.SP.B.3: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.
        
        CCSS.Math.Content.7.SP.B.4: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
        
        CCSS.Math.Content.7.SP.C: Investigate chance processes and develop, use, and evaluate probability models.
        
        CCSS.Math.Content.7.SP.C.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
        
        CCSS.Math.Content.7.SP.C.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.
        
        CCSS.Math.Content.7.SP.C.7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
        
        CCSS.Math.Content.7.SP.C.7a: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
        
        CCSS.Math.Content.7.SP.C.7b: Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
        
        CCSS.Math.Content.7.SP.C.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
        
        CCSS.Math.Content.7.SP.C.8a: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
        
        CCSS.Math.Content.7.SP.C.8b: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., ?rolling double sixes?), identify the outcomes in the sample space which compose the event.
        
        CCSS.Math.Content.7.SP.C.8c: Design and use a simulation to generate frequencies for compound events.
    - Grade 7 Introduction
      - 7: In Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.
        
        7.1: Students extend their understanding of ratios and develop understanding of proportionality to solve single- and multi-step problems. Students use their understanding of ratios and proportionality to solve a wide variety of percent problems, including those involving discounts, interest, taxes, tips, and percent increase or decrease. Students solve problems about scale drawings by relating corresponding lengths between the objects or by using the fact that relationships of lengths within an object are preserved in similar objects. Students graph proportional relationships and understand the unit rate informally as a measure of the steepness of the related line, called the slope. They distinguish proportional relationships from other relationships.
        
        7.2: Students develop a unified understanding of number, recognizing fractions, decimals (that have a finite or a repeating decimal representation), and percents as different representations of rational numbers. Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers. They use the arithmetic of rational numbers as they formulate expressions and equations in one variable and use these equations to solve problems.
        
        7.3: Students continue their work with area from Grade 6, solving problems involving the area and circumference of a circle and surface area of three-dimensional objects. In preparation for work on congruence and similarity in Grade 8 they reason about relationships among two-dimensional figures using scale drawings and informal geometric constructions, and they gain familiarity with the relationships between angles formed by intersecting lines. Students work with three-dimensional figures, relating them to two-dimensional figures by examining cross-sections. They solve real-world and mathematical problems involving area, surface area, and volume of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms.
        
        7.4: Students build on their previous work with single data distributions to compare two data distributions and address questions about differences between populations. They begin informal work with random sampling to generate data sets and learn about the importance of representative samples for drawing inferences.
    - Grade 8
      - CCSS.Math.Content.8.F: Functions
        
        CCSS.Math.Content.8.F.A: Define, evaluate, and compare functions.
        
        CCSS.Math.Content.8.F.A.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
        
        CCSS.Math.Content.8.F.A.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
        
        CCSS.Math.Content.8.F.A.3: Interpret the equation ?? = ???? + ?? as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
        
        CCSS.Math.Content.8.F.B: Use functions to model relationships between quantities.
        
        CCSS.Math.Content.8.F.B.4: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (??, ??) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
        
        CCSS.Math.Content.8.F.B.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
      - CCSS.Math.Content.8.G: Geometry
        
        CCSS.Math.Content.8.G.A: Understand congruence and similarity using physical models, transparencies, or geometry software.
        
        CCSS.Math.Content.8.G.A.1: Verify experimentally the properties of rotations, reflections, and translations:
        
        CCSS.Math.Content.8.G.A.1a: Lines are taken to lines, and line segments to line segments of the same length.
        
        CCSS.Math.Content.8.G.A.1b: Angles are taken to angles of the same measure.
        
        CCSS.Math.Content.8.G.A.1c: Parallel lines are taken to parallel lines.
        
        CCSS.Math.Content.8.G.A.2: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
        
        CCSS.Math.Content.8.G.A.3: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
        
        CCSS.Math.Content.8.G.A.4: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
        
        CCSS.Math.Content.8.G.A.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
        
        CCSS.Math.Content.8.G.B: Understand and apply the Pythagorean Theorem.
        
        CCSS.Math.Content.8.G.B.6: Explain a proof of the Pythagorean Theorem and its converse.
        
        CCSS.Math.Content.8.G.B.7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
        
        CCSS.Math.Content.8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
        
        CCSS.Math.Content.8.G.C: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
        
        CCSS.Math.Content.8.G.C.9: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
      - CCSS.Math.Content.8.EE: Expressions and Equations
        
        CCSS.Math.Content.8.EE.A: Work with radicals and integer exponents.
        
        CCSS.Math.Content.8.EE.A.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions.
        
        CCSS.Math.Content.8.EE.A.2: Use square root and cube root symbols to represent solutions to equations of the form ??ý = ?? and ??? = ??, where ?? is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that û2 is irrational.
        
        CCSS.Math.Content.8.EE.A.3: Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.
        
        CCSS.Math.Content.8.EE.A.4: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
        
        CCSS.Math.Content.8.EE.B: Understand the connections between proportional relationships, lines, and linear equations.
        
        CCSS.Math.Content.8.EE.B.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.
        
        CCSS.Math.Content.8.EE.B.6: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation ?? = ???? for a line through the origin and the equation ?? = ???? + ?? for a line intercepting the vertical axis at ??.
        
        CCSS.Math.Content.8.EE.C: Analyze and solve linear equations and pairs of simultaneous linear equations.
        
        CCSS.Math.Content.8.EE.C.7: Solve linear equations in one variable.
        
        CCSS.Math.Content.8.EE.C.7a: Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form ?? = ??, ?? = ??, or ?? = ?? results (where ?? and ?? are different numbers).
        
        CCSS.Math.Content.8.EE.C.7b: Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
        
        CCSS.Math.Content.8.EE.C.8: Analyze and solve pairs of simultaneous linear equations.
        
        CCSS.Math.Content.8.EE.C.8a: Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
        
        CCSS.Math.Content.8.EE.C.8b: Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection.
        
        CCSS.Math.Content.8.EE.C.8c: Solve real-world and mathematical problems leading to two linear equations in two variables.
      - CCSS.Math.Content.8.NS: The Number System
        
        CCSS.Math.Content.8.NS.A: Know that there are numbers that are not rational, and approximate them by rational numbers.
        
        CCSS.Math.Content.8.NS.A.1: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
        
        CCSS.Math.Content.8.NS.A.2: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., ãý).
      - CCSS.Math.Content.8.SP: Statistics and Probability
        
        CCSS.Math.Content.8.SP.A: Investigate patterns of association in bivariate data.
        
        CCSS.Math.Content.8.SP.A.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
        
        CCSS.Math.Content.8.SP.A.2: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
        
        CCSS.Math.Content.8.SP.A.3: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.
        
        CCSS.Math.Content.8.SP.A.4: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.
    - Grade 8 Introduction
      - 8: In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
        
        8.1: Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. Students recognize equations for proportions (??/?? = ?? or ?? = ????) as special linear equations (?? = ???? + ??), understanding that the constant of proportionality (??) is the slope, and the graphs are lines through the origin. They understand that the slope (??) of a line is a constant rate of change, so that if the input or ??-coordinate changes by an amount ??, the output or ??-coordinate changes by the amount ??ú??. Students also use a linear equation to describe the association between two quantities in bivariate data (such as arm span vs. height for students in a classroom). At this grade, fitting the model, and assessing its fit to the data are done informally. Interpreting the model in the context of the data requires students to express a relationship between the two quantities in question and to interpret components of the relationship (such as slope and ??-intercept) in terms of the situation. Students strategically choose and efficiently implement procedures to solve linear equations in one variable, understanding that when they use the properties of equality and the concept of logical equivalence, they maintain the solutions of the original equation. Students solve systems of two linear equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are parallel, or are the same line. Students use linear equations, systems of linear equations, linear functions, and their understanding of slope of a line to analyze situations and solve problems.
        
        8.2: Students grasp the concept of a function as a rule that assigns to each input exactly one output. They understand that functions describe situations where one quantity determines another. They can translate among representations and partial representations of functions (noting that tabular and graphical representations may be partial representations), and they describe how aspects of the function are reflected in the different representations.
        
        8.3: Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a straight line, and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines. Students understand the statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean Theorem holds, for example, by decomposing a square in two different ways. They apply the Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths, and to analyze polygons. Students complete their work on volume by solving problems involving cones, cylinders, and spheres.
    - High School - Algebra
      - CCSS.Math.Content.HSA-APR: Arithmetic with Polynomials and Rational Expressions
        
        CCSS.Math.Content.HSA-APR.A: Perform arithmetic operations on polynomials
        
        CCSS.Math.Content.HSA-APR.A.1: Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
        
        CCSS.Math.Content.HSA-APR.B: Understand the relationship between zeros and factors of polynomials
        
        CCSS.Math.Content.HSA-APR.B.2: Know and apply the Remainder Theorem: For a polynomial ??(??) and a number ??, the remainder on division by ?? ? ?? is ??(??), so ??(??) = 0 if and only if (?? ? ??) is a factor of ??(??).
        
        CCSS.Math.Content.HSA-APR.B.3: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
        
        CCSS.Math.Content.HSA-APR.C: Use polynomial identities to solve problems
        
        CCSS.Math.Content.HSA-APR.C.4: Prove polynomial identities and use them to describe numerical relationships.
        
        CCSS.Math.Content.HSA-APR.C.5: Know and apply the Binomial Theorem for the expansion of (?? + ??)ü in powers of ?? and y for a positive integer ??, where ?? and ?? are any numbers, with coefficients determined for example by Pascal?s Triangle.
        
        CCSS.Math.Content.HSA-APR.D: Rewrite rational expressions
        
        CCSS.Math.Content.HSA-APR.D.6: Rewrite simple rational expressions in different forms; write ??(??)/??(??) in the form ??(??) + ??(??)/??(??), where ??(??), ??(??), ??(??), and ??(??) are polynomials with the degree of ??(??) less than the degree of ??(??), using inspection, long division, or, for the more complicated examples, a computer algebra system.
        
        CCSS.Math.Content.HSA-APR.D.7: Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
      - CCSS.Math.Content.HSA-CED: Creating Equations
        
        CCSS.Math.Content.HSA-CED.A: Create equations that describe numbers or relationships
        
        CCSS.Math.Content.HSA-CED.A.1: Create equations and inequalities in one variable and use them to solve problems.
        
        CCSS.Math.Content.HSA-CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
        
        CCSS.Math.Content.HSA-CED.A.3: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context.
        
        CCSS.Math.Content.HSA-CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
      - CCSS.Math.Content.HSA-REI: Reasoning with Equations and Inequalities
        
        CCSS.Math.Content.HSA-REI.A: Understand solving equations as a process of reasoning and explain the reasoning
        
        CCSS.Math.Content.HSA-REI.A.1: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
        
        CCSS.Math.Content.HSA-REI.A.2: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
        
        CCSS.Math.Content.HSA-REI.B: Solve equations and inequalities in one variable
        
        CCSS.Math.Content.HSA-REI.B.3: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
        
        CCSS.Math.Content.HSA-REI.B.4: Solve quadratic equations in one variable.
        
        CCSS.Math.Content.HSA-REI.B.4a: Use the method of completing the square to transform any quadratic equation in ?? into an equation of the form (?? ? ??)ý = ?? that has the same solutions. Derive the quadratic formula from this form.
        
        CCSS.Math.Content.HSA-REI.B.4b: Solve quadratic equations by inspection (e.g., for ??ý = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as ?? ñ ???? for real numbers ?? and ??.
        
        CCSS.Math.Content.HSA-REI.C: Solve systems of equations
        
        CCSS.Math.Content.HSA-REI.C.5: Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
        
        CCSS.Math.Content.HSA-REI.C.6: Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
        
        CCSS.Math.Content.HSA-REI.C.7: Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
        
        CCSS.Math.Content.HSA-REI.C.8: Represent a system of linear equations as a single matrix equation in a vector variable.
        
        CCSS.Math.Content.HSA-REI.C.9: Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 ? 3 or greater).
        
        CCSS.Math.Content.HSA-REI.D: Represent and solve equations and inequalities graphically
        
        CCSS.Math.Content.HSA-REI.D.10: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
        
        CCSS.Math.Content.HSA-REI.D.11: Explain why the ??-coordinates of the points where the graphs of the equations ?? = ??(??) and ?? = ??(??) intersect are the solutions of the equation ??(??) = ??(??); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where ??(??) and/or ??(??) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
        
        CCSS.Math.Content.HSA-REI.D.12: Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
      - CCSS.Math.Content.HSA-SSE: Seeing Structure in Expressions
        
        CCSS.Math.Content.HSA-SSE.A: Interpret the structure of expressions
        
        CCSS.Math.Content.HSA-SSE.A.1: Interpret expressions that represent a quantity in terms of its context.
        
        CCSS.Math.Content.HSA-SSE.A.1a: Interpret parts of an expression, such as terms, factors, and coefficients.
        
        CCSS.Math.Content.HSA-SSE.A.1b: Interpret complicated expressions by viewing one or more of their parts as a single entity.
        
        CCSS.Math.Content.HSA-SSE.A.2: Use the structure of an expression to identify ways to rewrite it.
        
        CCSS.Math.Content.HSA-SSE.B: Write expressions in equivalent forms to solve problems
        
        CCSS.Math.Content.HSA-SSE.B.3: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
        
        CCSS.Math.Content.HSA-SSE.B.3a: Factor a quadratic expression to reveal the zeros of the function it defines.
        
        CCSS.Math.Content.HSA-SSE.B.3b: Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
        
        CCSS.Math.Content.HSA-SSE.B.3c: Use the properties of exponents to transform expressions for exponential functions.
        
        CCSS.Math.Content.HSA-SSE.B.4: Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems.
    - High School - Functions
      - CCSS.Math.Content.HSF-BF: Building Functions
        
        CCSS.Math.Content.HSF-BF.A: Build a function that models a relationship between two quantities
        
        CCSS.Math.Content.HSF-BF.A.1: Write a function that describes a relationship between two quantities.
        
        CCSS.Math.Content.HSF-BF.A.1a: Determine an explicit expression, a recursive process, or steps for calculation from a context.
        
        CCSS.Math.Content.HSF-BF.A.1b: Combine standard function types using arithmetic operations.
        
        CCSS.Math.Content.HSF-BF.A.1c: Compose functions.
        
        CCSS.Math.Content.HSF-BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
        
        CCSS.Math.Content.HSF-BF.B: Build new functions from existing functions
        
        CCSS.Math.Content.HSF-BF.B.3: Identify the effect on the graph of replacing ??(??) by ??(??) + ??, ?? ??(??), ??(????), and ??(?? + ??) for specific values of ?? (both positive and negative); find the value of ?? given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology.
        
        CCSS.Math.Content.HSF-BF.B.4: Find inverse functions.
        
        CCSS.Math.Content.HSF-BF.B.4a: Solve an equation of the form ??(??) = ?? for a simple function ?? that has an inverse and write an expression for the inverse.
        
        CCSS.Math.Content.HSF-BF.B.4b: Verify by composition that one function is the inverse of another.
        
        CCSS.Math.Content.HSF-BF.B.4c: Read values of an inverse function from a graph or a table, given that the function has an inverse.
        
        CCSS.Math.Content.HSF-BF.B.4d: Produce an invertible function from a non-invertible function by restricting the domain.
        
        CCSS.Math.Content.HSF-BF.B.5: Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
      - CCSS.Math.Content.HSF-IF: Interpreting Functions
        
        CCSS.Math.Content.HSF-IF.A: Understand the concept of a function and use function notation
        
        CCSS.Math.Content.HSF-IF.A.1: Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If ?? is a function and ?? is an element of its domain, then ??(??) denotes the output of ?? corresponding to the input ??. The graph of ?? is the graph of the equation ?? = ??(??).
        
        CCSS.Math.Content.HSF-IF.A.2: Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
        
        CCSS.Math.Content.HSF-IF.A.3: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
        
        CCSS.Math.Content.HSF-IF.B: Interpret functions that arise in applications in terms of the context
        
        CCSS.Math.Content.HSF-IF.B.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
        
        CCSS.Math.Content.HSF-IF.B.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
        
        CCSS.Math.Content.HSF-IF.B.6: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
        
        CCSS.Math.Content.HSF-IF.C: Analyze functions using different representations
        
        CCSS.Math.Content.HSF-IF.C.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
        
        CCSS.Math.Content.HSF-IF.C.7a: Graph linear and quadratic functions and show intercepts, maxima, and minima.
        
        CCSS.Math.Content.HSF-IF.C.7b: Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
        
        CCSS.Math.Content.HSF-IF.C.7c: Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
        
        CCSS.Math.Content.HSF-IF.C.7d: Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
        
        CCSS.Math.Content.HSF-IF.C.7e: Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
        
        CCSS.Math.Content.HSF-IF.C.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
        
        CCSS.Math.Content.HSF-IF.C.8a: Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
        
        CCSS.Math.Content.HSF-IF.C.8b: Use the properties of exponents to interpret expressions for exponential functions.
        
        CCSS.Math.Content.HSF-IF.C.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
      - CCSS.Math.Content.HSF-LE: Linear, Quadratic, and Exponential Models
        
        CCSS.Math.Content.HSF-LE.A: Construct and compare linear, quadratic, and exponential models and solve problems
        
        CCSS.Math.Content.HSF-LE.A.1: Distinguish between situations that can be modeled with linear functions and with exponential functions.
        
        CCSS.Math.Content.HSF-LE.A.1a: Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
        
        CCSS.Math.Content.HSF-LE.A.1b: Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
        
        CCSS.Math.Content.HSF-LE.A.1c: Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
        
        CCSS.Math.Content.HSF-LE.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
        
        CCSS.Math.Content.HSF-LE.A.3: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
        
        CCSS.Math.Content.HSF-LE.A.4: For exponential models, express as a logarithm the solution to ???? to the ???? power = ?? where ??, ??, and ?? are numbers and the base ?? is 2, 10, or ??; evaluate the logarithm using technology.
        
        CCSS.Math.Content.HSF-LE.B: Interpret expressions for functions in terms of the situation they model
        
        CCSS.Math.Content.HSF-LE.B.5: Interpret the parameters in a linear or exponential function in terms of a context.
      - CCSS.Math.Content.HSF-TF: Trigonometric Functions
        
        CCSS.Math.Content.HSF-TF.A: Extend the domain of trigonometric functions using the unit circle
        
        CCSS.Math.Content.HSF-TF.A.1: Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
        
        CCSS.Math.Content.HSF-TF.A.2: Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
        
        CCSS.Math.Content.HSF-TF.A.3: Use special triangles to determine geometrically the values of sine, cosine, tangent for ã/3, ã/4 and ã/6, and use the unit circle to express the values of sine, cosine, and tangent for ã???, ã+??, and 2ã??? in terms of their values for ??, where ?? is any real number.
        
        CCSS.Math.Content.HSF-TF.A.4: Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.
        
        CCSS.Math.Content.HSF-TF.B: Model periodic phenomena with trigonometric functions
        
        CCSS.Math.Content.HSF-TF.B.5: Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
        
        CCSS.Math.Content.HSF-TF.B.6: Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.
        
        CCSS.Math.Content.HSF-TF.B.7: Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
        
        CCSS.Math.Content.HSF-TF.C: Prove and apply trigonometric identities
        
        CCSS.Math.Content.HSF-TF.C.8: Prove the Pythagorean identity siný(?) + cosý(?) = 1 and use it to find sin(?), cos(?), or tan(?) given sin(?), cos(?), or tan(?) and the quadrant of the angle.
        
        CCSS.Math.Content.HSF-TF.C.9: Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.
    - High School - Geometry
      - CCSS.Math.Content.HSG-C: Circles
        
        CCSS.Math.Content.HSG-C.A: Understand and apply theorems about circles
        
        CCSS.Math.Content.HSG-C.A.1: Prove that all circles are similar.
        
        CCSS.Math.Content.HSG-C.A.2: Identify and describe relationships among inscribed angles, radii, and chords.
        
        CCSS.Math.Content.HSG-C.A.3: Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
        
        CCSS.Math.Content.HSG-C.A.4: Construct a tangent line from a point outside a given circle to the circle.
        
        CCSS.Math.Content.HSG-C.B: Find arc lengths and areas of sectors of circles
        
        CCSS.Math.Content.HSG-C.B.5: Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.
      - CCSS.Math.Content.HSG-CO: Congruence
        
        CCSS.Math.Content.HSG-CO.A: Experiment with transformations in the plane
        
        CCSS.Math.Content.HSG-CO.A.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
        
        CCSS.Math.Content.HSG-CO.A.2: Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
        
        CCSS.Math.Content.HSG-CO.A.3: Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
        
        CCSS.Math.Content.HSG-CO.A.4: Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
        
        CCSS.Math.Content.HSG-CO.A.5: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
        
        CCSS.Math.Content.HSG-CO.B: Understand congruence in terms of rigid motions
        
        CCSS.Math.Content.HSG-CO.B.6: Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.
        
        CCSS.Math.Content.HSG-CO.B.7: Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
        
        CCSS.Math.Content.HSG-CO.B.8: Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
        
        CCSS.Math.Content.HSG-CO.C: Prove geometric theorems
        
        CCSS.Math.Content.HSG-CO.C.9: Prove theorems about lines and angles.
        
        CCSS.Math.Content.HSG-CO.C.10: Prove theorems about triangles.
        
        CCSS.Math.Content.HSG-CO.C.11: Prove theorems about parallelograms.
        
        CCSS.Math.Content.HSG-CO.D: Make geometric constructions
        
        CCSS.Math.Content.HSG-CO.D.12: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).
        
        CCSS.Math.Content.HSG-CO.D.13: Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
      - CCSS.Math.Content.HSG-GMD: Geometric Measurement and Dimension
        
        CCSS.Math.Content.HSG-GMD.A: Explain volume formulas and use them to solve problems
        
        CCSS.Math.Content.HSG-GMD.A.1: Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.
        
        CCSS.Math.Content.HSG-GMD.A.2: Give an informal argument using Cavalieri?s principle for the formulas for the volume of a sphere and other solid figures.
        
        CCSS.Math.Content.HSG-GMD.A.3: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
        
        CCSS.Math.Content.HSG-GMD.B: Visualize relationships between two-dimensional and three-dimensional objects
        
        CCSS.Math.Content.HSG-GMD.B.4: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
      - CCSS.Math.Content.HSG-GPE: Expressing Geometric Properties with Equations
        
        CCSS.Math.Content.HSG-GPE.A: Translate between the geometric description and the equation for a conic section
        
        CCSS.Math.Content.HSG-GPE.A.1: Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
        
        CCSS.Math.Content.HSG-GPE.A.2: Derive the equation of a parabola given a focus and directrix.
        
        CCSS.Math.Content.HSG-GPE.A.3: Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.
        
        CCSS.Math.Content.HSG-GPE.B: Use coordinates to prove simple geometric theorems algebraically
        
        CCSS.Math.Content.HSG-GPE.B.4: Use coordinates to prove simple geometric theorems algebraically.
        
        CCSS.Math.Content.HSG-GPE.B.5: Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).
        
        CCSS.Math.Content.HSG-GPE.B.6: Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
        
        CCSS.Math.Content.HSG-GPE.B.7: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.
      - CCSS.Math.Content.HSG-MG: Modeling with Geometry
        
        CCSS.Math.Content.HSG-MG.A: Apply geometric concepts in modeling situations
        
        CCSS.Math.Content.HSG-MG.A.1: Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
        
        CCSS.Math.Content.HSG-MG.A.2: Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).
        
        CCSS.Math.Content.HSG-MG.A.3: Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
      - CCSS.Math.Content.HSG-SRT: Similarity, Right Triangles, and Trigonometry
        
        CCSS.Math.Content.HSG-SRT.A: Understand similarity in terms of similarity transformations
        
        CCSS.Math.Content.HSG-SRT.A.1: Verify experimentally the properties of dilations given by a center and a scale factor:
        
        CCSS.Math.Content.HSG-SRT.A.1a: A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
        
        CCSS.Math.Content.HSG-SRT.A.1b: The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
        
        CCSS.Math.Content.HSG-SRT.A.2: Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
        
        CCSS.Math.Content.HSG-SRT.A.3: Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.
        
        CCSS.Math.Content.HSG-SRT.B: Prove theorems involving similarity
        
        CCSS.Math.Content.HSG-SRT.B.4: Prove theorems about triangles.
        
        CCSS.Math.Content.HSG-SRT.B.5: Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
        
        CCSS.Math.Content.HSG-SRT.C: Define trigonometric ratios and solve problems involving right triangles
        
        CCSS.Math.Content.HSG-SRT.C.6: Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
        
        CCSS.Math.Content.HSG-SRT.C.7: Explain and use the relationship between the sine and cosine of complementary angles.
        
        CCSS.Math.Content.HSG-SRT.C.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
        
        CCSS.Math.Content.HSG-SRT.D: Apply trigonometry to general triangles
        
        CCSS.Math.Content.HSG-SRT.D.9: Derive the formula ?? = 1/2 ???? sin(??) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.
        
        CCSS.Math.Content.HSG-SRT.D.10: Prove the Laws of Sines and Cosines and use them to solve problems.
        
        CCSS.Math.Content.HSG-SRT.D.11: Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
    - High School - Modeling
      - HSM: Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol.
    - High School - Number and Quantity
      - CCSS.Math.Content.HSN-CN: The Complex Number System
        
        CCSS.Math.Content.HSN-CN.A: Perform arithmetic operations with complex numbers.
        
        CCSS.Math.Content.HSN-CN.A.1: Know there is a complex number ?? such that ??ý = ?1, and every complex number has the form ?? + ???? with ?? and ?? real.
        
        CCSS.Math.Content.HSN-CN.A.2: Use the relation ??ý = ?1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
        
        CCSS.Math.Content.HSN-CN.A.3: Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.
        
        CCSS.Math.Content.HSN-CN.B: Represent complex numbers and their operations on the complex plane.
        
        CCSS.Math.Content.HSN-CN.B.4: Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.
        
        CCSS.Math.Content.HSN-CN.B.5: Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation.
        
        CCSS.Math.Content.HSN-CN.B.6: Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.
        
        CCSS.Math.Content.HSN-CN.C: Use complex numbers in polynomial identities and equations.
        
        CCSS.Math.Content.HSN-CN.C.7: Solve quadratic equations with real coefficients that have complex solutions.
        
        CCSS.Math.Content.HSN-CN.C.8: Extend polynomial identities to the complex numbers.
        
        CCSS.Math.Content.HSN-CN.C.9: Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
      - CCSS.Math.Content.HSN-Q: Quantities
        
        CCSS.Math.Content.HSN-Q.A: Reason quantitatively and use units to solve problems.
        
        CCSS.Math.Content.HSN-Q.A.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
        
        CCSS.Math.Content.HSN-Q.A.2: Define appropriate quantities for the purpose of descriptive modeling.
        
        CCSS.Math.Content.HSN-Q.A.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
      - CCSS.Math.Content.HSN-RN: The Real Number System
        
        CCSS.Math.Content.HSN-RN.A: Extend the properties of exponents to rational exponents.
        
        CCSS.Math.Content.HSN-RN.A.1: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.
        
        CCSS.Math.Content.HSN-RN.A.2: Rewrite expressions involving radicals and rational exponents using the properties of exponents.
        
        CCSS.Math.Content.HSN-RN.B: Use properties of rational and irrational numbers.
        
        CCSS.Math.Content.HSN-RN.B.3: Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
      - CCSS.Math.Content.HSN-VM: Vector and Matrix Quantities
        
        CCSS.Math.Content.HSN-VM.A: Represent and model with vector quantities.
        
        CCSS.Math.Content.HSN-VM.A.1: Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., ??, |??|, ||??||, ??).
        
        CCSS.Math.Content.HSN-VM.A.2: Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.
        
        CCSS.Math.Content.HSN-VM.A.3: Solve problems involving velocity and other quantities that can be represented by vectors.
        
        CCSS.Math.Content.HSN-VM.B: Perform operations on vectors.
        
        CCSS.Math.Content.HSN-VM.B.4: Add and subtract vectors.
        
        CCSS.Math.Content.HSN-VM.B.4a: Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes.
        
        CCSS.Math.Content.HSN-VM.B.4b: Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum.
        
        CCSS.Math.Content.HSN-VM.B.4c: Understand vector subtraction ?? ? ?? as ?? + (???), where ??? is the additive inverse of ??, with the same magnitude as ?? and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise.
        
        CCSS.Math.Content.HSN-VM.B.5: Multiply a vector by a scalar.
        
        CCSS.Math.Content.HSN-VM.B.5a: Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as ??(???, ?? subscript ??) = (?????, ???? subscript ??).
        
        CCSS.Math.Content.HSN-VM.B.5b: Compute the magnitude of a scalar multiple ???? using ||????|| = |??|??. Compute the direction of ???? knowing that when |??|?? ? 0, the direction of ???? is either along ?? (for ?? > 0) or against ?? (for ?? < 0).
        
        CCSS.Math.Content.HSN-VM.C: Perform operations on matrices and use matrices in applications.
        
        CCSS.Math.Content.HSN-VM.C.6: Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.
        
        CCSS.Math.Content.HSN-VM.C.7: Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.
        
        CCSS.Math.Content.HSN-VM.C.8: Add, subtract, and multiply matrices of appropriate dimensions.
        
        CCSS.Math.Content.HSN-VM.C.9: Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.
        
        CCSS.Math.Content.HSN-VM.C.10: Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.
        
        CCSS.Math.Content.HSN-VM.C.11: Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.
        
        CCSS.Math.Content.HSN-VM.C.12: Work with 2 ? 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area.
    - High School - Statistics and Probability
      - CCSS.Math.Content.HSS-CP: Conditional Probability and the Rules of Probability
        
        CCSS.Math.Content.HSS-CP.A: Understand independence and conditional probability and use them to interpret data
        
        CCSS.Math.Content.HSS-CP.A.1: Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (?or,? ?and,? ?not?).
        
        CCSS.Math.Content.HSS-CP.A.2: Understand that two events ?? and ?? are independent if the probability of ?? and ?? occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
        
        CCSS.Math.Content.HSS-CP.A.3: Understand the conditional probability of ?? given ?? as ??(?? and ??)/??(??), and interpret independence of ?? and ?? as saying that the conditional probability of ?? given ?? is the same as the probability of ??, and the conditional probability of ?? given ?? is the same as the probability of ??.
        
        CCSS.Math.Content.HSS-CP.A.4: Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities.
        
        CCSS.Math.Content.HSS-CP.A.5: Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.
        
        CCSS.Math.Content.HSS-CP.B: Use the rules of probability to compute probabilities of compound events in a uniform probability model
        
        CCSS.Math.Content.HSS-CP.B.6: Find the conditional probability of ?? given ?? as the fraction of ???s outcomes that also belong to ??, and interpret the answer in terms of the model.
        
        CCSS.Math.Content.HSS-CP.B.7: Apply the Addition Rule, ??(?? or ??) = ??(??) + ??(??) ? ??(?? and ??), and interpret the answer in terms of the model.
        
        CCSS.Math.Content.HSS-CP.B.8: Apply the general Multiplication Rule in a uniform probability model, ??(?? and ??) = ??(??)??(??|??) = ??(??)??(??|??), and interpret the answer in terms of the model.
        
        CCSS.Math.Content.HSS-CP.B.9: Use permutations and combinations to compute probabilities of compound events and solve problems.
      - CCSS.Math.Content.HSS-IC: Making Inferences and Justifying Conclusions
        
        CCSS.Math.Content.HSS-IC.A: Understand and evaluate random processes underlying statistical experiments
        
        CCSS.Math.Content.HSS-IC.A.1: Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
        
        CCSS.Math.Content.HSS-IC.A.2: Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation.
        
        CCSS.Math.Content.HSS-IC.B: Make inferences and justify conclusions from sample surveys, experiments, and observational studies
        
        CCSS.Math.Content.HSS-IC.B.3: Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
        
        CCSS.Math.Content.HSS-IC.B.4: Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
        
        CCSS.Math.Content.HSS-IC.B.5: Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
        
        CCSS.Math.Content.HSS-IC.B.6: Evaluate reports based on data.
      - CCSS.Math.Content.HSS-ID: Interpreting Categorical and Quantitative Data
        
        CCSS.Math.Content.HSS-ID.A: Summarize, represent, and interpret data on a single count or measurement variable
        
        CCSS.Math.Content.HSS-ID.A.1: Represent data with plots on the real number line (dot plots, histograms, and box plots).
        
        CCSS.Math.Content.HSS-ID.A.2: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
        
        CCSS.Math.Content.HSS-ID.A.3: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
        
        CCSS.Math.Content.HSS-ID.A.4: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
        
        CCSS.Math.Content.HSS-ID.B: Summarize, represent, and interpret data on two categorical and quantitative variables
        
        CCSS.Math.Content.HSS-ID.B.5: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
        
        CCSS.Math.Content.HSS-ID.B.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
        
        CCSS.Math.Content.HSS-ID.B.6a: Fit a function to the data; use functions fitted to data to solve problems in the context of the data.
        
        CCSS.Math.Content.HSS-ID.B.6b: Informally assess the fit of a function by plotting and analyzing residuals.
        
        CCSS.Math.Content.HSS-ID.B.6c: Fit a linear function for a scatter plot that suggests a linear association.
        
        CCSS.Math.Content.HSS-ID.C: Interpret linear models
        
        CCSS.Math.Content.HSS-ID.C.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
        
        CCSS.Math.Content.HSS-ID.C.8: Compute (using technology) and interpret the correlation coefficient of a linear fit.
        
        CCSS.Math.Content.HSS-ID.C.9: Distinguish between correlation and causation.
      - CCSS.Math.Content.HSS-MD: Using Probability to Make Decisions
        
        CCSS.Math.Content.HSS-MD.A: Calculate expected values and use them to solve problems
        
        CCSS.Math.Content.HSS-MD.A.1: Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.
        
        CCSS.Math.Content.HSS-MD.A.2: Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.
        
        CCSS.Math.Content.HSS-MD.A.3: Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value.
        
        CCSS.Math.Content.HSS-MD.A.4: Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value.
        
        CCSS.Math.Content.HSS-MD.B: Use probability to evaluate outcomes of decisions
        
        CCSS.Math.Content.HSS-MD.B.5: Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.
        
        CCSS.Math.Content.HSS-MD.B.5a: Find the expected payoff for a game of chance.
        
        CCSS.Math.Content.HSS-MD.B.5b: Evaluate and compare strategies on the basis of expected values.
        
        CCSS.Math.Content.HSS-MD.B.6: Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
        
        CCSS.Math.Content.HSS-MD.B.7: Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
    - High School Algebra Introduction
      - Connections to Functions and Modeling.
        
        Expressions can define functions, and equivalent expressions define the same function. Asking when two functions have the same value for the same input leads to an equation; graphing the two functions allows for finding approximate solutions of the equation. Converting a verbal description to an equation, inequality, or system of these is an essential skill in modeling.
      - Equations and inequalities.
        
        An equation can often be solved by successively deducing from it one or more simpler equations. For example, one can add the same constant to both sides without changing the solutions, but squaring both sides might lead to extraneous solutions. Strategic competence in solving includes looking ahead for productive manipulations and anticipating the nature and number of solutions.
        
        An equation is a statement of equality between two expressions, often viewed as a question asking for which values of the variables the expressions on either side are in fact equal. These values are the solutions to the equation. An identity, in contrast, is true for all values of the variables; identities are often developed by rewriting an expression in an equivalent form.
        
        Inequalities can be solved by reasoning about the properties of inequality. Many, but not all, of the properties of equality continue to hold for inequalities and can be useful in solving them.
        
        Some equations have no solutions in a given number system, but have a solution in a larger system. For example, the solution of ?? + 1 = 0 is an integer, not a whole number; the solution of 2?? + 1 = 0 is a rational number, not an integer; the solutions of ??ý ? 2 = 0 are real numbers, not rational numbers; and the solutions of ??ý + 2 = 0 are complex numbers, not real numbers.
        
        The same solution techniques used to solve equations can be used to rearrange formulas. For example, the formula for the area of a trapezoid, ?? = ((???+???)/2)??, can be solved for ?? using the same deductive process.
        
        The solutions of an equation in one variable form a set of numbers; the solutions of an equation in two variables form a set of ordered pairs of numbers, which can be plotted in the coordinate plane. Two or more equations and/or inequalities form a system. A solution for such a system must satisfy every equation and inequality in the system.
      - Expressions.
        
        A spreadsheet or a computer algebra system (CAS) can be used to experiment with algebraic expressions, perform complicated algebraic manipulations, and understand how algebraic manipulations behave.
        
        Algebraic manipulations are governed by the properties of operations and exponents, and the conventions of algebraic notation. At times, an expression is the result of applying operations to simpler expressions. For example, ?? + 0.05?? is the sum of the simpler expressions ?? and 0.05??. Viewing an expression as the result of operation on simpler expressions can sometimes clarify its underlying structure.
        
        An expression is a record of a computation with numbers, symbols that represent numbers, arithmetic operations, exponentiation, and, at more advanced levels, the operation of evaluating a function. Conventions about the use of parentheses and the order of operations assure that each expression is unambiguous. Creating an expression that describes a computation involving a general quantity requires the ability to express the computation in general terms, abstracting from specific instances.
        
        Reading an expression with comprehension involves analysis of its underlying structure. This may suggest a different but equivalent way of writing the expression that exhibits some different aspect of its meaning. For example, ?? + 0.05?? can be interpreted as the addition of a 5% tax to a price ??. Rewriting ?? + 0.05?? as 1.05?? shows that adding a tax is the same as multiplying the price by a constant factor.
    - High School Functions Introduction
      - Connections to Expressions, Equations, Modeling, and Coordinates.
        
        Determining an output value for a particular input involves evaluating an expression; finding inputs that yield a given output involves solving an equation. Questions about when two functions have the same value for the same input lead to equations, whose solutions can be visualized from the intersection of their graphs. Because functions describe relationships between quantities, they are frequently used in modeling. Sometimes functions are defined by a recursive process, which can be displayed effectively using a spreadsheet or other technology.
      - Functions
        
        A function can be described in various ways, such as by a graph (e.g., the trace of a seismograph); by a verbal rule, as in, ?I?ll give you a state, you give me the capital city;? by an algebraic expression like ??(??) = ?? + ????; or by a recursive rule. The graph of a function is often a useful way of visualizing the relationship of the function models, and manipulating a mathematical expression for a function can throw light on the function?s properties.
        
        A graphing utility or a computer algebra system can be used to experiment with properties of these functions and their graphs and to build computational models of functions, including recursively defined functions.
        
        Functions describe situations where one quantity determines another. For example, the return on $10,000 invested at an annualized percentage rate of 4.25% is a function of the length of time the money is invested. Because we continually make theories about dependencies between quantities in nature and society, functions are important tools in the construction of mathematical models.
        
        Functions presented as expressions can model many important phenomena. Two important families of functions characterized by laws of growth are linear functions, which grow at a constant rate, and exponential functions, which grow at a constant percent rate. Linear functions with a constant term of zero describe proportional relationships.
        
        In school mathematics, functions usually have numerical inputs and outputs and are often defined by an algebraic expression. For example, the time in hours it takes for a car to drive 100 miles is a function of the car?s speed in miles per hour, ??; the rule ??(??) = 100/?? expresses this relationship algebraically and defines a function whose name is ??.
        
        The set of inputs to a function is called its domain. We often infer the domain to be all inputs for which the expression defining a function has a value, or for which the function makes sense in a given context.
    - High School Geometry Introduction
      - Connections to Equations.
        
        The correspondence between numerical coordinates and geometric points allows methods from algebra to be applied to geometry and vice versa. The solution set of an equation becomes a geometric curve, making visualization a tool for doing and understanding algebra. Geometric shapes can be described by equations, making algebraic manipulation into a tool for geometric understanding, modeling, and proof.
      - Geometry
        
        "Similarity transformations (rigid motions followed by dilations) define similarity in the same way that rigid motions define congruence, thereby formalizing the similarity ideas of ""same shape"" and ""scale factor"" developed in the middle grades. These transformations lead to the criterion for triangle similarity that two pairs of corresponding angles are congruent."
        
        Although there are many types of geometry, school mathematics is devoted primarily to plane Euclidean geometry, studied both synthetically (without coordinates) and analytically (with coordinates). Euclidean geometry is characterized most importantly by the Parallel Postulate, that through a point not on a given line there is exactly one parallel line. (Spherical geometry, in contrast, has no parallel lines.)
        
        An understanding of the attributes and relationships of geometric objects can be applied in diverse contexts?interpreting a schematic drawing, estimating the amount of wood needed to frame a sloping roof, rendering computer graphics, or designing a sewing pattern for the most efficient use of material.
        
        Analytic geometry connects algebra and geometry, resulting in powerful methods of analysis and problem solving. Just as the number line associates numbers with locations in one dimension, a pair of perpendicular axes associates pairs of numbers with locations in two dimensions. This correspondence between numerical coordinates and geometric points allows methods from algebra to be applied to geometry and vice versa. The solution set of an equation becomes a geometric curve, making visualization a tool for doing and understanding algebra. Geometric shapes can be described by equations, making algebraic manipulation into a tool for geometric understanding, modeling, and proof. Geometric transformations of the graphs of equations correspond to algebraic changes in their equations.
        
        During high school, students begin to formalize their geometry experiences from elementary and middle school, using more precise definitions and developing careful proofs. Later in college some students develop Euclidean and other geometries carefully from a small set of axioms.
        
        Dynamic geometry environments provide students with experimental and modeling tools that allow them to investigate geometric phenomena in much the same way as computer algebra systems allow them to experiment with algebraic phenomena.
        
        In the approach taken here, two geometric figures are defined to be congruent if there is a sequence of rigid motions that carries one onto the other. This is the principle of superposition. For triangles, congruence means the equality of all corresponding pairs of sides and all corresponding pairs of angles. During the middle grades, through experiences drawing triangles from given conditions, students notice ways to specify enough measures in a triangle to ensure that all triangles drawn with those measures are congruent. Once these triangle congruence criteria (ASA, SAS, and SSS) are established using rigid motions, they can be used to prove theorems about triangles, quadrilaterals, and other geometric figures.
        
        The concepts of congruence, similarity, and symmetry can be understood from the perspective of geometric transformation. Fundamental are the rigid motions: translations, rotations, reflections, and combinations of these, all of which are here assumed to preserve distance and angles (and therefore shapes generally). Reflections and rotations each explain a particular type of symmetry, and the symmetries of an object offer insight into its attributes?as when the reflective symmetry of an isosceles triangle assures that its base angles are congruent.
        
        The definitions of sine, cosine, and tangent for acute angles are founded on right triangles and similarity, and, with the Pythagorean Theorem, are fundamental in many real-world and theoretical situations. The Pythagorean Theorem is generalized to nonright triangles by the Law of Cosines. Together, the Laws of Sines and Cosines embody the triangle congruence criteria for the cases where three pieces of information suffice to completely solve a triangle. Furthermore, these laws yield two possible solutions in the ambiguous case, illustrating that Side-Side-Angle is not a congruence criterion.
    - High School Modeling Introduction
      - Modeling
        
        A model can be very simple, such as writing total cost as a product of unit price and number bought, or using a geometric shape to describe a physical object like a coin. Even such simple models involve making choices. It is up to us whether to model a coin as a three-dimensional cylinder, or whether a two-dimensional disk works well enough for our purposes. Other situations?modeling a delivery route, a production schedule, or a comparison of loan amortizations?need more elaborate models that use other tools from the mathematical sciences. Real-world situations are not organized and labeled for analysis; formulating tractable models, representing such models, and analyzing them is appropriately a creative process. Like every such process, this depends on acquired expertise as well as creativity.
        
        Analytic modeling seeks to explain data on the basis of deeper theoretical ideas, albeit with parameters that are empirically based; for example, exponential growth of bacterial colonies (until cut-off mechanisms such as pollution or starvation intervene) follows from a constant reproduction rate. Functions are an important tool for analyzing such problems.
        
        Graphing utilities, spreadsheets, computer algebra systems, and dynamic geometry software are powerful tools that can be used to model purely mathematical phenomena (e.g., the behavior of polynomials) as well as physical phenomena.
        
        In descriptive modeling, a model simply describes the phenomena or summarizes them in a compact form. Graphs of observations are a familiar descriptive model? for example, graphs of global temperature and atmospheric CO? over time.
        
        In situations like these, the models devised depend on a number of factors: How precise an answer do we want or need? What aspects of the situation do we most need to understand, control, or optimize? What resources of time and tools do we have? The range of models that we can create and analyze is also constrained by the limitations of our mathematical, statistical, and technical skills, and our ability to recognize significant variables and relationships among them. Diagrams of various kinds, spreadsheets and other technology, and algebra are powerful tools for understanding and solving problems drawn from different types of real-world situations.
        
        Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social, and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.
        
        One of the insights provided by mathematical modeling is that essentially the same mathematical or statistical structure can sometimes model seemingly different situations. Models can also shed light on the mathematical structures themselves, for example, as when a model of bacterial growth makes more vivid the explosive growth of the exponential function.
        
        Some examples of such situations might include:
        
        Analyzing risk in situations such as extreme sports, pandemics, and terrorism.
        
        Analyzing stopping distance for a car.
        
        Designing the layout of the stalls in a school fair so as to raise as much money as possible.
        
        Engaging in critical path analysis, e.g., applied to turnaround of an aircraft at an airport.
        
        Estimating how much water and food is needed for emergency relief in a devastated city of 3 million people, and how it might be distributed.
        
        Modeling savings account balance, bacterial colony growth, or investment growth.
        
        Planning a table tennis tournament for 7 players at a club with 4 tables, where each player plays against each other player.
        
        Relating population statistics to individual predictions.
        
        The basic modeling cycle is summarized in the diagram. It involves (1) identifying variables in the situation and selecting those that represent essential features, (2) formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables, (3) analyzing and performing operations on these relationships to draw conclusions, (4) interpreting the results of the mathematics in terms of the original situation, (5) validating the conclusions by comparing them with the situation, and then either improving the model or, if it is acceptable, (6) reporting on the conclusions and the reasoning behind them. Choices, assumptions, and approximations are present throughout this cycle.
      - Modeling Standards
        
        Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (?).
    - High School Number and Quantity Introduction
      - Numbers and Number Systems.
        
        Calculators, spreadsheets, and computer algebra systems can provide ways for students to become better acquainted with these new number systems and their notation. They can be used to generate data for numerical experiments, to help understand the workings of matrix, vector, and complex number algebra, and to experiment with non-integer exponents.
        
        During the years from kindergarten to eighth grade, students must repeatedly extend their conception of number. At first, ?number? means ?counting number?: 1, 2, 3... Soon after that, 0 is used to represent ?none? and the whole numbers are formed by the counting numbers together with zero. The next extension is fractions. At first, fractions are barely numbers and tied strongly to pictorial representations. Yet by the time students understand division of fractions, they have a strong concept of fractions as numbers and have connected them, via their decimal representations, with the base-ten system used to represent the whole numbers. During middle school, fractions are augmented by negative fractions to form the rational numbers. In Grade 8, students extend this system once more, augmenting the rational numbers with the irrational numbers to form the real numbers. In high school, students will be exposed to yet another extension of number, when the real numbers are augmented by the imaginary numbers to form the complex numbers.
        
        Extending the properties of whole-number exponents leads to new and productive notation. For example, properties of whole-number exponents suggest that (5 to the 1/3 power)? should be 5 to the (1/3)? power = 5? = 5 and that 5 to the 1/3 power should be the cube root of 5.
        
        With each extension of number, the meanings of addition, subtraction, multiplication, and division are extended. In each new number system?integers, rational numbers, real numbers, and complex numbers?the four operations stay the same in two important ways: They have the commutative, associative, and distributive properties and their new meanings are consistent with their previous meanings.
      - Quantities.
        
        In real world problems, the answers are usually not numbers but quantities: numbers with units, which involves measurement. In their work in measurement up through Grade 8, students primarily measure commonly used attributes such as length, area, and volume. In high school, students encounter a wider variety of units in modeling, e.g., acceleration, currency conversions, derived quantities such as person-hours and heating degree days, social science rates such as per-capita income, and rates in everyday life such as points scored per game or batting averages. They also encounter novel situations in which they themselves must conceive the attributes of interest. For example, to find a good measure of overall highway safety, they might propose measures such as fatalities per year, fatalities per year per driver, or fatalities per vehicle-mile traveled. Such a conceptual process is sometimes called quantification. Quantification is important for science, as when surface area suddenly ?stands out? as an important variable in evaporation. Quantification is also important for companies, which must conceptualize relevant attributes and create or choose suitable measures for them.
    - High School Statistics and Probability Introduction
      - Connections to Functions and Modeling.
        
        Functions may be used to describe data; if the data suggest a linear relationship, the relationship can be modeled with a regression line, and its strength and direction can be expressed through a correlation coefficient.
      - Statistics and Probability
        
        Data are gathered, displayed, summarized, examined, and interpreted to discover patterns and deviations from patterns. Quantitative data can be described in terms of key characteristics: measures of shape, center, and spread. The shape of a data distribution might be described as symmetric, skewed, flat, or bell shaped, and it might be summarized by a statistic measuring center (such as mean or median) and a statistic measuring spread (such as standard deviation or interquartile range). Different distributions can be compared numerically using these statistics or compared visually using plots. Knowledge of center and spread are not enough to describe a distribution. Which statistics to compare, which plots to use, and what the results of a comparison might mean, depend on the question to be investigated and the real-life actions to be taken.
        
        Decisions or predictions are often based on data?numbers in context. These decisions or predictions would be easy if the data always sent a clear message, but the message is often obscured by variability. Statistics provides tools for describing variability in data and for making informed decisions that take it into account.
        
        Random processes can be described mathematically by using a probability model: a list or description of the possible outcomes (the sample space), each of which is assigned a probability. In situations such as flipping a coin, rolling a number cube, or drawing a card, it might be reasonable to assume various outcomes are equally likely. In a probability model, sample points represent outcomes and combine to make up events; probabilities of events can be computed by applying the Addition and Multiplication Rules. Interpreting these probabilities relies on an understanding of independence and conditional probability, which can be approached through the analysis of two-way tables.
        
        Randomization has two important uses in drawing statistical conclusions. First, collecting data from a random sample of a population makes it possible to draw valid conclusions about the whole population, taking variability into account. Second, randomly assigning individuals to different treatments allows a fair comparison of the effectiveness of those treatments. A statistically significant outcome is one that is unlikely to be due to chance alone, and this can be evaluated only under the condition of randomness. The conditions under which data are collected are important in drawing conclusions from the data; in critically reviewing uses of statistics in public media and other reports, it is important to consider the study design, how the data were gathered, and the analyses employed as well as the data summaries and the conclusions drawn.
        
        Technology plays an important role in statistics and probability by making it possible to generate plots, regression functions, and correlation coefficients, and to simulate many possible outcomes in a short amount of time.
    - Kindergarten
      - CCSS.Math.Content.K.CC: Counting and Cardinality
        
        CCSS.Math.Content.K.CC.A: Know number names and the count sequence.
        
        CCSS.Math.Content.K.CC.A.1: Count to 100 by ones and by tens.
        
        CCSS.Math.Content.K.CC.A.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
        
        CCSS.Math.Content.K.CC.A.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
        
        CCSS.Math.Content.K.CC.B: Count to tell the number of objects.
        
        CCSS.Math.Content.K.CC.B.4: Understand the relationship between numbers and quantities; connect counting to cardinality.
        
        CCSS.Math.Content.K.CC.B.4a: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
        
        CCSS.Math.Content.K.CC.B.4b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
        
        CCSS.Math.Content.K.CC.B.4c: Understand that each successive number name refers to a quantity that is one larger.
        
        CCSS.Math.Content.K.CC.B.5: Count to answer ?how many?? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
        
        CCSS.Math.Content.K.CC.C: Compare numbers.
        
        CCSS.Math.Content.K.CC.C.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
        
        CCSS.Math.Content.K.CC.C.7: Compare two numbers between 1 and 10 presented as written numerals.
      - CCSS.Math.Content.K.G: Geometry
        
        CCSS.Math.Content.K.G.A: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
        
        CCSS.Math.Content.K.G.A.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
        
        CCSS.Math.Content.K.G.A.2: Correctly name shapes regardless of their orientations or overall size.
        
        CCSS.Math.Content.K.G.A.3: Identify shapes as two-dimensional (lying in a plane, ?flat?) or three-dimensional (?solid?).
        
        CCSS.Math.Content.K.G.B: Analyze, compare, create, and compose shapes.
        
        CCSS.Math.Content.K.G.B.4: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/?corners?) and other attributes (e.g., having sides of equal length).
        
        CCSS.Math.Content.K.G.B.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
        
        CCSS.Math.Content.K.G.B.6: Compose simple shapes to form larger shapes.
      - CCSS.Math.Content.K.MD: Measurement and Data
        
        CCSS.Math.Content.K.MD.A: Describe and compare measurable attributes.
        
        CCSS.Math.Content.K.MD.A.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
        
        CCSS.Math.Content.K.MD.A.2: Directly compare two objects with a measurable attribute in common, to see which object has ?more of?/?less of? the attribute, and describe the difference.
        
        CCSS.Math.Content.K.MD.B: Classify objects and count the number of objects in each category.
        
        CCSS.Math.Content.K.MD.B.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
      - CCSS.Math.Content.K.NBT: Number and Operations in Base Ten
        
        CCSS.Math.Content.K.NBT.A: Work with numbers 11?19 to gain foundations for place value.
        
        CCSS.Math.Content.K.NBT.A.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
      - CCSS.Math.Content.K.OA: Operations and Algebraic Thinking
        
        CCSS.Math.Content.K.OA.A: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
        
        CCSS.Math.Content.K.OA.A.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
        
        CCSS.Math.Content.K.OA.A.2: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
        
        CCSS.Math.Content.K.OA.A.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
        
        CCSS.Math.Content.K.OA.A.4: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
        
        CCSS.Math.Content.K.OA.A.5: Fluently add and subtract within 5.
    - Kindergarten Introduction
      - K: In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.
        
        K.1: Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 ? 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.
        
        K.2: Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.
    - Mathematical Practices
      - CCSS.Math.Practice.MP1: Make sense of problems and persevere in solving them.
        
        "Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, ""Does this make sense?"" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches."
      - CCSS.Math.Practice.MP2: Reason abstractly and quantitatively.
        
        Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
      - CCSS.Math.Practice.MP3: Construct viable arguments and critique the reasoning of others.
        
        Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
      - CCSS.Math.Practice.MP4: Model with mathematics.
        
        Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
      - CCSS.Math.Practice.MP5: Use appropriate tools strategically.
        
        Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
      - CCSS.Math.Practice.MP6: Attend to precision.
        
        Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
      - CCSS.Math.Practice.MP7: Look for and make use of structure.
        
        Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 ? 8 equals the well remembered 7 ? 5 + 7 ? 3, in preparation for learning about the distributive property. In the expression ??ý + 9?? + 14, older students can see the 14 as 2 ? 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 ? 3(?? ? ??)ý as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers ?? and ??.
      - CCSS.Math.Practice.MP8: Look for and express regularity in repeated reasoning.
        
        Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (?? ? 2)/(?? ? 1) = 3. Noticing the regularity in the way terms cancel when expanding (?? ? 1)(?? + 1), (?? ? 1)(??ý + ?? + 1), and (?? ? 1)(??? + ??ý + ?? + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
- InTASC Model Core Teaching Standards
  - Content (2011)
    - Content
      - The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
        
        Critical Dispositions
        
        5(q): The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local and global issues.
        
        5(r): The teacher values knowledge outside his/her own content area and how such knowledge enhances student learning.
        
        5(s): The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.
        
        Essential Knowledge
        
        5(i): The teacher understands the ways of knowing in his/her discipline, how it relates to other disciplinary approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and concerns.
        
        5(j): The teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful learning experiences.
        
        5(k): The teacher understands the demands of accessing and managing information as well as how to evaluate issues of ethics and quality related to information and its use.
        
        5(l): The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.
        
        5(m): The teacher understands critical thinking processes and knows how to help learners develop high level questioning skills to promote their independent learning.
        
        5(n): The teacher understands communication modes and skills as vehicles for learning (e.g., information gathering and processing) across disciplines as well as vehicles for expressing learning.
        
        5(o): The teacher understands creative thinking processes and how to engage learners in producing original work.
        
        5(p): The teacher knows where and how to access resources to build global awareness and understanding, and how to integrate them into the curriculum.
        
        Performances
        
        5(a): The teacher develops and implements projects that guide learners in analyzing the complexities of an issue or question using perspectives from varied disciplines and cross-disciplinary skills (e.g., a water quality study that draws upon biology and chemistry to look at factual information and social studies to examine policy implications).
        
        5(b): The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).
        
        5(c): The teacher facilitates learners’ use of current tools and resources to maximize content learning in varied contexts.
        
        5(d): The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.
        
        5(e): The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.
        
        5(f): The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.
        
        5(g): The teacher facilitates learners’ ability to develop diverse social and cultural perspectives that expand their understanding of local and global issues and create novel approaches to solving problems.
        
        5(h): The teacher develops and implements supports for learner literacy development across content areas.
      - The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
        
        Critical Dispositions
        
        4(o): The teacher realizes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field.
        
        4(p): The teacher appreciates multiple perspectives within the discipline and facilitates learners’ critical analysis of these perspectives.
        
        4(q): The teacher recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems of bias.
        
        4(r): The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.
        
        Essential Knowledge
        
        4(j): The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
        
        4(k): The teacher understands common misconceptions in learning the discipline and how to guide learners to accurate conceptual understanding.
        
        4(l): The teacher knows and uses the academic language of the discipline and knows how to make it accessible to learners.
        
        4(m): The teacher knows how to integrate culturally relevant content to build on learners’ background knowledge.
        
        4(n): The teacher has a deep knowledge of student content standards and learning progressions in the discipline(s) s/he teaches.
        
        Performances
        
        4(a): The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.
        
        4(b): The teacher engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.
        
        4(c) : The teacher engages learners in applying methods of inquiry and standards of evidence used in the discipline.
        
        4(d): The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences.
        
        4(e): The teacher recognizes learner misconceptions in a discipline that interfere with learning, and creates experiences to build accurate conceptual understanding.
        
        4(f): The teacher evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/ her learners.
        
        4(g): The teacher uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners.
        
        4(h): The teacher creates opportunities for students to learn, practice, and master academic language in their content.
        
        4(i): The teacher accesses school and/or district-based resources to evaluate the learner’s content knowledge in their primary language.
  - Instructional Practice (2011)
    - Instructional Practice
      - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
        
        Critical Dispositions
        
        7(n): The teacher respects learners’ diverse strengths and needs and is committed to using this information to plan effective instruction.
        
        7(o): The teacher values planning as a collegial activity that takes into consideration the input of learners, colleagues, families, and the larger community.
        
        7(p): The teacher takes professional responsibility to use short- and long-term planning as a means of assuring student learning.
        
        7(q): The teacher believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances.
        
        Essential Knowledge
        
        7(g): The teacher understands content and content standards and how these are organized in the curriculum.
        
        7(h): The teacher understands how integrating cross- disciplinary skills in instruction engages learners purposefully in applying content knowledge.
        
        7(i): The teacher understands learning theory, human development, cultural diversity, and individual differences and how these impact ongoing planning.
        
        7(j): The teacher understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs.
        
        7(k): The teacher knows a range of evidence-based instructional strategies, resources, and echnological tools and how to use them effectively to plan instruction that meets diverse learning needs.
        
        7(l): The teacher knows when and how to adjust plans based on assessment information and learner responses.
        
        7(m): The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).
        
        Performances
        
        7(a): The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.
        
        7(b): The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.
        
        7(c): The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.
        
        7(d): The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.
        
        7(e): The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.
        
        7(f): The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s learning needs and enhance learning.
      - The teacher understands and uses a variety of instructional strategies toencourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways
        
        Critical Dispositions
        
        8(p): The teacher is committed to deepening awareness and understanding the strengths and needs of diverse learners when planning and adjusting instruction.
        
        8(q): The teacher values the variety of ways people communicate and encourages learners to develop and use multiple forms of communication.
        
        8(r): The teacher is committed to exploring how the use of new and emerging technologies can support and promote student learning.
        
        8(s): The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to learner responses, ideas, and needs.
        
        Essential Knowledge
        
        8(j): The teacher understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated.
        
        8(k): The teacher knows how to apply a range of developmentally, culturally, and linguistically appropriate instructional strategies to achieve learning goals.
        
        8(l): The teacher knows when and how to use appropriate strategies to differentiate instruction and engage all learners in complex thinking and meaningful tasks.
        
        8(m): The teacher understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self expression, and build relationships.
        
        8(n): The teacher knows how to use a wide variety of resources, including human and technological, to engage students in learning
        
        8(o): The teacher understands how content and skill development can be supported by media and technology and knows how to evaluate these resources for quality, accuracy, and effectiveness.
        
        Performances
        
        8(a): The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.
        
        8(b): The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.
        
        8(c): The teacher collaborates with learners to design and implement relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest.
        
        8(d): The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.
        
        8(e): The teacher provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances.
        
        8(f): The teacher engages all learners in developing higher order questioning skills and metacognitive processes.
        
        8(g): The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.
        
        8(h): The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.
        
        8(i): The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).
      - The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
        
        Critical Dispositions
        
        6(q): The teacher is committed to engaging learners actively in assessment processes and to developing each learner’s capacity to review and communicate about their own progress and learning.
        
        6(r): The teacher takes responsibility for aligning instruction and assessment with learning goals.
        
        6(s): The teacher is committed to providing timely and effective descriptive feedback to learners on their progress.
        
        6(t): The teacher is committed to using multiple types of assessment processes to support, verify, and document learning.
        
        6(u): The teacher is committed to making accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
        
        6(v): The teacher is committed to the ethical use of various assessments and assessment data to identify learner strengths and needs to promote learner growth.
        
        Essential Knowledge
        
        6(j): The teacher understands the differences between formative and summative applications of assessment and knows how and when to use each.
        
        6(k): The teacher understands the range of types and multiple purposes of assessment and how to design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.
        
        6(l): The teacher knows how to analyze assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners.
        
        6(m): The teacher knows when and how to engage learners in analyzing their own assessment results and in helping to set goals for their own learning.
        
        6(n): The teacher understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback.
        
        6(o): The teacher knows when and how to evaluate and report learner progress against standards.
        
        6(p): The teacher understands how to prepare learners for assessments and how to make accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
        
        Performances
        
        6(a): The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.
        
        6(b): The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.
        
        6(c): The teacher works independently and collaboratively to examine test and other performance data to understand each learner’s progress and to guide planning.
        
        6(d): The teacher engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.
        
        6(e): The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.
        
        6(f): The teacher models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others.
        
        6(g): The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.
        
        6(h): The teacher prepares all learners for the demands of particular assessment formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs.
        
        6(i): The teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs.
  - Professional Responsibility (2011)
    - Professional Responsibility
      - The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
        
        Critical Dispositions
        
        9(l): The teacher takes responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice.
        
        9(m): The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.
        
        9(n): The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice.
        
        9(o): The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
        
        Essential Knowledge
        
        9(g): The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.
        
        9(h): The teacher knows how to use learner data to analyze practice and differentiate instruction accordingly.
        
        9(i): The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
        
        9(j): The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse)
        
        9(k): The teacher knows how to build and implement a plan for professional growth directly aligned with his/her needs as a growing professional using feedback from teacher evaluations and observations, data on learner performance, and school- and system-wide priorities.
        
        Performances
        
        9(a): The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.
        
        9(b): The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.
        
        9(c): Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
        
        9(d): The teacher actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem-solving.
        
        9(e): The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.
        
        9(f): The teacher advocates, models, and teaches safe, legal, and ethical use of information and technology including appropriate documentation of sources and respect for others in the use of social media.
      - The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
        
        Critical Dispositions
        
        10(p): The teacher actively shares responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success.
        
        10(q): The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
        
        10(r): The teacher takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning.
        
        10(s): The teacher takes responsibility for contributing to and advancing the profession.
        
        10(t): The teacher embraces the challenge of continuous improvement and change.
        
        Essential Knowledge
        
        10(l): The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.
        
        10(m): The teacher understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.
        
        10(n): The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
        
        10(o): The teacher knows how to contribute to a common culture that supports high expectations for student learning.
        
        Performances
        
        10(a): The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.
        
        10(b): The teacher works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.
        
        10(c): The teacher engages collaboratively in the school-wide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.
        
        10(d): The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
        
        10(e): Working with school colleagues, the teacher builds ongoing connections with community resources to enhance student learning and well being.
        
        10(f): The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.
        
        10(g): The teacher uses technological tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues
        
        10(h): The teacher uses and generates meaningful research on education issues and policies.
        
        10(i): The teacher seeks appropriate opportunities to model effective practice for colleagues, to lead professional learning activities, and to serve in other leadership roles.
        
        10(j): The teacher advocates to meet the needs of learners, to strengthen the learning environment, and to enact system change.
        
        10(k): The teacher takes on leadership roles at the school, district, state, and/or national level and advocates for learners, the school, the community, and the profession.
  - The Learner & Learning (2011)
    - The Learner & Learning
      - The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
        
        Critical Dispositions
        
        1(h): The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.
        
        1(i): The teacher is committed to using learners’ strengths as a basis for growth, and their misconceptions as opportunities for learning.
        
        1(j): The teacher takes responsibility for promoting learners’ growth and development.
        
        1(k): The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner’s development.
        
        Essential Knowledge
        
        1(d): The teacher understands how learning occurs-- how learners construct knowledge, acquire skills, and develop disciplined thinking processes--and knows how to use instructional strategies that promote student learning.
        
        1(e): The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
        
        1(f): The teacher identifies readiness for learning, and understands how development in any one area may affect performance in others.
        
        1(g): The teacher understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging.
        
        Performances
        
        1(a): The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.
        
        1(b): The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
        
        1(c): The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.
      - The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
        
        Critical Dispositions
        
        2(l): The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.
        
        2(m): The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.
        
        2(n): The teacher makes learners feel valued and helps them learn to value each other.
        
        2(o): The teacher values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage students in learning.
        
        Essential Knowledge
        
        2(g): The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth.
        
        2(h): The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.
        
        2(i): The teacher knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition.
        
        2(j): The teacher understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values.
        
        2(k): The teacher knows how to access information about the values of diverse cultures and communities and how to incorporate learners’ experiences, cultures, and community resources into instruction.
        
        Performances
        
        2(a): The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.
        
        2(b): The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.
        
        2(c) : The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.
        
        2(d): The teacher brings multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms.
        
        2(e): The teacher incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.
        
        2(f): The teacher accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.
      - The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
        
        Critical Dispositions
        
        3(n): The teacher is committed to working with learners, colleagues, families, and communities to establish positive and supportive learning environments.
        
        3(o): The teacher values the role of learners in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate of learning.
        
        3(p): The teacher is committed to supporting learners as they participate in decision making, engage in exploration and invention, work collaboratively and independently, and engage in purposeful learning
        
        3(q): The teacher seeks to foster respectful communication among all members of the learning community.
        
        3(r): The teacher is a thoughtful and responsive listener and observer.
        
        Essential Knowledge
        
        3(i): The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning.
        
        3(j): The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.
        
        3(k): The teacher knows how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations, routines, and organizational structures.
        
        3(l): The teacher understands how learner diversity can affect communication and knows how to communicate effectively in differing environments.
        
        3(m): The teacher knows how to use technologies and how to guide learners to apply them in appropriate, safe, and effective ways.
        
        Performances
        
        3(a): The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
        
        3(b): The teacher develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people locally and globally.
        
        3(c): The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.
        
        3(d): The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
        
        3(e): The teacher uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments.
        
        3(f): The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.
        
        3(g): The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.
        
        3(h): The teacher intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills.
- International Society for Technology in Education (ISTE)
  - NETS For Administrators (2009)
    - NETS For Administrators
      - Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students.
        
        a: Ensure instructional innovation focused on continuous improvement of digital-age learning
        
        b: Model and promote the frequent and effective use of technology for learning
        
        c: Provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners
        
        d: Ensure effective practice in the study of technology and its infusion across the curriculum
        
        e: Promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital age collaboration
      - Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization.
        
        a: Inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders
        
        b: Engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision
        
        c: Advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan
      - Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture.
        
        a: Ensure equitable access to appropriate digital tools and resources to meet the needs of all learners
        
        b: Promote, model and establish policies for safe, legal, and ethical use of digital information and technology
        
        c: Promote and model responsible social interactions related to the use of technology and information
        
        d: Model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools
      - Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources.
        
        a: Allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration
        
        b: Facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology
        
        c: Promote and model effective communication and collaboration among stakeholders using digital age tools
        
        d: Stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning
      - Educational Administrators provide digital age leadership and management to continuously improve the organization through the effective use of information and technology resources.
        
        a: Lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources
        
        b: Collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning
        
        c: Recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals
        
        d: Establish and leverage strategic partnerships to support systemic improvement
        
        e: Establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning
  - NETS For Students (2007)
    - NETS For Students
      - Students apply digital tools to gather, evaluate, and use information. Students:
        
        a: plan strategies to guide inquiry
        
        b: locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
        
        c: evaluate and select information sources and digital tools based on the appropriateness to specific tasks
        
        d: process data and report results
      - Students demonstrate a sound understanding of technology concepts, systems and operations. Students:
        
        a: understand and use technology systems
        
        b: select and use applications effectively and productively
        
        c: troubleshoot systems and applications
        
        d: transfer current knowledge to learning of new technologies
      - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
        
        a: apply existing knowledge to generate new ideas, products, or processes
        
        b: create original works as a means of personal or group expression
        
        c: use models and simulations to explore complex systems and issues
        
        d: identify trends and forecast possibilities
      - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
        
        a: advocate and practice safe, legal, and responsible use of information and technology
        
        b: exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
        
        c: demonstrate personal responsibility for lifelong learning
        
        d: exhibit leadership for digital citizenship
      - Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:
        
        a: identify and define authentic problems and significant questions for investigation
        
        b: plan and manage activities to develop a solution or complete a project
        
        c: collect and analyze data to identify solutions and/or make informed decisions
        
        d: use multiple processes and diverse perspectives to explore alternative solutions
      - Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
        
        a: interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media
        
        b: communicate information and ideas effectively to multiple audiences using a variety of media and formats
        
        c: develop cultural understanding and global awareness by engaging with learners of other cultures
        
        d: contribute to project teams to produce original works or solve problems
  - NETS For Teachers (2008)
    - NETS For Teachers
      - Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
        
        a: Participate in local and global learning communities to explore creative applications of technology to improve student learning
        
        b: Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
        
        c: Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
        
        d: Contribute to the effectiveness, vitality, and selfrenewal of the teaching profession and of their school and community
      - Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
        
        a: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
        
        b: Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
        
        c: Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
        
        d: Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
      - Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
        
        a: Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
        
        b: Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
        
        c: Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
        
        d: Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
      - Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
        
        a: Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
        
        b: Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
        
        c: Promote and model digital etiquette and responsible social interactions related to the use of technology and information
        
        d: Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
      - Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
        
        a: Promote, support, and model creative and innovative thinking and inventiveness
        
        b: Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
        
        c: Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
        
        d: Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
- National Association for Sports and Physical Education (NASPE)
  - Physical Education (2013)
    - K-12 National Standards
      - National Standards for K-12 Physical Education
        
        The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
        
        The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
        
        The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
        
        The physically literate individual exhibits responsible personal and social behavior that respects self and others.
        
        The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
- Next Generation Science Standards Arranged by Topic
  - Science (2013)
    - Engineering Design Grades 3-5
      - 3-5.ED: Engineering Design
        
        3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
        
        3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
        
        3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    - Engineering Design Grades K-2
      - K-2.ED: Engineering Design
        
        K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
        
        K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
        
        K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
    - Engineering Design High School
      - HS.ED: Engineering Design
        
        HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
        
        HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
        
        HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
        
        HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
    - Engineering Design Middle School
      - MS.ED: Engineering Design
        
        MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solut
        
        MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
        
        MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
        
        MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
    - Fifth Grade
      - 5.ES: Earth’s Systems
        
        5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
        
        5-ESS2-2: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
        
        5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
      - 5.MEO: Matter and Energy in Organisms and Ecosystems
        
        5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water.
        
        5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
        
        5-PS3-1: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
      - 5.SPM: Structure and Properties of Matter
        
        5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen.
        
        5-PS1-2: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
        
        5-PS1-3: Make observations and measurements to identify materials based on their properties.
        
        5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
      - 5.SS: Space Systems: Stars and the Solar System
        
        5-ESS1-1: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
        
        5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
        
        5-PS2-1: Support an argument that the gravitational force exerted by Earth on objects is directed down.
    - First Grade
      - 1.SFI: Structure, Function, and Information Processing
        
        1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
        
        1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
        
        1-LS3-1: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
      - 1.SS: Space Systems: Patterns and Cycles
        
        1-ESS1-1: Use observations of the sun, moon, and stars to describe patterns that can be predicted.
        
        1-ESS1-2: Make observations at different times of year to relate the amount of daylight to the time of year.
      - 1.W: Waves: Light and Sound
        
        1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
        
        1-PS4-2: Make observations to construct an evidence-based account that objects can be seen only when illuminated.
        
        1-PS4-3: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
        
        1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
    - Fourth Grade
      - 4.E: Energy
        
        4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
        
        4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object.
        
        4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
        
        4-PS3-3: Ask questions and predict outcomes about the changes in energy that occur when objects collide.
        
        4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
      - 4.ES: Earth’s Systems: Processes that Shape the Earth
        
        4-ESS1-1: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
        
        4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
        
        4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features.
        
        4-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
      - 4.SFI: Structure, Function, and Information Processing
        
        4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
        
        4-LS1-2: Use a model to describe that animals’ receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
        
        4-PS4-2: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
      - 4.W: Waves: Waves and Information
        
        4-PS4-1: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
        
        4-PS4-3: Generate and compare multiple solutions that use patterns to transfer information.
    - High School Earth and Space Sciences
      - HS.ES: Earth’s Systems
        
        HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
        
        HS-ESS2-3: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
        
        HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
        
        HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
        
        HS-ESS2-7: Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.
      - HS.HE: History of Earth
        
        HS-ESS1-5: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
        
        HS-ESS1-6: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
        
        HS-ESS2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
      - HS.HI: Human Impacts
        
        HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
        
        HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
        
        HS-ESS3-3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
        
        HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
        
        HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
      - HS.SS: Space Systems
        
        HS-ESS1-1: Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.
        
        HS-ESS1-2: Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
        
        HS-ESS1-3: Communicate scientific ideas about the way stars, over their life cycle, produce elements.
        
        HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
      - HS.WC: Weather and Climate
        
        HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.
        
        HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
    - High School Life Sciences
      - HS.IRE: Interdependent Relationships in Ecosystems
        
        HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
        
        HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
        
        HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
        
        HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
        
        HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
        
        HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
      - HS.IVT: Inheritance and Variation of Traits
        
        HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
        
        HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
        
        HS-LS3-2: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
        
        HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
      - HS.MEO: Matter and Energy in Organisms and Ecosystems
        
        HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
        
        HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
        
        HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
        
        HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
        
        HS-LS2-4: Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
        
        HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
      - HS.NS: Natural Selection and Evolution
        
        HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
        
        HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual
        
        HS-LS4-3: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
        
        HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
        
        HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
      - HS.SF: Structure and Function
        
        HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
        
        HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
        
        HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
    - High School Physical Sciences
      - HS.CR: Chemical Reactions
        
        HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
        
        HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
        
        HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
        
        HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
        
        HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
      - HS.E: Energy
        
        HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
        
        HS-PS3-2.: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
        
        HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
        
        HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (se
        
        HS-PS3-5: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
      - HS.FI: Forces and Interactions
        
        HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
        
        HS-PS2-2: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
        
        HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
        
        HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
        
        HS-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
      - HS.SPM: Structure and Properties of Matter
        
        HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
        
        HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
        
        HS-PS1-8: Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
        
        HS-PS2-6: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
      - HS.WER: Waves and Electromagnetic Radiation
        
        HS-PS4-1: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
        
        HS-PS4-2: Evaluate questions about the advantages of using a digital transmission and storage of information.
        
        HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
        
        HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
        
        HS-PS4-5: Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
    - Kindergarten
      - K.FI: Forces and Interactions: Pushes and Pulls
        
        K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
        
        K-PS2-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
      - K.IRE: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment
        
        K-ESS2-2: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
        
        K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
        
        K-ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
        
        K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive.
      - K.WC: Weather and Climate
        
        K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.
        
        K-ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
        
        K-PS3-1: Make observations to determine the effect of sunlight on Earth’s surface.
        
        K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
    - Middle School Earth and Space Sciences
      - MS.ES: Earth’s Systems
        
        MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
        
        MS-ESS2-4: Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
        
        MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
      - MS.HE: History of Earth
        
        MS-ESS1-4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
        
        MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
        
        MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
      - MS.HI: Human Impacts
        
        MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
        
        MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
        
        MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
      - MS.SS: Space Systems
        
        MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
        
        MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
        
        MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system.
      - MS.WC: Weather and Climate
        
        MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
        
        MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
        
        MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    - Middle School Life Sciences
      - MS.GDR: Growth, Development, and Reproduction of Organisms
        
        MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
        
        MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
        
        MS-LS3-1: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
        
        MS-LS3-2: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
        
        MS-LS4-5: Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
      - MS.IRE: Interdependent Relationships in Ecosystems
        
        MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
        
        MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
      - MS.MEO: Matter and Energy in Organisms and Ecosystems
        
        MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
        
        MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
        
        MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
        
        MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
        
        MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
      - MS.NS: Natural Selection and Adaptations
        
        MS-LS4-1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
        
        MS-LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
        
        MS-LS4-3: Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
        
        MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
        
        MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
      - MS.SFI: Structure, Function, and Information Processing
        
        MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
        
        MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
        
        MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
        
        MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
    - Middle School Physical Science
      - MS.CR: Chemical Reactions
        
        MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
        
        MS-PS1-5: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
        
        MS-PS1-6: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
      - MS.E: Energy
        
        MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
        
        MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
        
        MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
        
        MS-PS3-4: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
        
        MS-PS3-5: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
      - MS.FI: Forces and Interactions
        
        MS-PS2-1: Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
        
        MS-PS2-2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
        
        MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
        
        MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
        
        MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
      - MS.SPM: Structure and Properties of Matter
        
        MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
        
        MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
        
        MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
      - MS.WER: Waves and Electromagnetic Radiation
        
        MS-PS4-1: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
        
        MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
        
        MS-PS4-3: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
    - Second Grade
      - 2.ES: Earth’s Systems: Processes that Shape the Earth
        
        2-ESS1-1.: Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
        
        2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
        
        2-ESS2-2: Develop a model to represent the shapes and kinds of land and bodies of water in an area.
        
        2-ESS2-3: Obtain information to identify where water is found on Earth and that it can be solid or liquid.
      - 2.IRE: Interdependent Relationships in Ecosystems
        
        2-LS2-1: Plan and conduct an investigation to determine if plants need sunlight and water to grow.
        
        2-LS2-2: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
        
        2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats.
      - 2.SPM: Structure and Properties of Matter
        
        2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
        
        2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
        
        2-PS1-3: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
        
        2-PS1-4: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
    - Third Grade
      - 3.FI: Forces and Interactions
        
        3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
        
        3-PS2-2: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
        
        3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
        
        3-PS2-4: Define a simple design problem that can be solved by applying scientific ideas about magnets.
      - 3.IRE: Interdependent Relationships in Ecosystems
        
        3-LS2-1: Construct an argument that some animals form groups that help members survive.
        
        3-LS4-1: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
        
        3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
        
        3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
      - 3.IVT: Inheritance and Variation of Traits: Life Cycles and Traits
        
        3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
        
        3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
        
        3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
        
        3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
      - 3.WC: Weather and Climate
        
        3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
        
        3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
        
        3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

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Online Course Face to Face Currently Enrolled

Date

	Activity
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1 2 Page size: 10 20 50 63 items in 2 pages
	Date - 06/17/2025
	View Details Early Childhood Directors Council The Early Childhood Directors Council is a professional network dedicated to fostering best practices and innovative strategies for early childhood administrators. Our primary objective is to empower leaders in the field by providing a platform for collaboration, knowledge sharing, and professional development. Course # 241-25-913-050 Subjects # [Early Childhood Education] Begin Date: 06/17/2025 Course # 241-25-913-050 Status: OPEN Type: Face to Face Location: CREC Soundbridge State: Connecticut Time: 12:30PM - 3:30PM View Instructor(s)
	Date - 08/20/2025
	View Details A Roadmap for the AAC Journey (Canvas Course) Are you working with a nonspeaking child for the first time? Do you have a student using AAC inconsistently or in ineffective ways? You might be wondering where to begin, or where to go from here! In this asynchronous self-paced session, participants will begin to explore, build, and refine practical knowledge of the best practices in alternative and augmentative communication (AAC). Participants will explore relevant evidence based practice, resources, tools, and strategies to become better communication partners and facilitators of meaningful and functional communication. Coursework must be completed by 12/31/2025. Course # 241-26-913-111 Subjects # [Special Education] Begin Date: 08/20/2025 Course # 241-26-913-111 Status: OPEN Type: Online Location: Course Link Sent by Instructor, ONLINE VIRTUAL MEETING State: N/A View Instructor(s)
	Date - 09/11/2025
	View Details TEAM District Facilitator Meeting - Fall 2025 TEAM District Facilitator Meetings occur twice each school year and provide program updates. The mission of the TEAM Program is to promote excellence, equity, and high achievement for Connecticut students by engaging teachers in the purposeful exploration of professional practice through guided support and personal reflection. Course # 241-26-913-089 Subjects # [TEAM] Begin Date: 09/11/2025 Course # 241-26-913-089 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 09/12/2025
	View Details TEAM Mentor Initial Support Training This training for prospective mentors and cooperating teachers is available for individuals selected by the district (or volunteered) to serve in one of these roles. Following sessions, there will be an additional time for follow up offered for more in-depth work on the modules or the process chosen by your districts. The training prepares participants to lead beginning teachers through the TEAM module process and a successful completion of the five mentoring modules. In addition, participants are prepared to support a student teacher while developing effective coaching strategies to assist both beginning and student teachers. Participants must attend all sessions. At the end of the training, participants qualify to work with either a new teacher or a student teacher. Pre work is required. The instructor will send information to participants prior to the session. No cost to attend this event. Course # 241-26-913-003 Subjects # [TEAM] Begin Date: 09/12/2025 Course # 241-26-913-003 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 09/15/2025
	View Details Connecting the Standards: How Does Addition and Subtraction Fluency Develop? Join us for an in-depth, hands-on professional learning experience designed to deepen your understanding of how the Common Core State Standards (CCSS) support the development of students’ conceptual and procedural understanding of addition and subtraction across the elementary grades. In this interactive workshop, participants will examine the progression of addition and subtraction standards from Kindergarten through Grade 4, focusing on how the standards are intentionally structured to build a coherent understanding of place value, number sense, and algorithmic thinking. Using sample tasks and grade-level resources, educators will explore how students move from concrete representations and strategies to increasingly efficient, generalizable algorithms. Course # 241-26-913-085 Subjects # [Mathematics Instruction] Begin Date: 09/15/2025 Course # 241-26-913-085 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 8:30AM - 11:00AM View Instructor(s)
	View Details Connecting the Standards: How Does Multiplication and Division Fluency Develop? Dive into the rich mathematical progression of multiplication and division as outlined by the Common Core State Standards (CCSS). This dynamic workshop invites educators to explore how multiplication and division concepts are developed across the elementary grades, supporting students in building deep conceptual understanding alongside procedural fluency. Participants will trace the trajectory of learning from early equal groups and array models to the development of standard algorithms, all while emphasizing the importance of reasoning, place value understanding, and the properties of operations. Through engaging tasks, classroom-ready tools, and collaborative discussions, this session will empower educators to make purposeful instructional decisions that align with the standards' intent. Course # 241-26-913-087 Subjects # [Mathematics Instruction] Begin Date: 09/15/2025 Course # 241-26-913-087 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 12:00PM - 2:30PM View Instructor(s)
	Date - 09/19/2025
	View Details New to Instructional Coaching? Navigating the Path as a New Instructional Coach This series of trainings is for new instructional coaches who have been in their role for less than two years. Over the course of five sessions, you will identify the skills and techniques required to transition from teacher to instructional coach, explore different coaching models, learn about coaching cycles, discuss adult learning theory, and reflect on strategies to be successful in the role. Course # 241-26-913-009 Subjects # [Coaching] Begin Date: 09/19/2025 Course # 241-26-913-009 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	View Details Small Group Instruction for Multilingual Learners (Hybrid/Canvas Course) To support multilingual learners' English development, we must effectively plan and structure small group instruction that meets their needs and fosters language growth. This requires a clear understanding of what our students can currently do and what their next steps are in language development.In this course, participants will conduct an in-depth analysis of their students’ language capabilities and use this information to plan and deliver effective, focused small group instruction. The course covers essential topics related to multilingual learners’ language development, making it ideal for educators who are new to working with MLs/ELs or who are seeking foundational knowledge. It also offers experienced educators a structured process to dive deeper into student language profiles and refine their small group instruction.Participants will have 9 weeks to complete the asynchronous coursework. In addition, they are invited to attend three live, virtual sessions—a course kickoff, a mid-course check-in, and a wrap-up session. Each session includes 30 minutes of collaborative activities followed by an optional 30-minute Q&A. Course # 241-26-913-106 Subjects # [ESL - English as a Second Language/ELL], [K-12 Education] Begin Date: 09/19/2025 Course # 241-26-913-106 Status: OPEN Type: Blended Location: ONLINE VIRTUAL MEETING, Registration Only State: N/A Time: 8:30AM - 8:31PM View Instructor(s)
	Date - 09/24/2025
	View Details IEP/504 Development for Students with Hearing Loss This virtual 5 session learning series is designed to take an in depth approach to IEP/504 development for students with hearing loss that is data driven. Participants will identify the unique needs of students with hearing loss and align them with skills for the general education setting. Participants will gain an understanding of specific requirements for these students under the IDEA and Connecticut regulations. Participants will gain confidence in aligning the Language and Communication Plan with the IEP; develop data-drive and individualized goals and objectives specific to deaf education; identify accommodations and modifications that match the student's needs. All sessions will be captioned. Sign Language Interpreter available upon request. Requests need to be made no later than 2 weeks prior to session one. Participants will receive a 14, 7, 3 day reminder; in those reminders is a link to receive the Zoom link. Course # 241-26-913-129 Subjects # [Hearing] Begin Date: 09/24/2025 Course # 241-26-913-129 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	View Details Play-Based Learning in Kindergarten Are you ready to take play-based learning to the next level in your Kindergarten classroom? This interactive professional learning workshop is designed for educators who already understand the "why" of play and are ready to dive into the "how." Join us as we explore concrete strategies for designing developmentally appropriate classroom environments, integrating academic standards through purposeful play, supporting prosocial behavior, and engaging families as partners in play-based learning. Course # 241-26-913-135 Subjects # [Early Childhood Education] Begin Date: 09/24/2025 Course # 241-26-913-135 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 9:30AM - 12:30PM View Instructor(s)
	Date - 09/26/2025
	View Details Professional Learning Community: Strategies for Multilingual Learners Series Join a professional learning community that will explore a variety of ways to support Multilingual Learners (ELs/MLs) and foster language development in a six-session series! This PLC will meet virtually once a month for an hour and a half to delve deep into a language support strategy topic. Participants will have the opportunity to implement the strategy in practice in between sessions. As part of the PLC, they will network and collaborate with each other as they reflect on and fine-tune strategy implementation. PLC Schedule: September 26- Facilitate Comprehension; October 24-Student Talk and Interaction; November 21- Vocabulary; January 30- Build and Activate Background Knowledge; March 13 - Translanguaging; May 8 - Check for Understanding Course # 241-26-913-080 Subjects # [Equity], [ESL - English as a Second Language/ELL], [K-12 Education] Begin Date: 09/26/2025 Course # 241-26-913-080 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 09/30/2025
	View Details Joy in Action: High-Impact Partnerships for Meaningful Learning Conference We are thrilled to announce the 2025 Family & Community Engagement Conference—Joy in Action: High-Impact Partnerships for Meaningful Learning. This bi-annual event is dedicated to promoting and advancing effective family and community engagement practices that lead to student academic success.This year’s theme celebrates the joy that emerges when families, educators, and communities come together in authentic partnership to support meaningful learning. The conference will bring together educators, family-facing professionals, community leaders, and parents for a dynamic day of learning, connection, and inspiration.Attendees will experience research-based strategies, expert-led sessions, interactive workshops, and hands-on professional development—designed to deepen collaboration and enhance engagement across all learning environments. Don’t miss this powerful opportunity to connect, grow, and lead joyful, high-impact change in your community. Course # 241-26-913-057 Subjects # [Community-Based Programs], [Family Engagement], [Parenting] Begin Date: 09/30/2025 Course # 241-26-913-057 Status: OPEN Type: Face to Face Location: Sheraton Hartford South Hotel State: Connecticut Time: 8:00AM - 3:00PM View Instructor(s)
	View Details Working with Students who are Deaf/Hard of Hearing: An Introduction This full-day, in-person opportunity is designed as an introduction to working with students who are deaf/hard of hearing with a focus on communication through listening and spoken language. During this interactive session, participants will explore a broad range of topics that impact students with hearing loss and apply effective strategies and best practices into their educational environment. Course # 241-26-913-102 Subjects # [Hearing] Begin Date: 09/30/2025 Course # 241-26-913-102 Status: OPEN Type: Face to Face Location: CREC Soundbridge State: Connecticut Time: 9:00AM - 3:30PM View Instructor(s)
	Date - 10/01/2025
	View Details AI Amplified: Empowering 5–8 Classrooms with Bold, Responsible Innovation This full-day, in-person workshop is designed for educators of grades 5 through 8 who are ready to bring artificial intelligence into their classrooms in responsible, engaging, and student-centered ways. Participants will receive immersive, hands-on training in AI tools that support creativity, productivity, and collaboration. The workshop will follow a Learn-Do-Reflect model with direct tool demonstrations, guided lesson design, and strategic planning time built in. Attendees will leave with ready-to-implement AI-infused lessons, ethical guidelines, and strategies for engaging students and families in their AI journey. Course # 241-26-913-114 Subjects # [Education Technology] Begin Date: 10/01/2025 Course # 241-26-913-114 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 9:00AM - 3:00PM View Instructor(s)
	Date - 10/02/2025
	View Details TEAM Mentor Initial Support Training This training for prospective mentors and cooperating teachers is available for individuals selected by the district (or volunteered) to serve in one of these roles. Following sessions, there will be an additional time for follow up offered for more in-depth work on the modules or the process chosen by your districts. The training prepares participants to lead beginning teachers through the TEAM module process and a successful completion of the five mentoring modules. In addition, participants are prepared to support a student teacher while developing effective coaching strategies to assist both beginning and student teachers. Participants must attend all sessions. At the end of the training, participants qualify to work with either a new teacher or a student teacher. Pre work is required. The instructor will send information to participants prior to the session. No cost to attend this event. Course # 241-26-913-004 Subjects # [TEAM] Begin Date: 10/02/2025 Course # 241-26-913-004 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 10/15/2025
	View Details Autism Toolbox Meaningful inclusion for students on the autism spectrum contributes to improved outcomes and equitable education. Participants will learn strategies to include students on the autism spectrum into general education classrooms. Participants will also develop strategies to help students with ASD navigate all environments in the school. Course # 241-26-913-048 Subjects # [Special Education] Begin Date: 10/15/2025 Course # 241-26-913-048 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 10/20/2025
	View Details AI for Impact: Leading Schools into the Future with Confidence and Clarity This full-day, in-person workshop is designed to guide school and district leaders through the powerful possibilities of artificial intelligence to improve systems, support staff, and lead innovation with care and confidence. Using a Lead-Learn-Launch model, participants will engage in real-world simulations, explore administrative use cases of AI, design draft policies, and plan actionable strategies to support their staff with safe, effective AI classroom implementation. Course # 241-26-913-115 Subjects # [Administrator Training] Begin Date: 10/20/2025 Course # 241-26-913-115 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 9:00AM - 3:00PM View Instructor(s)
	View Details Igniting Change - RESC Alliance (Fall 2025) The Fall 2025 Igniting Change Conference offers an opportunity for educational leaders to engage with nationally recognized experts on equity-centered topics including culturally sustaining systems and structures, equitable teaching and learning, equity-centered leadership, and support for linguistically diverse students. This conference is designed for districts seeking to advance and sustain equity-centered practices in education through transformative dialogue, practical strategies, and systems-level planning. Featured keynote speakers include Dr. Yolanda Sealey-Ruiz and Dr. Gholdy Muhammad. Breakfast and lunch will be served. Course # 241-26-913-127 Subjects # [Equity], [Leadership], [Professional Development] Begin Date: 10/20/2025 Course # 241-26-913-127 Status: OPEN Type: Face to Face Location: CT Convention Center State: Connecticut Time: 8:30AM - 4:00PM View Instructor(s)
	Date - 10/27/2025
	View Details Empowerment Through Perspective: Reframing Deficit Mindsets and Moving to an Asset-Based Mindset In this two-part series, participants will be introduced to the concept of deficit based thinking and how harmful and pervasive it is in education spaces. They will engage in an unpacking exercise to better understand the different harmful outcomes of deficit based thinking. Then they will learn to reframe deficit thinking and co-create asset based responses. Part 2 will help you understand the ways society does not value the capital that marginalized students bring to educational spaces. Using Yosso's (2005) community cultural wealth model participants will reflect and reframe how their students are viewed in deficit ways to more asset based descriptions. Course # 241-26-913-128 Subjects # [Equity] Begin Date: 10/27/2025 Course # 241-26-913-128 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 9:00AM - 12:00PM View Instructor(s)
	Date - 10/29/2025
	View Details Understanding and Supporting Auditory Development in Children who are Deaf/Hard of Hearing This full-day, in-person opportunity, designed for Teachers of the Deaf/Hard of Hearing and Speech Language Pathologists working with students who who are deaf/hard of hearing and use listening and spoken language. Participants will gain a deep understanding of auditory development and hierarchy, equipping them with essential knowledge and practical strategies to support their students' auditory learning journey. Course # 241-26-913-105 Subjects # [Hearing] Begin Date: 10/29/2025 Course # 241-26-913-105 Status: OPEN Type: Face to Face Location: CREC Soundbridge State: Connecticut Time: 9:00AM - 3:30PM View Instructor(s)
	Date - 10/30/2025
	View Details Bridging PreK and Kindergarten Learning Cohort, Session 1: Addressing Learning Standards Through Play in PreK and Kindergarten Are you a Pre-K or Kindergarten educator, support staff member, or administrator working to strengthen transitions and align developmentally appropriate practices across the early years? Join us for a series of professional learning sessions designed to build meaningful connections between preschool and kindergarten educators. Each session will offer collaborative dialogue, practical tools, and real-world strategies you can take back to your school community. Session 1 Description: How can early childhood educators uphold academic standards while preserving the power and purpose of play? In this session, preschool and kindergarten teachers will explore strategies for integrating learning standards into child-directed, open-ended play. Drawing on examples from real-world classrooms, participants will learn how play can serve as a powerful context for achieving developmental and academic outcomes. Through collaborative discussion and reflection, educators will gain tools to plan, observe, and document standards-based learning in ways that honor children's agency and developmental needs. Sign-up for one or all three. Those attending all 3 sessions will receive a discounted rate for the March 2026 Symposium. Space is limited to 20 for this discount offer. Register for each session separately: Session 1-10/30/2025; Session 2-12/4/2025; Session 3-1/29/2026. Course # 241-26-913-131 Subjects # [Early Childhood Education] Begin Date: 10/30/2025 Course # 241-26-913-131 Status: OPEN Type: Face to Face Location: CREC Soundbridge State: Connecticut Time: 12:30PM - 3:30PM View Instructor(s)
	Date - 11/05/2025
	View Details Supporting Newcomer and Beginner Multilingual Learners Supporting multilingual learners with little to no English is especially challenging. Participants will explore ways that educators can effectively support these students with strategies and linguisitc supports in any educational setting. Course # 241-26-913-083 Subjects # [Equity], [ESL - English as a Second Language/ELL], [K-12 Education] Begin Date: 11/05/2025 Course # 241-26-913-083 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 8:30AM - 2:30PM View Instructor(s)
	Date - 11/06/2025
	View Details Try It Tomorrow! Fast-Track AI Tools for Today’s Middle School Classroom This engaging 3-hour, in-person workshop is designed for middle school teachers (grades 5–8) who are eager to integrate AI tools into their classrooms but need an efficient, focused path forward. Participants will receive hands-on exposure to 3–4 practical AI tools that can immediately enhance instruction, simplify planning, and promote student engagement. Using a Show-Try-Apply model, participants will observe demonstrations, try tools live, and apply them directly to their existing instructional goals with guided support. Course # 241-26-913-116 Subjects # [Education Technology] Begin Date: 11/06/2025 Course # 241-26-913-116 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 9:00AM - 12:00PM View Instructor(s)
	Date - 11/07/2025
	View Details TEAM Mentor Initial Support Training This training for prospective mentors and cooperating teachers is available for individuals selected by the district (or volunteered) to serve in one of these roles. Following sessions, there will be an additional time for follow up offered for more in-depth work on the modules or the process chosen by your districts. The training prepares participants to lead beginning teachers through the TEAM module process and a successful completion of the five mentoring modules. In addition, participants are prepared to support a student teacher while developing effective coaching strategies to assist both beginning and student teachers. Participants must attend all sessions. At the end of the training, participants qualify to work with either a new teacher or a student teacher. Pre work is required. The instructor will send information to participants prior to the session. No cost to attend this event. Course # 241-26-913-007 Subjects # [TEAM] Begin Date: 11/07/2025 Course # 241-26-913-007 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 11/12/2025
	View Details Enhancing Academic Success: A Workshop on Implementing Multi-Tiered System of Supports (MTSS) Join us for an insightful workshop designed to empower educators and administrators with the knowledge and tools needed to effectively implement a Multi-Tiered System of Supports (MTSS) in the area of academics. This session will provide an overview of MTSS, including its foundational principles, practical strategies and techniques, and best practices for supporting all students in achieving academic success. Course # 241-26-913-049 Subjects # [Academic Intervention], [Multi-Tiered System of Supports (MTSS)], [Special Education] Begin Date: 11/12/2025 Course # 241-26-913-049 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 9:00AM - 2:00PM View Instructor(s)
	Date - 11/17/2025
	View Details Office Reimagined: AI Skills for Smarter, Smoother School Operations This full-day, in-person workshop is designed specifically for administrative assistants, secretaries, and other front office staff in school settings. It provides hands-on experience with AI tools that simplify daily responsibilities such as communication, document creation, scheduling, transcription, and information organization. The training follows a Learn-Test-Build model with individual and team-based practice. Participants will leave with ready-to-use templates, time-saving strategies, and increased confidence in using AI to reduce stress and streamline operations. Course # 241-26-913-117 Subjects # [Education Technology], [Technology] Begin Date: 11/17/2025 Course # 241-26-913-117 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 9:00AM - 3:00PM View Instructor(s)
	View Details Supporting Multilingual Learners in the General Education Classroom This full-day workshop is designed to build the capacity of general education teachers to effectively support multilingual learners (MLs/ELs) in their classrooms. Educators will explore how multilingual learners acquire language and how to integrate research-based strategies that promote both language development and content learning. Whether you're just getting started or looking to expand your “toolkit,” this session will provide practical, classroom-ready approaches for scaffolding instruction and making learning more accessible across all content areas. Course # 241-26-913-081 Subjects # [Equity], [ESL - English as a Second Language/ELL], [K-12 Education] Begin Date: 11/17/2025 Course # 241-26-913-081 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 8:30AM - 2:30PM View Instructor(s)
	Date - 12/02/2025
	View Details Creating a Culture for Writing for Multilingual Learners Writing can be intimidating for any student—and even more so for Multilingual Learners. In this interactive workshop, participants will explore a range of strategies to support and promote writing among ELs/MLs. We’ll focus on incorporating meaningful activities, scaffolds, language models, and opportunities to leverage students’ home languages. As part of this work, participants will also have the opportunity to practice creating writing-focused goals that reflect students’ strengths, needs, and stages of language development. Course # 241-26-913-078 Subjects # [Equity], [ESL - English as a Second Language/ELL], [K-12 Education] Begin Date: 12/02/2025 Course # 241-26-913-078 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 8:30AM - 2:30PM View Instructor(s)
	Date - 12/04/2025
	View Details AI for School Leaders: Smarter Systems, Stronger Support This half-day, 3-hour in-person workshop is tailored for school leaders looking for practical ways to incorporate artificial intelligence into their day-to-day leadership roles. The session follows a Learn-Streamline-Support model, giving leaders hands-on experience with AI tools that help with tasks like communication, scheduling, documentation, and instructional support. Participants will explore real-life use cases, practice tool integration, and draft an AI-infused leadership routine they can apply immediately. Course # 241-26-913-118 Subjects # [Technology] Begin Date: 12/04/2025 Course # 241-26-913-118 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 9:00AM - 12:00PM View Instructor(s)
	View Details Bridging PreK and Kindergarten Learning Cohort, Session 2: Curriculum Continuity Through Play-Based Learning Are you a Pre-K or Kindergarten educator, support staff member, or administrator working to strengthen transitions and align developmentally appropriate practices across the early years? Join us for a series of professional learning sessions designed to build meaningful connections between preschool and kindergarten educators. Each session will offer collaborative dialogue, practical tools, and real-world strategies you can take back to your school community. Session 2 Description: This session explores how to sustain high-quality, play-based learning as children move from Pre-K into Kindergarten. Participants will analyze where and how play fits within academic standards and explore ways to meet the demands of both CT ELDS and Kindergarten curriculum frameworks without compromising the integrity of play. Educators will work together to design meaningful, playful activities that promote skill development, exploration, and joy. Sign-up for one or all three. Those attending all 3 sessions will receive a discounted rate for the March 2026 Symposium. Space is limited to 20 for this discount offer. Register for each session separately: Session 1-10/30/2025; Session 2-12/4/2025; Session 3-1/29/2026. Course # 241-26-913-133 Subjects # [Early Childhood Education] Begin Date: 12/04/2025 Course # 241-26-913-133 Status: OPEN Type: Face to Face Location: CREC Soundbridge State: Connecticut Time: 12:30PM - 3:30PM View Instructor(s)
	View Details Listen up! Embedding Auditory Strategies into Your Classroom This 1-hour virtual workshop equips educators and support professionals with effective strategies and best practices to support development of auditory skills in students with hearing loss, with a focus on communication through listening and spoken language. Participants will learn to implement techniques that improve auditory skills, enhance auditory learning, and support the students’ overall academic success. Course # 241-26-913-113 Subjects # [Hearing] Begin Date: 12/04/2025 Course # 241-26-913-113 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 12/09/2025
	View Details AI at the Front Desk: Simple Tools for Maximum Office Impact This 3-hour, in-person workshop is designed for front office staff—including secretaries, clerks, and administrative assistants—who are eager to learn how AI can simplify daily operations and improve communication. The training follows a See-Try-Apply model, with hands-on exploration of easy-to-use tools, guided creation of real documents, and small-group collaboration to personalize ideas for immediate office use. Course # 241-26-913-119 Subjects # [Technology] Begin Date: 12/09/2025 Course # 241-26-913-119 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 9:00AM - 12:00PM View Instructor(s)
	Date - 01/07/2026
	View Details AI Workflow Wonders: Tools That Tidy Your To-Do List This 2-part virtual workshop series (2 hours each) is designed for school office professionals—administrative assistants, clerks, and support staff—who want to explore how AI can be used to streamline their daily work. The sessions follow a Learn-Practice-Personalize model: Session 1 introduces practical tools for drafting communication, organizing tasks, and managing basic data entry. Session 2 focuses on creating personalized workflows using templates and checklists, with opportunities for real-time collaboration and sharing. Course # 241-26-913-120 Subjects # [Technology] Begin Date: 01/07/2026 Course # 241-26-913-120 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 01/09/2026
	View Details Supporting Multilingual Learners in the General Education Classroom This full-day workshop is designed to build the capacity of general education teachers to effectively support multilingual learners (MLs/ELs) in their classrooms. Educators will explore how multilingual learners acquire language and how to integrate research-based strategies that promote both language development and content learning. Whether you're just getting started or looking to expand your “toolkit,” this session will provide practical, classroom-ready approaches for scaffolding instruction and making learning more accessible across all content areas. Course # 241-26-913-082 Subjects # [Equity], [ESL - English as a Second Language/ELL], [K-12 Education] Begin Date: 01/09/2026 Course # 241-26-913-082 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 01/14/2026
	View Details AARC Open House Informational Session The AARC program is a cross-endorsement program for general education teachers who are seeking special education certification (165). Qualifications: 1) Valid teaching certification in the State of Connecticut (school social worker, school psychologist, speech-language pathologist not applicable). 2) Three (3) years of successful teaching experience in the last eight (8) years. Note: Successful substitute teaching and paraeducator experience will be considered. 3) Completion and submission of application and related materials (including application fee) by application deadline, generally March 31 of any year. 4) GPA of 3.0. Candidates with GPAs between 2.5 and 3.0 may petition, in writing, for consideration of a waiver based on a history of exceptional professional experience or recent academic excellence. (Undergraduate coursework GPA of 3.0 is accepted if not enrolled in graduate coursework). 5) Bachelor’s degree from an accredited college or university. A master’s degree is encouraged, but not required. Course # 241-26-913-047 Subjects # [Special Education] Begin Date: 01/14/2026 Course # 241-26-913-047 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	View Details MTSS for SEL and Behavior Systems Join our comprehensive workshop designed to enhance your understanding and application of social-emotional and behavioral supports within a Multi-Tiered System of Supports (MTSS) framework. This hands-on workshop will delve into how to embed social-emotional and behavioral strategies in order to support positive behavior and classroom climate at any grade level. SNOW DATE: 1/16/2026 Course # 241-26-913-050 Subjects # [Multi-Tiered System of Supports (MTSS)], [Social Emotional Learning] Begin Date: 01/14/2026 Course # 241-26-913-050 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 9:00AM - 2:00PM View Instructor(s)
	Date - 01/20/2026
	View Details Empowering Every Learner: Free AI Tools to Support Students with Low-Incidence Disabilities In today's educational landscape, artificial intelligence is reshaping what is possible — especially for students with complex learning needs. In this engaging and practical session, special educators, therapists, administrators, and assistive technology practitioners will explore a range of free AI-powered tools that can be immediately leveraged in the schools. Participants will learn how to create custom curriculum materials, design visual supports including video modeling and digital storytelling, generate adapted content, and build symbols and communication tools tailored for students with low-incidence disabilities. This hands-on session will not only demonstrate the tools but will also offer strategies for implementing them ethically, creatively, and effectively to promote student engagement, communication, independence, and access. SNOW DATE: 1/27/2026 Course # 241-26-913-092 Subjects # [Assistive Technology], [Science Instruction] Begin Date: 01/20/2026 Course # 241-26-913-092 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 01/26/2026
	View Details Amplifying Voices: Using Storytelling for Social Change This 6-part learning series welcomes all people who are interested in deepening their understanding of foundational concepts related to diversity, equity, and inclusion, and exploring more complex topics of intersectionality and racial literacy. Through the use of storytelling, the sessions will provide a context for readers to develop a deep understanding of and empathy for the lived experiences of individuals from a variety of racial, linguistic, ethnic, and cultural backgrounds within the text “Tell Me Who You Are: Sharing Our Stories of Race, Culture, & Identity” (Winona Guo and Priya Vulchi ). Within each session, facilitators will work with participants to bring to life the shared stories to personalize the experiences and challenges that many people in our society are confronted with. Recommended Prerequisite: Open minded attitude. Participants must purchase book. Course # 241-26-913-051 Subjects # [Equity] Begin Date: 01/26/2026 Course # 241-26-913-051 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 01/27/2026
	View Details AI in Action: A Virtual Educator Exploration for Grades 5–8 This two-part, virtual professional learning experience (2 hours per session) is designed to support grades 5–8 educators in exploring and implementing AI in their classrooms in a safe, responsible, and empowering way. Using a Discover-Design-Reflect model, session one introduces key AI tools and ethical considerations for use with students. Session two allows educators to co-create lesson activities and digital routines that promote engagement, equity, and creativity through AI. Participants will work collaboratively in virtual breakout groups and access ready-to-use resources. Course # 241-26-913-121 Subjects # [Education Technology] Begin Date: 01/27/2026 Course # 241-26-913-121 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	View Details Strengthening Communities Series: Educational Equity in Changing Times In this four-session series, participants will continue their growth beyond the foundations of diversity, equity, and inclusion, and move deeper into addressing current misunderstandings and pushback related to equity initiatives within schools and districts. The sessions will ground individuals in a process of self-reflection and social awareness while also equipping them with the language and tools that they can use to address staff members and respond to community members. Topics to explore include decolonization and the use of restorative practices, responding to discriminatory language and creating a culture of inclusion, and addressing privilege and managing equity detours. There will be opportunity for participants to work with policies and practices relative to their own educational organizations at a variety of levels including classroom, school, department, or district in order to gain meaningful feedback for making intentional change at the individual, professional, and community level. All Sessions are virtual, with asynchronous content available in-between sessions. Course # 241-26-913-052 Subjects # [Equity], [School Climate] Begin Date: 01/27/2026 Course # 241-26-913-052 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 01/28/2026
	View Details Post-Secondary Transition Topics for Students who are Deaf/Hard of Hearing This will be a series of three (3) half-day, virtual workshops for school professionals who support transition-age students who are deaf/hard of hearing. Each individual workshop in the series will do a deep dive into a specific transition-related topic to increase participants’ ability to support their students’ future preparedness in these areas. Course # 241-26-913-110 Subjects # [Hearing] Begin Date: 01/28/2026 Course # 241-26-913-110 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 01/29/2026
	View Details Beyond Asking for Repetition: Advocacy Skills for Students who are D/HH This 1-hour virtual workshop empowers educators and support professionals to cultivate advanced self-advocacy skills in students with hearing loss, with a focus on communication through listening and spoken language. Building beyond basic strategies, participants will learn to nurture a holistic approach to self-advocacy that prepares D/HH students for independence in academic and real-world settings. Course # 241-26-913-112 Subjects # [Hearing] Begin Date: 01/29/2026 Course # 241-26-913-112 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	View Details Bridging PreK and Kindergarten Learning Cohort, Session 3: Families at the Center: Building Trust and Consistency Through Transitions Are you a Pre-K or Kindergarten educator, support staff member, or administrator working to strengthen transitions and align developmentally appropriate practices across the early years? Join us for a series of professional learning sessions designed to build meaningful connections between preschool and kindergarten educators. Each session will offer collaborative dialogue, practical tools, and real-world strategies you can take back to your school community. Session 3 Description: Families are a child’s first and most enduring teachers—and critical partners in the PreK–K transition process. This session focuses on building inclusive, culturally responsive, and effective family engagement practices that reduce stress, increase confidence, and promote positive outcomes during school transitions. Educators will examine barriers to engagement, share real-world strategies, and design communication and event plans that honor families' voices and needs. Sign-up for one or all three. Those attending all 3 sessions will receive a discounted rate for the March 2026 Symposium. Space is limited to 20 for this discount offer. Register for each session separately: Session 1-10/30/2025; Session 2-12/4/2025; Session 3-1/29/2026. Course # 241-26-913-132 Subjects # [Early Childhood Education] Begin Date: 01/29/2026 Course # 241-26-913-132 Status: OPEN Type: Face to Face Location: CREC Soundbridge State: Connecticut Time: 12:30PM - 3:30PM View Instructor(s)
	View Details TEAM Mentor Initial Support Training This training for prospective mentors and cooperating teachers is available for individuals selected by the district (or volunteered) to serve in one of these roles. Following sessions, there will be an additional time for follow up offered for more in-depth work on the modules or the process chosen by your districts. The training prepares participants to lead beginning teachers through the TEAM module process and a successful completion of the five mentoring modules. In addition, participants are prepared to support a student teacher while developing effective coaching strategies to assist both beginning and student teachers. Participants must attend all sessions. At the end of the training, participants qualify to work with either a new teacher or a student teacher. Pre work is required. The instructor will send information to participants prior to the session. No cost to attend this event. Course # 241-26-913-005 Subjects # [TEAM] Begin Date: 01/29/2026 Course # 241-26-913-005 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 02/04/2026
	View Details Beyond the Prompt: Mastering the Art & Strategy of Advanced AI Use in Education This full-day, in-person workshop is designed for educators, specialists, and staff who are already using AI and ready to level up their strategy and creativity. Through a Think-Build-Transform model, participants will explore advanced prompt engineering, AI tool stacking, multi-modal content generation, and student-centered project design. The session includes hands-on exploration, real-world scenarios, peer feedback, and curated access to emerging AI tools that go beyond basic chat functionality. Course # 241-26-913-123 Subjects # [Education Technology] Begin Date: 02/04/2026 Course # 241-26-913-123 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 9:00AM - 3:00PM View Instructor(s)
	Date - 02/11/2026
	View Details Creating a Culture for Writing for Multilingual Learners Writing can be intimidating for any student—and even more so for Multilingual Learners. In this interactive workshop, participants will explore a range of strategies to support and promote writing among ELs/MLs. We’ll focus on incorporating meaningful activities, scaffolds, language models, and opportunities to leverage students’ home languages. As part of this work, participants will also have the opportunity to practice creating writing-focused goals that reflect students’ strengths, needs, and stages of language development. Course # 241-26-913-079 Subjects # [Equity], [ESL - English as a Second Language/ELL], [K-12 Education] Begin Date: 02/11/2026 Course # 241-26-913-079 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 02/12/2026
	View Details The AI Leadership Lab: Exploring Efficiency & Empowerment from the Office to the Classroom This two-part virtual workshop series (2 hours per session) is tailored specifically for school and district administrators looking to understand, apply, and support artificial intelligence within their school systems. Participants will explore real-use cases of AI to streamline communication, increase efficiency in leadership tasks, and support staff as they bring AI into the classroom. Each session uses a Learn-Plan-Support model: session one focuses on AI for school operations and leadership efficiency, while session two explores how to model and support responsible classroom integration. Course # 241-26-913-122 Subjects # [Technology] Begin Date: 02/12/2026 Course # 241-26-913-122 Status: OPEN Type: Online Location: ONLINE VIRTUAL MEETING State: Connecticut View Instructor(s)
	Date - 02/18/2026
	View Details Play-Based Learning in Kindergarten Are you ready to take play-based learning to the next level in your Kindergarten classroom? This interactive professional learning workshop is designed for educators who already understand the "why" of play and are ready to dive into the "how." Join us as we explore concrete strategies for designing developmentally appropriate classroom environments, integrating academic standards through purposeful play, supporting prosocial behavior, and engaging families as partners in play-based learning. Snow date is 3/5/2026. Course # 241-26-913-136 Subjects # [Early Childhood Education] Begin Date: 02/18/2026 Course # 241-26-913-136 Status: OPEN Type: Face to Face Location: CREC CENTRAL State: Connecticut Time: 9:30AM - 12:30PM View Instructor(s)
	Date - 02/24/2026
	View Details Sound Judgements: Navigating Assessment for Students who are Deaf/Hard of Hearing This full-day, in-person course addresses the critical need for accurate and appropriate assessment of students who are deaf/hard of hearing who use listening and spoken language. Designed specifically for district staff responsible for these evaluations, the course focuses on enhancing knowledge and practical skills in conducting formal assessments of student language, vocabulary, and auditory abilities. Participants will learn strategies to ensure assessments are tailored to students’ unique needs and promote equitable educational outcomes. SNOW DATE: 3/24/2026 Course # 241-26-913-104 Subjects # [Hearing] Begin Date: 02/24/2026 Course # 241-26-913-104 Status: OPEN Type: Face to Face Location: CREC Soundbridge State: Connecticut Time: 9:00AM - 3:30PM View Instructor(s)
	Date - 02/27/2026
	View Details Small Group Instruction for Multilingual Learners (Hybrid/Canvas Course) To support multilingual learners' English development, we must effectively plan and structure small group instruction that meets their needs and fosters language growth. This requires a clear understanding of what our students can currently do and what their next steps are in language development.In this course, participants will conduct an in-depth analysis of their students’ language capabilities and use this information to plan and deliver effective, focused small group instruction. The course covers essential topics related to multilingual learners’ language development, making it ideal for educators who are new to working with MLs/ELs or who are seeking foundational knowledge. It also offers experienced educators a structured process to dive deeper into student language profiles and refine their small group instruction.Participants will have 9 weeks to complete the asynchronous coursework. In addition, they are invited to attend three live, virtual sessions—a course kickoff, a mid-course check-in, and a wrap-up session. Each session includes 30 minutes of collaborative activities followed by an optional 30-minute Q&A. Course # 241-26-913-107 Subjects # [ESL - English as a Second Language/ELL], [K-12 Education] Begin Date: 02/27/2026 Course # 241-26-913-107 Status: OPEN Type: Blended Location: ONLINE VIRTUAL MEETING, Registration Only State: N/A Time: 8:30AM - 8:31PM View Instructor(s)

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