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Elementary
Reading and Writing
ELAR, Kinder
Kinder-(1) Oral language
ELA.K.1.A - (A) listen actively and ask questions to understand information and answer questions using multi-word responses;
ELA.K.1.B - (B) restate and follow oral directions that involve a short, related sequence of actions;
ELA.K.1.C - (C) share information and ideas by speaking audibly and clearly using the conventions of language;
ELA.K.1.E - (E) develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants.
ELA.K.1.D - (D) work collaboratively with others by following agreed-upon rules for discussion, including taking turns; and
Kinder-(2) Beginning reading and writing
ELA.K.2.A - (A) demonstrate phonological awareness by:
ELA.K.2.A.i - (i) identifying and producing rhyming words;
ELA.K.2.A.ii - (ii) recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
ELA.K.2.A.iii - (iii) identifying the individual words in a spoken sentence;
ELA.K.2.A.iv - (iv) identifying syllables in spoken words;
ELA.K.2.A.v - (v) blending syllables to form multisyllabic words;
ELA.K.2.A.vi - (vi) segmenting multisyllabic words into syllables;
ELA.K.2.A.vii - (vii) blending spoken onsets and rimes to form simple words;
ELA.K.2.A.viii - (viii) blending spoken phonemes to form one-syllable words;
ELA.K.2.A.ix - (ix) manipulating syllables within a multisyllabic word; and
ELA.K.2.A.x - (x) segmenting spoken one-syllable words into individual phonemes;
ELA.K.2.B - (B) demonstrate and apply phonetic knowledge by:
ELA.K.2.B.i - (i) identifying and matching the common sounds that letters represent;
ELA.K2.B.ii - (ii) using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
ELA.K.2.B.iii - (iii) recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and
ELA.K.2.B.iv - (iv) identifying and reading at least 25 high-frequency words from a research-based list;
ELA.K.2.C - (C) demonstrate and apply spelling knowledge by:
ELA.K.2.C.i - (i) spelling words with VC, CVC, and CCVC;
ELA.K.2.C.ii - (ii) spelling words using sound-spelling patterns; and
ELA.K.2.C.iii - (iii) spelling high-frequency words from a research-based list;
ELA.K.2.D - (D) demonstrate print awareness by:
ELA.K.2.D.i - (i) identifying the front cover, back cover, and title page of a book;
ELA.K.2.D.ii - (ii) holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;
ELA.K.2.D.iii - (iii) recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;
ELA.K.2.D.iv - (iv) recognizing the difference between a letter and a printed word; and
ELA.K.2.D.v - (v) identifying all uppercase and lowercase letters; and
ELA.K.2.E - (E) develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.
Kinder-(3) Vocabulary
ELA.K.3.A - (A) use a resource such as a picture dictionary or digital resource to find words;
ELA.K.3.B - (B) use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and
ELA.K.3.C - (C) identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.
Kinder -(4) Self-sustained reading
ELA.K.4 - (4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.
Kinder-(5) Comprehension skills
ELA.K.5.A - (A) establish purpose for reading assigned and self-selected texts with adult assistance;
ELA.K.5.B - (B) generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
ELA.K.5.C - (C) make and confirm predictions using text features and structures with adult assistance;
ELA.K.5.D - (D) create mental images to deepen understanding with adult assistance;
ELA.K.5.E - (E) make connections to personal experiences, ideas in other texts, and society with adult assistance;
ELA.K.5.F - (F) make inferences and use evidence to support understanding with adult assistance;
ELA.K.5.G - (G) evaluate details to determine what is most important with adult assistance;
ELA.K.5.H - (H) synthesize information to create new understanding with adult assistance; and
ELA.K.5.I - (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.
Kinder-(6) Response skills
ELA.K.6.A - (A) describe personal connections to a variety of sources;
ELA.K.6.B - (B) provide an oral, pictorial, or written response to a text;
ELA.K.6.C - (C) use text evidence to support an appropriate response;
ELA.K.6.D - (D) retell texts in ways that maintain meaning;
ELA.K.6.E - (E) interact with sources in meaningful ways such as illustrating or writing; and
ELA.K.6.F - (F) respond using newly acquired vocabulary as appropriate.
Kinder-(7) Literary Elementes
ELA.K.7.A - (A) discuss topics and determine the basic theme using text evidence with adult assistance;
ELA.K.7.B - (B) identify and describe the main character(s);
ELA.K.7.C - (C) describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance; and
ELA.K.7.D - (D) describe the setting.
Kinder-(8) Multiple genres
ELA.K.8.A - (A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
ELA.K.8.B - (B) discuss rhyme and rhythm in nursery rhymes and a variety of poems;
ELA.K.8.C - (C) discuss main characters in drama;
ELA.K.8.D - (D) recognize characteristics and structures of informational text, including:
ELA.K.8.D.i - (i) the central idea and supporting evidence with adult assistance;
ELA.K.8.D.ii - (ii) titles and simple graphics to gain information; and
ELA.K.8.D.iii - (iii) the steps in a sequence with adult assistance;
ELA.K.8.E - (E) recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
ELA.K.8.F - (F) recognize characteristics of multimodal and digital texts.
Kinder-(9) Author's purpose and craft
ELA.K.9.A - (A) discuss with adult assistance the author's purpose for writing text;
ELA.K.9.B - (B) discuss with adult assistance how the use of text structure contributes to the author's purpose;
ELA.K.9.C - (C) discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;
ELA.K.9.D - (D) discuss with adult assistance how the author uses words that help the reader visualize; and
ELA.K.9.E - (E) listen to and experience first- and third-person texts.
Kinder-(10) Composition -- Writing Process
ELA.K.10.A - (A) plan by generating ideas for writing through class discussions and drawings;
ELA.K.10.B - (B) develop drafts in oral, pictorial, or written form by organizing ideas;
ELA.K.10.C - (C) revise drafts by adding details in pictures or words;
ELA.K.10.D - (D) edit drafts with adult assistance using standard English conventions, including:
ELA.K.10.D.i - (i) complete sentences;
ELA.K.10.D.ii - (ii) verbs;
ELA.K.10.D.iii - (iii) singular and plural nouns;
ELA.K.10.D.iv - (iv) adjectives, including articles;
ELA.K.10D.v - (v) prepositions;
ELA.K.10.D.vi - (vi) pronouns, including subjective, objective, and possessive cases;
ELA.K.10.D.vii - (vii) capitalization of the first letter in a sentence and name;
ELA.K.10.D.viii - (viii) punctuation marks at the end of declarative sentences; and
ELA.K.10.D.ix - (ix) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
ELA.K.10.E - (E) share writing.
Kinder- (11) Composition-- Genres.
ELA.K.11.A - (A) dictate or compose literary texts, including personal narratives; and
ELA.K.11.B - (B) dictate or compose informational texts.
Kinder-(12) Inquiry and research
ELA.K.12.A - (A) generate questions for formal and informal inquiry with adult assistance;
ELA.K.12.B - (B) develop and follow a research plan with adult assistance;
ELA.K.12.C - (C) gather information from a variety of sources with adult assistance;
ELA.K.12.D - (D) demonstrate understanding of information gathered with adult assistance; and
ELA.K.12.E - (E) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
ELAR, Grade 1
Grade 1 - Oral Language
ELA.1.1.A - (A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
ELA.1.1.B - (B) follow, restate, and give oral instructions that involve a short, related sequence of actions;
ELA.1.1.C - (C) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
ELA.1.1.D - (D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and
ELA.1.1.E - (E) develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
Grade 1 - (2) Beginning reading and writing.
ELA.1.2.A - (A) demonstrate phonological awareness by:
ELA.1.2.A.i - (i) producing a series of rhyming words;
ELA.1.2.A.ii - (ii) recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
ELA.1.2.A.iii - (iii) distinguishing between long and short vowel sounds in one-syllable words;
ELA.1.2.A.iv - (iv) recognizing the change in spoken word when a specified phoneme is added, changed, or removed;
ELA.1.2.A.v - (v) blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;
ELA.1.2.A.vi - (vi) manipulating phonemes within base words; and
ELA.1.2.A.vii - (vii) segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;
ELA.1.2.B - (B) demonstrate and apply phonetic knowledge by:
ELA.1.2.B.i - (i) decoding words in isolation and in context by applying common letter sound correspondences;
ELA.1.2.B.ii - (ii) decoding words with initial and final consonant blends, digraphs, and trigraphs;
ELA.1.2.B.iii - (iii) decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;
ELA.1.2.B.iv - (iv) using knowledge of base words to decode common compound words and contractions;
ELA.1.2.B.v - (v) decoding words with inflectional endings, including -ed, -s, and -es; and
ELA.1.2.B.vi - (vi) identifying and reading at least 100 high-frequency words from a research-based list;
ELA.1.2.C - (C) demonstrate and apply spelling knowledge by:
ELA.1.2.C.i - (i) spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;
ELA.1.2.C.ii - (ii) spelling words with initial and final consonant blends, digraphs, and trigraphs;
ELA.1.2.C.iii - (iii) spelling words using sound-spelling patterns; and
ELA.1.2.C.iv - (iv) spelling high-frequency words from a research-based list;
ELA.1.2.D - (D) demonstrate print awareness by identifying the information that different parts of a book provide;
ELA.1.2.E - (E) alphabetize a series of words to the first or second letter and use a dictionary to find words; and
ELA.1.2.F - (F) develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.
Grade 1 - (3) Vocabulary
ELA.1.3.A - (A) use a resource such as a picture dictionary or digital resource to find words;
ELA.1.3.B - (B) use illustrations and texts the student is able to read or hear to learn or clarify word meanings;
ELA.1.3.C - (C) identify the meaning of words with the affixes -s, -ed, and -ing; and
ELA.1.3.D - (D) identify and use words that name actions, directions, positions, sequences, categories, and locations.
Grade 1 - (4) Fluency.
ELA.1.4 - (4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Grade 1 - (5) Self Sustained reading.
ELA.1.5 - (5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.
Grade 1 - (6) Comprehension skills
ELA.1.6.A - (A) establish purpose for reading assigned and self-selected texts with adult assistance;
ELA.1.6.B - (B) generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
ELA.1.6.D - (C) make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
ELA.1.6.D - (D) create mental images to deepen understanding with adult assistance;
ELA.1.6.E - (E) make connections to personal experiences, ideas in other texts, and society with adult assistance;
ELA.1.6.F - (F) make inferences and use evidence to support understanding with adult assistance;
ELA.1.6.G - (G) evaluate details to determine what is most important with adult assistance;
ELA.1.6.H - (H) synthesize information to create new understanding with adult assistance; and
ELA.1.6.I - (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
Grade 1 - (7) Response skills
ELA.1.7.A - (A) describe personal connections to a variety of sources;
ELA.1.7.B - (B) write brief comments on literary or informational texts;
ELA.1.7.C - (C) use text evidence to support an appropriate response;
ELA.1.7.D - (D) retell texts in ways that maintain meaning;
ELA.1.7.E - (E) interact with sources in meaningful ways such as illustrating or writing; and
ELA.1.7.F - (F) respond using newly acquired vocabulary as appropriate.
Grade 1 - (8) Multiple genres: Literary elements.
ELA.1.8.A - (A) discuss topics and determine theme using text evidence with adult assistance;
ELA.1.8.B - (B) describe the main character(s) and the reason(s) for their actions;
ELA.1.8.C - (C) describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and
ELA.1.8.D - (D) describe the setting.
Grade 1 - (9) Multiple genres: Genres.
ELA.1.9.A - (A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
ELA.1.9.B - (B) discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
ELA.1.9.C - (C) discuss elements of drama such as characters and setting;
ELA.1.9.D - (D) recognize characteristics and structures of informational text, including:
ELA.1.9.i - (i) the central idea and supporting evidence with adult assistance;
ELA.1.9.ii - (ii) features and simple graphics to locate or gain information; and
ELA.1.9.iii - (iii) organizational patterns such as chronological order and description with adult assistance;
ELA.1.9.E - (E) recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
ELA.1.9.F - (F) recognize characteristics of multimodal and digital texts.
Grade 1 -(10) Author's purpose and craft.
ELA.1.10A - (A) discuss the author's purpose for writing text;
ELA.1.10.B - (B) discuss how the use of text structure contributes to the author's purpose;
ELA.1.10.C - (C) discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;
ELA.1.10.D - (D) discuss how the author uses words that help the reader visualize; and
ELA.1.10.E - (E) listen to and experience first- and third-person texts.
Grade 1 - (11) Composition: Writing process.
ELA.1.11.A - (A) plan a first draft by generating ideas for writing such as by drawing and brainstorming;
ELA.1.11.B - (B) develop drafts in oral, pictorial, or written form by:
ELA.1.11.B.i - (i) organizing with structure; and
ELA.1.11.B.ii - (ii) developing an idea with specific and relevant details;
ELA.1.11.C - (C) revise drafts by adding details in pictures or words;
ELA.1.11.D - (D) edit drafts using standard English conventions, including:
ELA.1.11.D.i - (i) complete sentences with subject-verb agreement;
ELA.1.11.D.ii - (ii) past and present verb tense;
ELA.1.11.D.iii - (iii) singular, plural, common, and proper nouns;
ELA.1.11.D.iv - (iv) adjectives, including articles;
ELA.1.11.D.v - (v) adverbs that convey time;
ELA.1.11.D.vi - (vi) prepositions;
ELA.1.11.D.vii - (vii) pronouns, including subjective, objective, and possessive cases;
ELA.1.11.D.viii - (viii) capitalization for the beginning of sentences and the pronoun "I";
ELA.1.11.D.ix - (ix) punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and
ELA.1.11.D.x - (x) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and
ELA.1.11.E - (E) publish and share writing.
Grade 1 - (12) Composition: Genres.
ELA.1.12.A - (A) dictate or compose literary texts, including personal narratives and poetry;
ELA.1.12.B - (B) dictate or compose informational texts, including procedural texts; and
ELA.1.12.C - (C) dictate or compose correspondence such as thank you notes or letters.
ELA.1.13.D - (D) demonstrate understanding of information gathered with adult assistance; and
Grade 1 - (13) Inquiry and research
ELA.1.13.A - (A) generate questions for formal and informal inquiry with adult assistance;
ELA.1.13.B - (B) develop and follow a research plan with adult assistance;
ELA.1.13.C - (C) identify and gather relevant sources and information to answer the questions with adult assistance;
ELA.1.13.E - (E) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
ELAR, Grade 2
Grade 2 - Oral Language
ELA.2.1.A - (A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
ELA.2.1.B - (B) follow, restate, and give oral instructions that involve a short, related sequence of actions;
ELA.2.1.C - (C) share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
ELA.2.1.D - (D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others; and
ELA.2.1.E - (E) develop social communication such as distinguishing between asking and telling.
Grade 2 - (2) Beginning reading and writing
ELA.2.2.A - (A) demonstrate phonological awareness by:
ELA.2.2.A.i - (i) producing a series of rhyming words;
ELA.2.2.A.ii - (ii) distinguishing between long and short vowel sounds in one-syllable and multi-syllable words;
ELA.2.2.A.iii - (iii) recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and
ELA.2.2.A.iv - (iv) manipulating phonemes within base words;
ELA.2.2.B - (B) demonstrate and apply phonetic knowledge by:
ELA.2.2.B.i - (i) decoding words with short, long, or variant vowels, trigraphs, and blends;
ELA.2.2.B.ii - (ii) decoding words with silent letters such as knife and gnat;
ELA.2.2.B.ii - (iii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
ELA.2.2.B.iv - (iv) decoding compound words, contractions, and common abbreviations;
ELA.2.2.B.v - (v) decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
ELA.2.2.B.vi - (vi) decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and
ELA.2.2.B.vii - (vii) identifying and reading high-frequency words from a research-based list;
ELA.2.2.C - (C) demonstrate and apply spelling knowledge by:
ELA.2.2.C.i - (i) spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
ELA.2.2.C.ii - (ii) spelling words with silent letters such as knife and gnat;
ELA.2.2.C.iii - (iii) spelling compound words, contractions, and common abbreviations;
ELA.2.2.C.iv - (iv) spelling multisyllabic words with multiple sound-spelling patterns;
ELA.2.2.C.v - (v) spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and
ELA.2.2.C.vi - (vi) spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;
ELA.2.2.D - (D) alphabetize a series of words and use a dictionary or glossary to find words; and
ELA.2.2.E - (E) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.
Grade 2 - (1) Oral language.
ELA.2.3.A - (A) use print or digital resources to determine meaning and pronunciation of unknown words;
ELA.2.3.B - (B) use context within and beyond a sentence to determine the meaning of unfamiliar words;
ELA.2.3.D - (D) identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.
Grade 2 - (4) Fluency.
ELA.2.4 - (4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Grade 2 - (5) Self-sustained reading
ELA.2.5 - (5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
Grade 2 - (6) Comprehension skills
ELA.2.6.A - (A) establish purpose for reading assigned and self-selected texts;
ELA.2.6.B - (B) generate questions about text before, during, and after reading to deepen understanding and gain information;
ELA.2.6.C - (C) make, correct, or confirm predictions using text features, characteristics of genre, and structures;
ELA.2.6.D - (D) create mental images to deepen understanding;
ELA.2.6.E - (E) make connections to personal experiences, ideas in other texts, and society;
ELA.2.6.F - (F) make inferences and use evidence to support understanding;
ELA.2.6.G - (G) evaluate details read to determine key ideas;
ELA.2.6.H - (H) synthesize information to create new understanding; and
ELA.2.6.I - (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
Grade 2 - (7) Response skills
ELA.2.7.A - (A) describe personal connections to a variety of sources;
ELA.2.7.B - (B) write brief comments on literary or informational texts that demonstrate an understanding of the text;
ELA.2.7.C - (C) use text evidence to support an appropriate response;
ELA.2.7.D - (D) retell and paraphrase texts in ways that maintain meaning and logical order;
ELA.2.7.E - (E) interact with sources in meaningful ways such as illustrating or writing; and
ELA.2.7.F - (F) respond using newly acquired vocabulary as appropriate.
Grade 2 - (8) Multiple genres: Literary elements.
ELA.2.8.A - (A) discuss topics and determine theme using text evidence with adult assistance;
ELA.2.8.B - (B) describe the main character's (characters') internal and external traits;
ELA.2.8.C - (C) describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and
ELA.2.8.D - (D) describe the importance of the setting.
Grade 2 - (9) Multiple genres: Genres.
ELA.2.9.A - (A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;
ELA.2.9.B - (B) explain visual patterns and structures in a variety of poems;
ELA.2.9.C - (C) discuss elements of drama such as characters, dialogue, and setting;
ELA.2.9.D - (D) recognize characteristics and structures of informational text, including:
ELA.2.9.D.i - (i) the central idea and supporting evidence with adult assistance;
ELA.2.9.D.ii - (ii) features and graphics to locate and gain information; and
ELA.2.9.D.iii - (iii) organizational patterns such as chronological order and cause and effect stated explicitly;
ELA.2.9.E - (E) recognize characteristics of persuasive text, including:
ELA.2.9.E.i - (i) stating what the author is trying to persuade the reader to think or do; and
ELA.2.9E.ii - (ii) distinguishing facts from opinion; and
ELA.2.9.F - (F) recognize characteristics of multimodal and digital texts.
Grade 2 - (10) Author's purpose and craft
ELA.2.10.A - (A) discuss the author's purpose for writing text;
ELA.2.10.B - (B) discuss how the use of text structure contributes to the author's purpose;
ELA.2.10.C - (C) discuss the author's use of print and graphic features to achieve specific purposes;
ELA.2.10.D - (D) discuss the use of descriptive, literal, and figurative language;
ELA.2.10.E - (E) identify the use of first or third person in a text; and
ELA.2.10.F - (F) identify and explain the use of repetition.
Grade 2 - (11) Composition: Writing process.
ELA.2.11.A - (A) plan a first draft by generating ideas for writing such as drawing and brainstorming;
ELA.2.11.B - (B) develop drafts into a focused piece of writing by:
ELA.2.11.B.i - (i) organizing with structure; and
ELA.2.11.B.ii - (ii) developing an idea with specific and relevant details;
ELA.2.11.C - (C) revise drafts by adding, deleting, or rearranging words, phrases, or sentences;
ELA.2.11.D - (D) edit drafts using standard English conventions, including:
ELA.2.11.D.i - (i) complete sentences with subject-verb agreement;
ELA.2.11.D.ii - (ii) past, present, and future verb tense;
ELA.2.11.D.iii - (iii) singular, plural, common, and proper nouns;
ELA.2.11.D.iv - (iv) adjectives, including articles;
ELA.2.11.D.v - (v) adverbs that convey time and adverbs that convey place;
ELA.2.11.D.vi - (vi) prepositions and prepositional phrases;
ELA.2.11D.vii - (vii) pronouns, including subjective, objective, and possessive cases;
ELA.2.11.D.viii - (viii) coordinating conjunctions to form compound subjects and predicates;
ELA.2.11.D.ix - (ix) capitalization of months, days of the week, and the salutation and conclusion of a letter;
ELA.2.11.D.x - (x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates; and
ELA.2.11.D.xi - (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
ELA.2.11.E - (E) publish and share writing.
Grade 2 - (12) Composition: Genres.
ELA.2.12.A - (A) compose literary texts, including personal narratives and poetry;
ELA.2.12.B - (B) compose informational texts, including procedural texts and reports; and
ELA.2.12.C - (C) compose correspondence such as thank you notes or letters.
Grade 2- (13) Inquiry and research
ELA.2.13.A - (A) generate questions for formal and informal inquiry with adult assistance;
ELA.2.13.B - (B) develop and follow a research plan with adult assistance;
ELA.2.13C - (C) identify and gather relevant sources and information to answer the questions;
ELA.2.13.D - (D) identify primary and secondary sources;
ELA.2.13.E - (E) demonstrate understanding of information gathered;
ELA.2.13.F - (F) cite sources appropriately; and
ELA.2.13.G - (G) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
ELAR, Grade 3
Grade 3 - (1) Oral language.
ELA.3.1.A - (A) listen actively, ask relevant questions to clarify information, and make pertinent comments;
ELA.3.1.B - (B) follow, restate, and give oral instructions that involve a series of related sequences of action;
ELA.3.1.C - (C) speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;
ELA.3.1.D - (D) work collaboratively with others by following agreed-upon rules, norms, and protocols; and
ELA.3.1.E - (E) develop social communication such as conversing politely in all situations.
Grade 3 - (2) Beginning reading and writing
ELA.3.2.A - (A) demonstrate and apply phonetic knowledge by:
ELA.3.2.A.i - (i) decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en;
ELA.3.2.A.ii - (ii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
ELA.3.2.A.iii - (iii) decoding compound words, contractions, and abbreviations;
ELA.3.2.A.iv - (iv) decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts;
ELA.3.2.A.v - (v) decoding words using knowledge of prefixes;
ELA.3.2.A.vi - (vi) decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and
ELA.3.2.A.vii - (vii) identifying and reading high-frequency words from a research-based list;
ELA.3.2.B - (B) demonstrate and apply spelling knowledge by:
ELA.3.2.B.i - (i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
ELA.3.2.B.ii - (ii) spelling homophones;
ELA.3.2.B.iii - (iii) spelling compound words, contractions, and abbreviations;
ELA.3.2.B.iv - (iv) spelling multisyllabic words with multiple sound-spelling patterns;
ELA.3.2.B.v - (v) spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
ELA.3.2.B.vi - (vi) spelling words using knowledge of prefixes; and
ELA.3.2.B.vii - (vii) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants;
ELA.3.2.C - (C) alphabetize a series of words to the third letter; and
ELA.3.2.D - (D) write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words.
Grade 3 - (3) Vocabulary.
ELA.3.3.A - (A) use print or digital resources to determine meaning, syllabication, and pronunciation;
ELA.3.3.B - (B) use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
ELA.3.3.C - (C) identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and
ELA.3.3.D - (D) identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.
Grade 3 - (4) Fluency.
ELA.3.4 - (4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Grade 3 - (5) Self-sustained reading
ELA.3.5 - (5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
Grade 3 - (6) Comprehension skills
ELA.3.6.A - (A) establish purpose for reading assigned and self-selected texts;
ELA.3.6.B - (B) generate questions about text before, during, and after reading to deepen understanding and gain information;
ELA.3.6.C - (C) make, correct, or confirm predictions using text features, characteristics of genre, and structures;
ELA.3.6.D - (D) create mental images to deepen understanding;
ELA.3.6.E - (E) make connections to personal experiences, ideas in other texts, and society;
ELA.3.6.F - (F) make inferences and use evidence to support understanding;
ELA.3.6.G - (G) evaluate details read to determine key ideas;
ELA.3.6.H - (H) synthesize information to create new understanding; and
ELA.3.6.I - (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Grade 3 - (7) Response skills
ELA.3.7.A - (A) describe personal connections to a variety of sources, including self-selected texts;
ELA.3.7.B - (B) write a response to a literary or informational text that demonstrates an understanding of a text;
ELA.3.7.C - (C) use text evidence to support an appropriate response;
ELA.3.7.D - (D) retell and paraphrase texts in ways that maintain meaning and logical order;
ELA.3.7.E - (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
ELA.3.7.F - (F) respond using newly acquired vocabulary as appropriate; and
ELA.3.7.G - (G) discuss specific ideas in the text that are important to the meaning.
Grade 3 - (8) Multiple genres: Literary elements.
ELA.3.8.A - (A) infer the theme of a work, distinguishing theme from topic;
ELA.3.8.B - (B) explain the relationships among the major and minor characters;
ELA.3.8.C - (C) analyze plot elements, including the sequence of events, the conflict, and the resolution; and
ELA.3.8.D - (D) explain the influence of the setting on the plot.
Grade 3 - (9) Multiple genres: Genres.
ELA.3.9.A - (A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths;
ELA.3.9.B - (B) explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;
ELA.3.9.C - (C) discuss elements of drama such as characters, dialogue, setting, and acts;
ELA.3.9.D - (D) recognize characteristics and structures of informational text, including:
ELA.3.9.D.i - (i) the central idea with supporting evidence;
ELA.3.9.D.ii - (ii) features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and
ELA.3.9.D.iii - (iii) organizational patterns such as cause and effect and problem and solution;
ELA.3.9.E - (E) recognize characteristics and structures of argumentative text by:
ELA.3.9.E.i - (i) identifying the claim;
ELA.3.9.E.ii - (ii) distinguishing facts from opinion; and
ELA.3.9.E.iii - (iii) identifying the intended audience or reader; and
ELA.3.9.F - (F) recognize characteristics of multimodal and digital texts.
Grade 3 - (10) Author's purpose and craft
ELA.3.10.A - (A) explain the author's purpose and message within a text;
ELA.3.10.B - (B) explain how the use of text structure contributes to the author's purpose;
ELA.3.10.C - (C) explain the author's use of print and graphic features to achieve specific purposes;
ELA.3.10.D - (D) describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;
ELA.3.10.E - (E) identify the use of literary devices, including first- or third-person point of view;
ELA.3.10.F - (F) discuss how the author's use of language contributes to voice; and
ELA.3.10.G - (G) identify and explain the use of hyperbole.
Grade 3 - (11) Composition: Writing process.
ELA.3.11.A - (A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
ELA.3.11.B - (B) develop drafts into a focused, structured, and coherent piece of writing by:
ELA.3.11.B.i - (i) organizing with purposeful structure, including an introduction and a conclusion; and
ELA.3.11.B.ii - (ii) developing an engaging idea with relevant details;
ELA.3.11.C - (C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
ELA.3.11.D - (D) edit drafts using standard English conventions, including:
ELA.3.11.D.i - (i) complete simple and compound sentences with subject-verb agreement;
ELA.3.11.D.ii - (ii) past, present, and future verb tense;
ELA.3.11.D.iii - (iii) singular, plural, common, and proper nouns;
ELA.3.11.D.iv - (iv) adjectives, including their comparative and superlative forms;
ELA.3.11.D.v - (v) adverbs that convey time and adverbs that convey manner;
ELA.3.11.D.vi - (vi) prepositions and prepositional phrases;
ELA.3.11.D.vii - (vii) pronouns, including subjective, objective, and possessive cases;
ELA.3.11.D.viii - (viii) coordinating conjunctions to form compound subjects, predicates, and sentences;
ELA.3.11.D.ix - (ix) capitalization of official titles of people, holidays, and geographical names and places;
ELA.3.11.D.x - (x) punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series; and
ELA.3.11.D.xi - (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
ELA.3.11.E - (E) publish written work for appropriate audiences.
Grade 3 - (12) Composition: Genres.
ELA.3.12.A - (A) compose literary texts, including personal narratives and poetry, using genre characteristics and craft;
ELA.3.12.B - (B) compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
ELA.3.12.C - (C) compose argumentative texts, including opinion essays, using genre characteristics and craft; and
ELA.3.12.D - (D) compose correspondence such as thank you notes or letters.
Grade 3 - (13) Inquiry and research
ELA.3.13A - (A) generate questions on a topic for formal and informal inquiry;
ELA.3.13.B - (B) develop and follow a research plan with adult assistance;
ELA.3.13.C - (C) identify and gather relevant information from a variety of sources;
ELA.3.13.D - (D) identify primary and secondary sources;
ELA.3.13.E - (E) demonstrate understanding of information gathered;
ELA.3.13.F - (F) recognize the difference between paraphrasing and plagiarism when using source materials;
ELA.3.13.G - (G) create a works cited page; and
ELA.3.13.H - (H) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
ELAR, Grade 4
Grade 4 - (1) Oral language.
ELA.4.1.A - (A) listen actively, ask relevant questions to clarify information, and make pertinent comments;
ELA.4.1.B - (B) follow, restate, and give oral instructions that involve a series of related sequences of action;
ELA.4.1.C - (C) express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively; and
ELA.4.1.D - (D) work collaboratively with others to develop a plan of shared responsibilities.
Grade 4 - (2) Beginning reading and writing
ELA.4.2.A - (A) demonstrate and apply phonetic knowledge by:
ELA.4.2.A.i - (i) decoding words with specific orthographic patterns and rules, including regular and irregular plurals;
ELA.4.2.A.ii - (ii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
ELA.4.2.A.iii - (iii) decoding words using advanced knowledge of syllable division patterns such as VV;
ELA.4.2.A.iv - (iv) decoding words using knowledge of prefixes;
ELA.4.2.A.v - (v) decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and
ELA.4.2.A.vi - (vi) identifying and reading high-frequency words from a research-based list;
ELA.4.2.B - (B) demonstrate and apply spelling knowledge by:
ELA.4.2.B.i - (i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
ELA.4.2.B.ii - (ii) spelling homophones;
ELA.4.2.B.iii - (iii) spelling multisyllabic words with multiple sound-spelling patterns;
ELA.4.2B.iv - (iv) spelling words using advanced knowledge of syllable division patterns;
ELA.4.2.B.v - (v) spelling words using knowledge of prefixes; and
ELA.4.2.B.vi - (vi) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and
ELA.4.C - (C) write legibly in cursive to complete assignments.
Grade 4 - (3) Vocabulary.
ELA.4.3.A - (A) use print or digital resources to determine meaning, syllabication, and pronunciation;
ELA.4.3.B - (B) use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
ELA.4.3.C - (C) determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter; and
ELA.4.3.D - (D) identify, use, and explain the meaning of homophones such as reign/rain.
Grade 4 - (4) Fluency.
ELA.4.4 - (4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Grade 4 - (5) Self-sustained reading
ELA.4.5 - (5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
Grade 4 - (6) Comprehension skills
ELA.4.6.A - (A) establish purpose for reading assigned and self-selected texts;
ELA.4.6.B - (B) generate questions about text before, during, and after reading to deepen understanding and gain information;
ELA.4.6.C - (C) make, correct, or confirm predictions using text features, characteristics of genre, and structures;
ELA.4.6.D - (D) create mental images to deepen understanding;
ELA.4.6.E - (E) make connections to personal experiences, ideas in other texts, and society;
ELA.4.6.F - (F) make inferences and use evidence to support understanding;
ELA.4.6.G - (G) evaluate details read to determine key ideas;
ELA.4.6.H - (H) synthesize information to create new understanding; and
ELA.4.6.I - (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Grade 4 - (7) Response skills
ELA.4.7.A - (A) describe personal connections to a variety of sources, including self-selected texts;
ELA.4.7.B - (B) write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
ELA.4.7.C - (C) use text evidence to support an appropriate response;
ELA.4.7.D - (D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
ELA.4.7.E - (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
ELA.4.7.F - (F) respond using newly acquired vocabulary as appropriate; and
ELA.4.7.G - (G) discuss specific ideas in the text that are important to the meaning.
Grade 4 - (8) Multiple genres: Literary elements.
ELA.4.8.A - (A) infer basic themes supported by text evidence;
ELA.4.8.B - (B) explain the interactions of the characters and the changes they undergo;
ELA.4.8.C - (C) analyze plot elements, including the rising action, climax, falling action, and resolution; and
ELA.4.8.D - (D) explain the influence of the setting, including historical and cultural settings, on the plot.
Grade 4 - (9) Multiple genres: Genres.
ELA.4.9.A - (A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales;
ELA.4.9.B - (B) explain figurative language such as simile, metaphor, and personification that the poet uses to create images;
ELA.4.9.C - (C) explain structure in drama such as character tags, acts, scenes, and stage directions;
ELA.4.9.D - (D) recognize characteristics and structures of informational text, including:
ELA.4.9.D.i - (i) the central idea with supporting evidence;
ELA.4.9.D.ii - (ii) features such as pronunciation guides and diagrams to support understanding; and
ELA.4.9.D.iii - (iii) organizational patterns such as compare and contrast;
ELA.4.9.E - (E) recognize characteristics and structures of argumentative text by:
ELA.4.9.E.i - (i) identifying the claim;
ELA.4.9.E.ii - (ii) explaining how the author has used facts for an argument; and
ELA.4.9.E.iii - (iii) identifying the intended audience or reader; and
ELA.4.9.F - (F) recognize characteristics of multimodal and digital texts.
Grade 4 - (10) Author's purpose and craft
ELA.4.10.A - (A) explain the author's purpose and message within a text;
ELA.4.10.B - (B) explain how the use of text structure contributes to the author's purpose;
ELA.4.10.C - (C) analyze the author's use of print and graphic features to achieve specific purposes;
ELA.4.10.D - (D) describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes;
ELA.4.10.E - (E) identify and understand the use of literary devices, including first- or third-person point of view;
ELA.4.10.F - (F) discuss how the author's use of language contributes to voice; and
ELA.4.10.G - (G) identify and explain the use of anecdote.
Grade 4 - (11) Composition: Writing process.
ELA.4.11.A - (A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
ELA.4.11.B - (B) develop drafts into a focused, structured, and coherent piece of writing by:
ELA.4.11.Bi - (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and
ELA.4.11.Bii - (ii) developing an engaging idea with relevant details;
ELA.4.11.C - (C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
ELA.4.11.D - (D) edit drafts using standard English conventions, including:
ELA.4.11.D.i - (i) complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
ELA.4.11.D.ii - (ii) past tense of irregular verbs;
ELA.4.11.D.iii - (iii) singular, plural, common, and proper nouns;
ELA.4.11.D.iv - (iv) adjectives, including their comparative and superlative forms;
ELA.4.11.D.v - (v) adverbs that convey frequency and adverbs that convey degree;
ELA.4.11.D.vi - (vi) prepositions and prepositional phrases;
ELA.4.11.D.vii - (vii) pronouns, including reflexive;
ELA.4.11.D.viii - (viii) coordinating conjunctions to form compound subjects, predicates, and sentences;
ELA.4.11.D.ix - (ix) capitalization of historical periods, events, and documents; titles of books; stories and essays; and languages, races, and nationalities;
ELA.4.11.D.x - (x) punctuation marks, including apostrophes in possessives, commas in compound sentences, and quotation marks in dialogue; and
ELA.4.11.D.xi - (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
ELA.4.11.E - (E) publish written work for appropriate audiences.
Grade 4 - (12) Composition: Genres.
ELA.4.12.A - (A) compose literary texts such as personal narratives and poetry using genre characteristics and craft;
ELA.4.12.B - (B) compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
ELA.4.12.C - (C) compose argumentative texts, including opinion essays, using genre characteristics and craft; and
ELA.4.12.D - (D) compose correspondence that requests information.
Grade 4 - (13) Inquiry and research
ELA.4.13.A - (A) generate and clarify questions on a topic for formal and informal inquiry;
ELA.4.13.B - (B) develop and follow a research plan with adult assistance;
ELA.4.13.C - (C) identify and gather relevant information from a variety of sources;
ELA.4.13.D - (D) identify primary and secondary sources;
ELA.4.13.E - (E) demonstrate understanding of information gathered;
ELA.4.13.F - (F) recognize the difference between paraphrasing and plagiarism when using source materials;
ELA.4.13.G - (G) develop a bibliography; and
ELA.4.13.H - (H) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
ELAR, Grade 5
Grade 5 - (1) Oral language.
ELA.5.1.A - (A) listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;
ELA.5.1.B - (B) follow, restate, and give oral instructions that include multiple action steps;
ELA.5.1.C - (C) give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and
ELA.5.1.D - (D) work collaboratively with others to develop a plan of shared responsibilities.
Grade 5 - (2) Beginning reading and writing
ELA.5.2.A - (A) demonstrate and apply phonetic knowledge by:
ELA.5.2.A.i - (i) decoding words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
ELA.5.2.A.ii - (ii) decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
ELA.5.2.A.iii - (iii) decoding words using advanced knowledge of syllable division patterns;
ELA.5.2.A.iv - (iv) decoding words using advanced knowledge of the influence of prefixes and suffixes on base words; and
ELA.5.2.A.v - (v) identifying and reading high-frequency words from a research-based list;
ELA.5.2.B - (B) demonstrate and apply spelling knowledge by:
ELA.5.2.B.i - (i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
ELA.5.2.B.ii - (ii) spelling words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
ELA.5.2.B.iii - (iii) spelling multisyllabic words with multiple sound-spelling patterns;
ELA.5.2.B.iv - (iv) spelling words using advanced knowledge of syllable division patterns;
ELA.5.2.B.v - (v) spelling words using knowledge of prefixes; and
ELA.5.2.B.vi - (vi) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and
ELA.5.2.C - (C) write legibly in cursive.
Grade 5 - (3) Vocabulary.
ELA.5.3.A - (A) use print or digital resources to determine meaning, syllabication, pronunciation, and word origin;
ELA.5.3.B - (B) use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
ELA.5.3.C - (C) identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo; and
ELA.5.3.D - (D) identify, use, and explain the meaning of adages and puns.
Grade 5 - (4) Fluency.
ELA.5.4 - (4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking --fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Grade 5 - (5) Self-sustained reading
ELA.5.5 - (5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking --self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
Grade 5 - (6) Comprehension skills
ELA.5.6.A - (A) establish purpose for reading assigned and self-selected texts;
ELA.5.6.B - (B) generate questions about text before, during, and after reading to deepen understanding and gain information;
ELA.5.6.C - (C) make and correct or confirm predictions using text features, characteristics of genre, and structures;
ELA.5.6.D - (D) create mental images to deepen understanding;
ELA.5.6.E - (E) make connections to personal experiences, ideas in other texts, and society;
ELA.5.6.F - (F) make inferences and use evidence to support understanding;
ELA.5.6.G - (G) evaluate details read to determine key ideas;
ELA.5.6.H - (H) synthesize information to create new understanding; and
ELA.5.6.I - (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Grade 5 - (7) Response skills
ELA.5.7.A - (A) describe personal connections to a variety of sources, including self-selected texts;
ELA.5.7.B - (B) write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
ELA.5.7.C - (C) use text evidence to support an appropriate response;
ELA.5.7.D - (D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
ELA.5.7.E - (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
ELA.5.7.F - (F) respond using newly acquired vocabulary as appropriate; and
ELA.5.7.G - (G) discuss specific ideas in the text that are important to the meaning.
Grade 5 - (8) Multiple genres: Literary elements.
ELA.5.8.A - (A) infer multiple themes within a text using text evidence;
ELA.5.8.B - (B) analyze the relationships of and conflicts among the characters;
ELA.5.8.C - (C) analyze plot elements, including rising action, climax, falling action, and resolution; and
ELA.5.8.D - (D) analyze the influence of the setting, including historical and cultural settings, on the plot.
Grade 5 - (9) Multiple genres: Genres.
ELA.5.9.A - (A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales;
ELA.5.9.B - (B) explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms;
ELA.5.9.C - (C) explain structure in drama such as character tags, acts, scenes, and stage directions;
ELA.5.9.D - (D) recognize characteristics and structures of informational text, including:
ELA.5.9.D.i - (i) the central idea with supporting evidence;
ELA.5.9.D.ii - (ii) features such as insets, timelines, and sidebars to support understanding; and
ELA.5.9.D.iii - (iii) organizational patterns such as logical order and order of importance;
ELA.5.9.E - (E) recognize characteristics and structures of argumentative text by:
ELA.5.9.E.i - (i) identifying the claim;
ELA.5.9.E.ii - (ii) explaining how the author has used facts for or against an argument; and
ELA.5.9.E.iii - (iii) identifying the intended audience or reader; and
ELA.5.9.F - (F) recognize characteristics of multimodal and digital texts.
Grade 5 - (10) Author's purpose and craft
ELA.5.10.A - (A) explain the author's purpose and message within a text;
ELA.5.10.B - (B) analyze how the use of text structure contributes to the author's purpose;
ELA.5.10.C - (C) analyze the author's use of print and graphic features to achieve specific purposes;
ELA.5.10.D - (D) describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposes;
ELA.5.10.E - (E) identify and understand the use of literary devices, including first- or third-person point of view;
ELA.5.10.F - (F) examine how the author's use of language contributes to voice; and
ELA.5.10.G - (G) explain the purpose of hyperbole, stereotyping, and anecdote .
Grade 5 - (11) Composition: Writing process.
ELA.5.11.A - (A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
ELA.5.11.B - (B) develop drafts into a focused, structured, and coherent piece of writing by:
ELA.5.11.B.i - (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and
ELA.5.11.B.ii - (ii) developing an engaging idea reflecting depth of thought with specific facts and details;
ELA.5.11.C - (C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
ELA.5.11.D - (D) edit drafts using standard English conventions, including:
ELA.5.11.D.ii - (i) complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments ;
ELA.5.11.D.ii - (ii) past tense of irregular verbs;
ELA.5.11.D.iii - (iii) collective nouns;
ELA.5.11.D.iv - (iv) adjectives, including their comparative and superlative forms;
ELA.5.11.D.v - (v) conjunctive adverbs;
ELA.5.11.D.vi - (vi) prepositions and prepositional phrases and their influence on subject-verb agreement;
ELA.5.11.D.vii - (vii) pronouns, including indefinite ;
ELA.5.11.D.viii - (viii) subordinating conjunctions to form complex sentences ;
ELA.5.11.D.ix - (ix) capitalization of abbreviations, initials, acronyms, and organizations;
ELA.5.11.D.x - (x) italics and underlining for titles and emphasis and punctuation marks, including quotation marks in dialogue and commas in compound and complex sentences; and
ELA.5.11.D.xi - (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
ELA.5.11.E - (E) publish written work for appropriate audiences.
Grade 5 - (12) Composition: Genres.
ELA.5.12.A - (A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft ;
ELA.5.12.B - (B) compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
ELA.5.12.C - (C) compose argumentative texts, including opinion essays, using genre characteristics and craft; and
ELA.5.12.D - (D) compose correspondence that requests information.
Grade 5 - (13) Inquiry and research
ELA.5.13.A - (A) generate and clarify questions on a topic for formal and informal inquiry;
ELA.5.13.B - (B) develop and follow a research plan with adult assistance;
ELA.5.13.C - (C) identify and gather relevant information from a variety of sources;
ELA.5.13.D - (D) understand credibility of primary and secondary sources;
ELA.5.13.E - (E) demonstrate understanding of information gathered;
ELA.5.13.F - (F) differentiate between paraphrasing and plagiarism when using source materials;
ELA.5.13.G - (G) develop a bibliography; and
ELA.5.13.H - "(H) use an appropriate mode of delivery
ELAR, Grade 6
Grade 6 - (1) Oral language.
ELA.6.1.A - (A) listen actively to interpret a message, ask clarifying questions, and respond appropriately;
ELA.6.1.B - (B) follow and give oral instructions that include multiple action steps;
ELA.6.1.C - (C) give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and
ELA.6.1.D - (D) participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement.
Grade 6 - (2) Vocabulary.
ELA.6.2.A - (A) use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;
ELA.6.2.B - (B) use context such as definition, analogy, and examples to clarify the meaning of words; and
ELA.6.2.C - (C) determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as mis/mit, bene, man, vac, scrib/script, and jur/jus.
Grade 6 - (3) Fluency.
ELA.6.3 - (3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
Grade 6 - (4) Self-sustained reading
ELA.6.4 - (4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
Grade 6 - (5) Comprehension skills
ELA.6.5.A - (A) establish purpose for reading assigned and self-selected text;
ELA.6.5.B - (B) generate questions about text before, during, and after reading to deepen understanding and gain information;
ELA.6.5.C - (C) make and correct or confirm predictions using text features, characteristics of genre, and structures;
ELA.6.5.D - (D) create mental images to deepen understanding;
ELA.6.5.E - (E) make connections to personal experiences, ideas in other texts, and society;
ELA.6.5.F - (F) make inferences and use evidence to support understanding;
ELA.6.5.G - (G) evaluate details read to determine key ideas;
ELA.6.5.H - (H) synthesize information to create new understanding; and
ELA.6.5.I - (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Grade 6 - (6) Response skills
ELA.6.6.A - (A) describe personal connections to a variety of sources, including self-selected texts;
ELA.6.6.B - (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
ELA.6.6.C - (C) use text evidence to support an appropriate response;
ELA.6.6.D - (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
ELA.6.6.E - (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
ELA.6.6.F - (F) respond using newly acquired vocabulary as appropriate;
ELA.6.6.G - (G) discuss and write about the explicit or implicit meanings of text;
ELA.6.6.H - (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
ELA.6.6.I - (I) reflect on and adjust responses as new evidence is presented.
Grade 6 - (7) Multiple genres: Literary elements.
ELA.6.7.A - (A) infer multiple themes within and across texts using text evidence;
ELA.6.7.B - (B) analyze how the characters' internal and external responses develop the plot;
ELA.6.7.C - (C) analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback; and
ELA.6.7.D - (D) analyze how the setting, including historical and cultural settings, influences character and plot development.
Grade 6 - (8) Multiple genres: Genres.
ELA.6.8.A - (A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths;
ELA.6.8.B - (B) analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;
ELA.6.8.C - (C) analyze how playwrights develop characters through dialogue and staging;
ELA.6.8.D - (D) analyze characteristics and structural elements of informational text, including:
ELA.6.8.D.i - (i) the controlling idea or thesis with supporting evidence;
ELA.6.8.D.ii - (ii) features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and
ELA.6.8.D.iii - (iii) organizational patterns such as definition, classification, advantage, and disadvantage;
ELA.6.8.E - (E) analyze characteristics and structures of argumentative text by:
ELA.6.8.E.i - (i) identifying the claim;
ELA.6.8.E.ii - (ii) explaining how the author uses various types of evidence to support the argument; and
ELA.6.8.E.iii - (iii) identifying the intended audience or reader; and
ELA.6.8.F - (F) analyze characteristics of multimodal and digital texts.; and
Grade 6 - (9) Author's purpose and craft
ELA.6.9.A - (A) explain the author's purpose and message within a text;
ELA.6.9.B - (B) analyze how the use of text structure contributes to the author's purpose;
ELA.6.9.C - (C) analyze the author's use of print and graphic features to achieve specific purposes;
ELA.6.9.D - (D) describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;
ELA.6.9.E - (E) identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose;
ELA.6.9.F - (F) analyze how the author's use of language contributes to mood and voice; and
ELA.6.9.G - (G) explain the differences between rhetorical devices and logical fallacies.
Grade 6 - (10) Composition: Writing process.
ELA.6.10.A - (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
ELA.6.10.B - (B) develop drafts into a focused, structured, and coherent piece of writing by:
ELA.6.10.B.i - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
ELA.6.10.B.ii - (ii) developing an engaging idea reflecting depth of thought with specific facts and details;
ELA.6.10.C - (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
ELA.6.10.D - (D) edit drafts using standard English conventions, including:
ELA.6.10.D.i - (i) complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
ELA.6.10.D.ii - (ii) consistent, appropriate use of verb tenses;
ELA.6.10.D.iii - (iii) conjunctive adverbs;
ELA.6.10.D.iv - (iv) prepositions and prepositional phrases and their influence on subject-verb agreement;
ELA.6.10.D.v - (v) pronouns, including relative;
ELA.6.10.D.vi - (vi) subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor;
ELA.6.10.D.vii - (vii) capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations;
ELA.6.10.D.viii - (viii) punctuation marks, including commas in complex sentences, transitions, and introductory elements; and
ELA.6.10.D.ix - (ix) correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and
ELA.6.10.E - (E) publish written work for appropriate audiences.
Grade 6 - (11) Composition: Genres.
ELA.6.11.A - (A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
ELA.6.11.B - (B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
ELA.6.11.C - (C) compose multi-paragraph argumentative texts using genre characteristics and craft; and
ELA.6.11.D - (D) compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
Grade 6 - (12) Inquiry and research
ELA.6.12.A - (A) generate student-selected and teacher-guided questions for formal and informal inquiry;
ELA.6.12.B - (B) develop and revise a plan;
ELA.6.12.C - (C) refine the major research question, if necessary, guided by the answers to a secondary set of questions;
ELA.6.12.D - (D) identify and gather relevant information from a variety of sources;
ELA.6.12.E - (E) differentiate between primary and secondary sources;
ELA.6.12.F - (F) synthesize information from a variety of sources;
ELA.6.12.G - (G) differentiate between paraphrasing and plagiarism when using source materials;
ELA.6.12.H - (H) examine sources for:
ELA.6.12.H.i - (i) reliability, credibility, and bias; and
ELA.6.13.H.ii - (ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype;
ELA.6.13.I - (I) display academic citations and use source materials ethically; and
ELA.6.13.J - (J) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
Mathematics
Math Kinder
Kinder - (1) Mathematical process standards.
Math.K.1.A - (A) apply mathematics to problems arising in everyday life, society, and the workplace;
Math.K.1.B - (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Math.K.1.C - (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Math.K.1.D - (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Math.K.1.E - (E) create and use representations to organize, record, and communicate mathematical ideas;
Math.K.1.F - (F) analyze mathematical relationships to connect and communicate mathematical ideas; and
Math.K.1.G - (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Kinder - (2) Number and operations: Represent and compare whole numbers
Math.K.2.A - (A) count forward and backward to at least 20 with and without objects;
Math.K.2.B - (B) read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;
Math.K.2.C - (C) count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;
Math.K.2.D - (D) recognize instantly the quantity of a small group of objects in organized and random arrangements;
Math.K.2.E - (E) generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;
Math.K.2.F - (F) generate a number that is one more than or one less than another number up to at least 20;
Math.K.2.G - (G) compare sets of objects up to at least 20 in each set using comparative language;
Math.K.2.H - (H) use comparative language to describe two numbers up to 20 presented as written numerals; and
Math.K.2.I - (I) compose and decompose numbers up to 10 with objects and pictures.
Kinder - (3) Number and Operations: Addition and subtraction
Math.K.3.A - (A) model the action of joining to represent addition and the action of separating to represent subtraction;
Math.K.3.B - (B) solve word problems using objects and drawings to find sums up to 10 and differences within 10; and
Math.K.3.C - (C) explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.
Kinder - (4) Number and operations: Identify coins
Math.K.4 - (4) Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to dentify U.S. coins by name, including pennies, nickels, dimes, and quarters.
Kinder - (5) Algebraic reasoning: Number Patterns
Math.K.5 - (5) Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number.
Kinder - (6) Geometry and measurement: 2D and 3D Shapes
Math.K.6.A - (A) identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles;
Math.K.6.B - (B) identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world;
Math.K.6.C - (C) identify two-dimensional components of three-dimensional objects;
Math.K.6.D - (D) identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably;
Math.K.6.E - (E) classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size; and
Math.K.6.F - (F) create two-dimensional shapes using a variety of materials and drawings.
Kinder - (7) Geometry and measurement: Compare measurable attributes.
Math.K.7.A - (A) give an example of a measurable attribute of a given object, including length, capacity, and weight; and
Math.K.7.B - (B) compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.
Kinder - (8) Data analysis.
Math.K.8.A - (A) collect, sort, and organize data into two or three categories;
Math.K.8.B - (B) use data to create real-object and picture graphs; and
Math.K.8.C - (C) draw conclusions from real-object and picture graphs.
Kinder - (9) Personal financial literacy.
Math.K.9.A - (A) identify ways to earn income;
Math.K.9.B - (B) differentiate between money received as income and money received as gifts;
Math.K.9.C - (C) list simple skills required for jobs; and
Math.K.9.D - (D) distinguish between wants and needs and identify income as a source to meet one's wants and needs.
Math Grade 1
Grade 1 - (1) Mathematical process standards.
Math.1.A - (A) apply mathematics to problems arising in everyday life, society, and the workplace;
Math.1.B - (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Math.1.C - (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Math.1.D - (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Math.1.E - (E) create and use representations to organize, record, and communicate mathematical ideas;
Math.1.F - (F) analyze mathematical relationships to connect and communicate mathematical ideas; and
Math.1.G - (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Grade 1 - (2) Number and operations: Place value.
Math.1.2.A - (A) recognize instantly the quantity of structured arrangements;
Math.1.2.B - (B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;
Math.1.2.C - (C) use objects, pictures, and expanded and standard forms to represent numbers up to 120;
Math.1.2.D - (D) generate a number that is greater than or less than a given whole number up to 120;
Math.1.2.E - (E) use place value to compare whole numbers up to 120 using comparative language;
Math.1.2.F - (F) order whole numbers up to 120 using place value and open number lines; and
Math.1.2.G - (G) represent the comparison of two numbers to 100 using the symbols >, <, or =.
Grade 1 - (3) Number and operations: Addition and subtraction.
Math.1.3.A - (A) use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99;
Math.1.3.B - (B) use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3;
Math.1.3.C - (C) compose 10 with two or more addends with and without concrete objects;
Math.1.3.D - (D) apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10;
Math.1.3.E - (E) explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences; and
Math.1.3.F - (F) generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.
Grade 1 - (4) Number and operations: Identify coins.
Math.1.4.A - (A) identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them;
Math.1.4.B) - (B) write a number with the cent symbol to describe the value of a coin; and
Math.1.4.C - (C) use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes.
Grade 1 - (5) Algebraic reasoning: Number patterns
Math.1.5.A - (A) recite numbers forward and backward from any given number between 1 and 120;
Math.1.5.B - (B) skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;
Math.1.5.C - (C) use relationships to determine the number that is 10 more and 10 less than a given number up to 120;
Math.1.5.D - (D) represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences;
Math.1.5.E - (E) understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s);
Math.1.5.F - (F) determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation; and
Math.1.5.G - (G) apply properties of operations to add and subtract two or three numbers.
Grade 1 - (6) Geometry and measurement: 2D and 3D Shapes
Math.1.6.A - (A) classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language;
Math.1.6.B - (B) distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape;
Math.1.6.C - (C) create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons;
Math.1.6.D - (D) identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language;
Math.1.6.E - (E) identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language;
Math.1.6.F - (F) compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible;
Math.1.6.G - (G) partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words; and
Math.1.6.H - (H) identify examples and non-examples of halves and fourths.
Grade 1 - (7) Geometry and measurement: Compare measurable attributes.
Math.1.7.A - (A) use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;
Math.1.7.B - (B) illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other;
Math.1.7.C - (C) measure the same object/distance with units of two different lengths and describe how and why the measurements differ;
Math.1.7.D - (D) describe a length to the nearest whole unit using a number and a unit; and
Math.1.7.E - (E) tell time to the hour and half hour using analog and digital clocks.
Grade 1 - (8) Data analysis.
Math.1.8.A - (A) collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts;
Math.1.8.B - (B) use data to create picture and bar-type graphs; and
Math.1.8.C - (C) draw conclusions and generate and answer questions using information from picture and bar-type graphs.
Grade 1 - (9) Personal financial literacy.
Math.1.9.A - (A) define money earned as income;
Math.1.9.B - (B) identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs;
Math.1.9.C - (C) distinguish between spending and saving; and
Math.1.9.D - (D) consider charitable giving.
Math Grade 2
Grade 2 - (1) Mathematical process standards.
Math.2.1.A - (A) apply mathematics to problems arising in everyday life, society, and the workplace;
Math.2.1.B - (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Math.2.1.C - (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Math.2.1.D - (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Math.2.1.E - (E) create and use representations to organize, record, and communicate mathematical ideas;
Math.2.1.F - (F) analyze mathematical relationships to connect and communicate mathematical ideas; and
Math.2.1.G - (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Grade 2 - (2) Number and operations: Place Value.
Math.2.2.A - (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;
Math.2.2.B - (B) use standard, word, and expanded forms to represent numbers up to 1,200;
Math.2.2.C - (C) generate a number that is greater than or less than a given whole number up to 1,200;
Math.2.2.D - (D) use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =);
Math.2.2.E - (E) locate the position of a given whole number on an open number line; and
Math.2.2.F - (F) name the whole number that corresponds to a specific point on a number line.
Grade 2 - (3) Number and operations: Represent Fractional Parts
Math.2.3.A - (A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words;
Math.2.3.B - (B) explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part;
Math.2.3.C - (C) use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and
Math.2.3.D - (D) identify examples and non-examples of halves, fourths, and eighths.
Grade 2 - (4) Number and operations: Adiition and Subtraction
Math.2.4.A - (A) recall basic facts to add and subtract within 20 with automaticity;
Math.2.4.B - (B) add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations;
Math.2.4.C - (C) solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms; and
Math.2.4.D - (D) generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.
Grade 2 - (5) Algebraic reasoning: Value of Coins
Math.2.5.A - (A) determine the value of a collection of coins up to one dollar; and
Math.2.5.B - (B) use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
Grade 2 - (6) Number and Operations: Multiplication and Division
Math.2.6.A - (A) model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined; and
Math.2.6.B - (B) model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.
Grade 2 - (7) Algebraic reasoning: Number Patterns
Math.2.7.A - (A) determine whether a number up to 40 is even or odd using pairings of objects to represent the number;
Math.2.7.B - (B) use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200; and
Math.2.7.C - (C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.
Grade 2 - (8) Geometry and measurement: 2D and 3D Shapes
Math.2.8.A - (A) create two-dimensional shapes based on given attributes, including number of sides and vertices;
Math.2.8.B - (B) classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language;
Math.2.8.C - (C) classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices;
Math.2.8.D - (D) compose two-dimensional shapes and three-dimensional solids with given properties or attributes; and
Math.2.8.E - (E) decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.
Grade 2 - (9) Geometry and measurement: Length, Area and Time.
Math.2.9.A - (A) find the length of objects using concrete models for standard units of length;
Math.2.9.B - (B) describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object;
Math.2.9.C - (C) represent whole numbers as distances from any given location on a number line;
Math.2.9.D - (D) determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes;
Math.2.9.E - (E) determine a solution to a problem involving length, including estimating lengths;
Math.2.9.F - (F) use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and
Math.2.9.G - (G) read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.
Grade 2 - (10) Data analysis.
Math.2.10.A - (A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category;
Math.2.10.B - (B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;
Math.2.10.C - (C) write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and
Math.2.10.D - (D) draw conclusions and make predictions from information in a graph.
Grade 2 - (11) Personal financial literacy.
Math.2.11.A - (A) calculate how money saved can accumulate into a larger amount over time;
Math.2.11.B - (B) explain that saving is an alternative to spending;
Math.2.11.C - (C) distinguish between a deposit and a withdrawal;
Math.2.11.D - (D) identify examples of borrowing and distinguish between responsible and irresponsible borrowing;
Math.2.11.E - (E) identify examples of lending and use concepts of benefits and costs to evaluate lending decisions; and
Math.2.11.F - (F) differentiate between producers and consumers and calculate the cost to produce a simple item.
Math Grade 3
Grade 3 - (1) Mathematical process standards.
Math.3.1.A - (A) apply mathematics to problems arising in everyday life, society, and the workplace;
Math.3.1.B - (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution and evaluating the problem-solving process and the reasonableness of the solution;
Math.3.1.C - (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Math.3.1.D - (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Math.3.1.E - (E) create and use representations to organize, record, and communicate mathematical ideas;
Math.3.1.F - (F) analyze mathematical relationships to connect and communicate mathematical ideas; and
Math.3.1.G - (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Grade 3 - (2) Number and operations: Represent and compare whole numbers
Math.3.2.A - (A) compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;
Math.3.2.B - (B) describe the mathematical relationships found in the base-10 place value system through the hundred thousands place;
Math.3.2.C - (C) represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and
Math.3.2.D - (D) compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.
Grade 3 - (3) Number and operations. Fractional Units
Math.3.3.A - (A) represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;
Math.3.3.B - (B) determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;
Math.3.3.C - (C) explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;
Math.3.3.D - (D) compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;
Math.3.3.E - (E) solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8;
Math.3.3.F - (F) represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
Math.3.3.G - (G) explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and
Math.3.3.H - (H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
Grade 3 - (4) Number and operations: Whole number computations
Math.3.4.A - (A) solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;
Math.3.4.B - (B) round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;
Math.3.4.C - (C) determine the value of a collection of coins and bills;
Math.3.4.D - (D) determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;
Math.3.4.E - (E) represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;
Math.3.4.F - (F) recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;
Math.3.4.G - (G) use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
Math.3.4.H - (H) determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;
Math.3.4.I - (I) determine if a number is even or odd using divisibility rules;
Math.3.4.J - (J) determine a quotient using the relationship between multiplication and division; and
Math.3.4.K - (K) solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
Grade 3 - (5) Algebraic reasoning: Number Patterns
Math.3.5.A - (A) represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;
Math.3.5.B - (B) represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;
Math.3.5.C - (C) describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24;
Math.3.5.D - (D) determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; and
Math.3.5.E - (E) represent real-world relationships using number pairs in a table and verbal descriptions.
Grade 3 - (6) Geometry and measurement: Two-dimensional figures
Math.3.6.A - (A) classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;
Math.3.6.B - (B) use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;
Math.3.6.C - (C) determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row;
Math.3.6.D - (D) decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and
Math.3.6.E - (E) decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.
Grade 3 - (7) Geometry and measurement: customary and metric measurement. The student is expected to:
Math.3.7.A - (A) represent fractions of halves, fourths, and eighths as distances from zero on a number line;
Math.3.7.B - (B) determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems;
Math.3.7.C - (C) determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes;
Math.3.7.D - (D) determine when it is appropriate to use measurements of liquid volume (capacity) or weight; and
Math.3.7.E - (E) determine liquid volume (capacity) or weight using appropriate units and tools.
Grade 3 - (8) Data analysis.
Math.3.8.A - (A) summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and
Math.3.8.B - (B) solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
Grade 3 - (9) Personal financial literacy.
Math.3.9.A - (A) explain the connection between human capital/labor and income;
Math.3.9.B - (B) describe the relationship between the availability or scarcity of resources and how that impacts cost;
Math.3.9.C - (C) identify the costs and benefits of planned and unplanned spending decisions;
Math.3.9.D - (D) explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest;
Math.3.9.E - (E) list reasons to save and explain the benefit of a savings plan, including for college; and
Math.3.9.F - (F) identify decisions involving income, spending, saving, credit, and charitable giving.
Math Grade 4
Grade 4 - (1) Mathematical process standards.
Math.4.1.A - (A) apply mathematics to problems arising in everyday life, society, and the workplace;
Math.4.1.B - (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Math.4.1.C - (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Math.4.1.D - (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Math.4.1.E - (E) create and use representations to organize, record, and communicate mathematical ideas;
Math.4.1.F - (F) analyze mathematical relationships to connect and communicate mathematical ideas; and
Math.4.1.G - (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Grade 4 - (2) Number and operations: Place Value whole numbers and decimals
Math.4.2.A - (A) interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left;
Math.4.2.B - (B) represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals;
Math.4.2.C - (C) compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =;
Math.4.2.D - (D) round whole numbers to a given place value through the hundred thousands place;
Math.4.2.E - (E) represent decimals, including tenths and hundredths, using concrete and visual models and money;
Math.4.2.F - (F) compare and order decimals using concrete and visual models to the hundredths;
Math.4.2.G - (G) relate decimals to fractions that name tenths and hundredths; and
Math.4.2.H - (H) determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.
Grade 4 - (3) Number and operations: Represent and generate fractions
Math.4.3.A - (A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b;
Math.4.3.B - (B) decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations;
Math.4.3.C - (C) determine if two given fractions are equivalent using a variety of methods;
Math.4.3.D - (D) compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <;
Math.4.3.E - (E) represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations;
Math.4.3.F - (F) evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole; and
Math.4.3.G - (G) represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.
Grade 4 - (4) Number and operations: Whole number computations and decimal sums and differences
Math.4.4.A - (A) add and subtract whole numbers and decimals to the hundredths place using the standard algorithm;
Math.4.4.B - (B) determine products of a number and 10 or 100 using properties of operations and place value understandings;
Math.4.4.C - (C) represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15;
Math.4.4.D - (D) use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
Math.4.4.E - (E) represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations;
Math.4.4.F - (F) use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor;
Math.4.4.G - (G) round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and
Math.4.4.H - (H) solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.
Grade 4 - (5) Algebraic reasoning: Expressions and equations
Math.4.5.A - (A) represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity;
Math.4.5.B - (B) represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence;
Math.4.5.C - (C) use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w); and
Math.4.5.D - (D) solve problems related to perimeter and area of rectangles where dimensions are whole numbers.
Grade 4 - (6) Geometry and measurement: Geometric attributes
Math.4.6.A - (A) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines;
Math.4.6.B. - (B) identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure;
Math.4.6.C - (C) apply knowledge of right angles to identify acute, right, and obtuse triangles; and
Math.4.6.D - (D) 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.
Grade 4 - (7) Geometry and measurement: Angles less than or equal to 180 degrees 4
Math.4.7.A - (A) illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers;
Math.4.7.B - (B) illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers;
Math.4.7.C - (C) determine the approximate measures of angles in degrees to the nearest whole number using a protractor;
Math.4.7.D - (D) draw an angle with a given measure; and
Math.4.7.E - (E) determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures.
Grade 4 - (8) Geometry and measurement: Customary and metric units, strategies, and tools to solve problems involving measurement
Math.4.8.A - (A) identify relative sizes of measurement units within the customary and metric systems;
Math.4.8.B - (B) convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table; and
Math.4.8.C - (C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.
Grade 4 - (9) Data analysis.
Math.4.9.A - (A) represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; and
Math.4.9.B - (B) solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.
Grade 4 - (10) Personal financial literacy.
Math.4.10.A - (A) distinguish between fixed and variable expenses;
Math.4.10.B - (B) calculate profit in a given situation;
Math.4.10.C - (C) compare the advantages and disadvantages of various savings options;
Math.4.10.D - (D) describe how to allocate a weekly allowance among spending; saving, including for college; and sharing; and
Math.4.10.E - (E) describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending.
Math Grade 5
Grade 5 - (1) Mathematical process standards.
Math.5.1.A - (A) apply mathematics to problems arising in everyday life, society, and the workplace;
Math.5.1.B - (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Math.5.1.E - (E) create and use representations to organize, record, and communicate mathematical ideas;
Grade 5 - (2) Number and operations. Place value positive rational numbers
Math.5.2.C - (C) round decimals to tenths or hundredths.
Grade 5 - (3) Number and operations: Positive rational number computations
Math.5.3.E - (E) solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers;
Math.5.3.H - (H) represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations;
Math.5.3.K - (K) add and subtract positive rational numbers fluently; and
Grade 5 - (4) Algebraic reasoning: Expressions and equations
Math.5.4.D - (D) recognize the difference between additive and multiplicative numerical patterns given in a table or graph;
Math.5.4.G - (G) use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh); and
Grade 5 - (5) Geometry and measurement: Classify two-dimensional figures by attributes and properties
Grade 5 - (6) Geometry and measurement: Volume
Math.5.6 - (6) Geometry and measurement. The student applies mathematical process standards to understand, recognize, and quantify volume. The student is expected to:
Grade 5 - (7) Geometry and measurement: Calculate conversions within a measurement system, customary or metric.
Math.5.7 - (7) Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric.
Grade 5 - (8) Geometry and measurement: Identify locations on a coordinate plane
Math.5.8.B - (B) describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane; and
Grade 5 - (9) Data analysis.
Math.5.9.A - (A) represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots;
Grade 5 - (10) Personal financial literacy
Math.5.10.C - (C) identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments;
Math.5.10.F - (F) balance a simple budget.
Science
Science, Kinder
K - (1) Home and school safety
Science K.1.A - (A) identify, discuss, and demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations, including wearing safety goggles or chemical splash goggles, as appropriate, washing hands, and using materials appropriately; and
Science K.1.B - (B) demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal.
K - (2) Ask questions and seek answers.
Science K.2.A - (A) ask questions about organisms, objects, and events observed in the natural world;
Science K.2.B - (B) plan and conduct simple descriptive investigations;
Science K.2.C - (C) collect data and make observations using simple tools;
Science K.2.D - (D) record and organize data and observations using pictures, numbers, and words; and
Science K.2.E - (E) communicate observations about simple descriptive investigations.
K - (3) Scientific problem solving.
Science K.3.A - (A) identify and explain a problem such as the impact of littering and propose a solution;
Science K.3.B - (B) make predictions based on observable patterns in nature; and
Science K.3.C - (C) explore that scientists investigate different things in the natural world and use tools to help in their investigations.
K - (4) Age-appropriate tools and models to investigate the natural world.
Science K.4.A - (A) collect information using tools, including computing devices, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices; non-standard measuring items; weather instruments such as demonstration thermometers; and materials to support observations of habitats of organisms such as terrariums and aquariums; and
Science K.4.B - (B) use the senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment.
K - (5) Matter and energy.
Science.K.5.A - (A) observe and record properties of objects, including bigger or smaller, heavier or lighter, shape, color, and texture; and
Science.K.5.B - (B) observe, record, and discuss how materials can be changed by heating or cooling.
K - (6) Force, motion, and energy.
Science.K.6.A - (A) use the senses to explore different forms of energy such as light, thermal, and sound;
Science.K..6.B - (B) explore interactions between magnets and various materials;
Science.K..6.C - (C) observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside; and
Science.K.6.D - (D) observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow.
K - (7) Earth and space (earth materials).
Science.K.7.A - (A) observe, describe, and sort rocks by size, shape, color, and texture;
Science.K.7.B - (B) observe and describe physical properties of natural sources of water, including color and clarity; and
Science.K.7.C - (C) give examples of ways rocks, soil, and water are useful.
K - (8) Earth and space (recognizable patterns ).
Science.K.8.A - (A) observe and describe weather changes from day to day and over seasons;
Science.K..8.B - (B) identify events that have repeating patterns, including seasons of the year and day and night; and
Science.K.8.C - (C) observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun.
K - (9) Organisms and environments (Basic needs).
Science.K.9.A - (A) differentiate between living and nonliving things based upon whether they have basic needs and produce offspring; and
Science.K.9.B - (B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.
K - (10) Organisms and environments (Organisms resemble their parents).
Science.K..10.A - (A) sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape;
Science.K..10.B - (B) identify basic parts of plants and animals;
Science.K.10.C - (C) identify ways that young plants resemble the parent plant; and
Science.K.10.D - (D) observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit.
Science, Grade 1
1 - (1) Home and school safety
Science.1.1.A - (A) identify, discuss, and demonstrate safe and healthy practices as outlined in Texas Education agency-approved safety standards during classroom and outdoor investigations, including wearing safety goggles or chemical splash goggles, as appropriate, washing hands, and using materials appropriately; and
Science.1.1.B - (B) identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.
1 - (2) Ask questions and seek answers.
Science.1.2.A - (A) ask questions about organisms, objects, and events observed in the natural world;
Science.1.2.B - (B) plan and conduct simple descriptive investigations;
Science.1.2.C - (C) collect data and make observations using simple tools;
Science.1.2.D - (D) record and organize data using pictures, numbers, and words; and
Science.1.2.E - (E) communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.
1 - (3) Scientific problem solving.
Science.1.3.A - (A) identify and explain a problem and propose a solution;
Science.1.3.B - (B) make predictions based on observable patterns; and
Science.1.3.C - (C) describe what scientists do.
1 - (4) Age-appropriate tools and models to investigate the natural world.
Science.1.4.A - (A) collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles or chemical splash goggles, as appropriate; timing devices; non-standard measuring items; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums; and
Science.1.4.B - (B) measure and compare organisms and objects using non-standard units.
1 - (5) Matter and energy.
Science.1.5.A - (A) classify objects by observable properties such as larger and smaller, heavier and lighter, shape, color, and texture;
Science.1.5.B - (B) predict and identify changes in materials caused by heating and cooling; and
Science.1.5.C - (C) classify objects by the materials from which they are made.
1 - (6) Force, motion, and energy.
Science.1.6.A - (A) identify and discuss how different forms of energy such as light, thermal, and sound are important to everyday life;
Science.1.6.B - (B) predict and describe how a magnet can be used to push or pull an object; and
Science.1.6.C - (C) demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.
1 - (7) Earth and space (rocks, soil, and water).
Science.1.7.A - (A) observe, compare, describe, and sort components of soil by size, texture, and color;
Science.1.7.B - (B) identify and describe a variety of natural sources of water, including streams, lakes, and oceans; and
Science.1.7.C - (C) identify how rocks, soil, and water are used to make products.
1 - (8) Earth and space (air and objects in the sky).
Science.1.8.A - (A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
Science.1.8.B - (B) observe and record changes in the appearance of objects in the sky such as the Moon and stars, including the Sun;
Science.1.8.C - (C) identify characteristics of the seasons of the year and day and night; and
Science.1.8.D - (D) demonstrate that air is all around us and observe that wind is moving air.
1 - (9) Organisms and environments (relationships between organisms and life cycle).
Science.1.9.A - (A) sort and classify living and nonliving things based upon whether they have basic needs and produce offspring;
Science.1.9.B - (B) analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver; and
Science.1.9.C - (C) gather evidence of interdependence among living organisms such as energy transfer through food chains or animals using plants for shelter.
1 - (10) Organisms and environments (Organisms resemble their parents).
Science.1.10.A - (A) investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;
Science.1.10.B - (B) identify and compare the parts of plants;
Science.1.10.C - (C) compare ways that young animals resemble their parents; and
Science.1.10.D - (D) observe and record life cycles of animals such as a chicken, frog, or fish.
Science, Grade 2
2 - (1) Home and school safety
Science.2.1.A - (A) identify, describe, and demonstrate safe practices as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations, including wearing safety goggles or chemical splash goggles, as appropriate, washing hands, and using materials appropriately; and
Science.2.1.B - (B) identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.
2 - (2) Ask questions and seek answers.
Science.2.2.A - (A) ask questions about organisms, objects, and events during observations and investigations;
Science.2.2.B - (B) plan and conduct descriptive investigations;
Science.2.2.C - (C) collect data from observations using scientific tools;
Science.2.2.D - (D) record and organize data using pictures, numbers, and words;
Science.2.2.E - (E) communicate observations and justify explanations using student-generated data from simple descriptive investigations; and
Science.2.2.F - (F) compare results of investigations with what students and scientists know about the world.
2 - (3) Scientific problem solving.
Science.2.3.A - (A) identify and explain a problem and propose a task and solution for the problem;
Science.2.3.B - (B) make predictions based on observable patterns; and
Science.2.3.C - (C) identify what a scientist is and explore what different scientists do.
2 - (4) Age-appropriate tools and models to investigate the natural world.
Science.2.4.A - (A) collect, record, and compare information using tools, including computers, hand lenses, rulers, plastic beakers, magnets, collecting nets, notebooks, and safety goggles or chemical splash goggles, as appropriate; timing devices; weather instruments such as thermometers, wind vanes, and rain gauges; and materials to support observations of habitats of organisms such as terrariums and aquariums; and
Science.2.4.B - (B) measure and compare organisms and objects.
2 - (5) Matter and energy.
Science.2.5.A - (A) classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid;
Science.2.5.B - (B) compare changes in materials caused by heating and cooling;
Science.2.5.C - (C) demonstrate that things can be done to materials such as cutting, folding, sanding, and melting to change their physical properties; and
Science.2.5.D - (D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties.
2 - (6) Force, motion, and energy.
Science.2.6.A - (A) investigate the effects on objects by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter;
Science.2.6.B - (B) observe and identify how magnets are used in everyday life; and
Science.2.6.C - (C) trace and compare patterns of movement of objects such as sliding, rolling, and spinning over time.
2 - (7) Earth and space (earth materials).
Science.2.7.A - (A) observe, describe, and compare rocks by size, texture, and color;
Science.2.7.B - (B) identify and compare the properties of natural sources of freshwater and saltwater; and
Science.2.7.C - (C) distinguish between natural and manmade resources.
2 - (8) Earth and space (recognizable patterns ).
Science.2.8.A - (A) measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data;
Science.2.8.B - (B) identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation; and
Science.2.8.C - (C) observe, describe, and record patterns of objects in the sky, including the appearance of the Moon. (C) observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.
2 - (9) Organisms and environments (Basic needs).
Science.2.9.A - (A) identify the basic needs of plants and animals;
Science.2.9.B - (B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things; and
Science.2.9.C - (C) compare the ways living organisms depend on each other and on their environments such as through food chains.
2 - (10) Organisms and environments (Organisms resemble their parents).
Science.2.10.A - (A) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs;
Science.2.10.B - (B) observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant; and
Science.2.10.C - (C) investigate and record some of the unique stages that insects such as grasshoppers and butterflies undergo during their life cycle.
Science, Grade 3
3 - (1) Home and school safety
Science.3.1.A - (A) demonstrate safe practices as described in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment as appropriate, including safety goggles or chemical splash goggles, as appropriate, and gloves; and
Science.3.1.B - (B) make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics.
3 - (2) Scientific practices during investigations.
Science.3.2.A - (A) plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world;
Science.3.2.B - (B) collect and record data by observing and measuring using the metric system and recognize differences between observed and measured data;
Science.3.2.C - (C) construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data;
Science.3.2.D - (D) analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations;
Science.3.2.E - (E) demonstrate that repeated investigations may increase the reliability of results; and
Science.3.2.F - (F) communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion.
3 - (3) Scientific problem solving.
Science.3.3.A - (A) analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing;
Science.3.3.B - (B) represent the natural world using models such as volcanoes or the Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials; and
Science.3.3.C - (C) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.
3 - (4) Use a variety of tools and methods to conduct science inquiry, and Sun, Earth, and Moon system models.
Science.3.4 - (4) Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: collect, record, and analyze information using tools, including cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, magnets, collecting nets, notebooks, and Sun, Earth, and Moon system models; timing devices; and
3 - (5) Matter and energy.
Science.3.5.A - (A) measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float;
Science.3.5.B - (B) describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container;
Science.3.5.C - (C) predict, observe, and record changes in the state of matter caused by heating or cooling such as ice becoming liquid water, condensation forming on the outside of a glass of ice water, or liquid water being heated to the point of becoming water vapor; and
Science.3.5.D - (D) explore and recognize that a mixture is created when two materials are combined such as gravel and sand or metal and plastic paper clips.
3 - (6) Force, motion, and energy.
Science.3.6.A - (A) explore different forms of energy, including mechanical, light, sound, and thermal in everyday life;
Science.3.6.B - (B) demonstrate and observe how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons; and
Science.3.6.C - (C) observe forces such as magnetism and gravity acting on objects.
3 - (7) Earth and space (Natural Resources).
Science.3.7.A - (A) explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains;
Science.3.7.B - (B) investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides; and
Science.3.7.C - (C) explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved.
3 - (8) Earth and space (recognizable patterns ).
Science.3.8.A - (A) observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation;
Science.3.8.B - (B) describe and illustrate the Sun as a star composed of gases that provides light and thermal energy;
Science.3.8.C - (C) construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions; and
Science.3.8.D - (D) identify the planets in Earth's solar system and their position in relation to the Sun.
3 - (9) Organisms and environments (Basic needs).
Science.3.9.A - (A) observe and describe the physical characteristics of environments and how they support populations and communities of plants and animals within an ecosystem;
Science.3.9.B - (B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field; and
Science.3.9.C - (C) describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations.
3 - (10) Organisms and environments (Organisms life processes).
Science.3.10.A - (A) explore how structures and functions of plants and animals allow them to survive in a particular environment; and
Science.3.10.B - (B) investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady beetles.
Science, Grade 4
4 - (1) Home and school safety
Science.4.1.A - (A) demonstrate safe practices and the use of safety equipment as described in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate; and
Science.4.1.B - (B) make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.
4 - (2) Scientific practices during investigations.
Science.4.2.A - (A) plan and implement descriptive investigations, including asking well defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions;
Science.4.2.B - (B) collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps;
Science.4.2.C - (C) construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data;
Science.4.2.D - (D) analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured;
Science.4.2.E - (E) perform repeated investigations to increase the reliability of results; and
Science.4.2.F - (F) communicate valid oral and written results supported by data.
4 - (3) Scientific problem solving.
Science.4.3.A - (A) analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing;
Science.4.3.B - (B) represent the natural world using models such as the water cycle and stream tables and identify their limitations, including accuracy and size; and
Science.4.3.C - (C) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.
4 - (4) Use a variety of tools and methods to conduct science inquiry, and Sun, Earth, and Moon system models.
Science.4.4 - (4) Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, balances, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices; and material
4 - (5) Matter and energy.
Science.4.5.A - (A) measure, compare, and contrast physical properties of matter, including mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float; and
Science.4.5.B - (B) compare and contrast a variety of mixtures, including solutions.
4 - (6) Force, motion, and energy.
Science.4.6.A - (A) differentiate among forms of energy, including mechanical, sound, electrical, light, and thermal;
Science.4.6.B - (B) differentiate between conductors and insulators of thermal and electrical energy;
Science.4.6.C - (C) demonstrate that electricity travels in a closed path, creating an electrical circuit; and
Science.4.6.D - (D) design a descriptive investigation to explore the effect of force on an object such as a push or a pull, gravity, friction, or magnetism.
4 - (7) Earth and space (Natural Resources).
Science.4.7.A - (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants;
Science.4.7.B - (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice; and
Science.4.7.C - (C) identify and classify Earth's renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation.
4 - (8) Earth and space (recognizable patterns in the world, the Sun, Earth, and Moon system ).
Science.4.8.A - (A) measure, record, and predict changes in weather;
Science.4.8.B - (B) describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process; and
Science.4.8.C - (C) collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the Moon over time.
4 - (9) Organisms and environments (living organisms interactions).
Science.4.9.A - (A) investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food; and
Science.4.9.B - (B) describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web.
4 - (10) Organisms and environments (Organisms life processes).
Science.4.10.A - (A) explore how structures and functions enable organisms to survive in their environment;
Science.4.10.B - (B) explore and describe examples of traits that are inherited from parents to offspring such as eye color and shapes of leaves and behaviors that are learned such as reading a book and a wolf pack teaching their pups to hunt effectively; and
Science.4.10.C - (C) explore, illustrate, and compare life cycles in living organisms such as beetles, crickets, radishes, or lima beans.
Science, Grade 5
5 - (1) Home and school safety
Science.5.1.A - (A) demonstrate safe practices and the use of safety equipment as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate; and
Science.5.1.B - (B) make informed choices in the conservation, disposal, and recycling of materials.
5 - (2) Scientific practices during investigations.
Science.5.2.A - (A) describe, plan, and implement simple experimental investigations testing one variable;
Science.5.2.B - (B) ask well defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology;
Science.5.2.C - (C) collect and record information using detailed observations and accurate measuring;
Science.5.2.D - (D) analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence;
Science.5.2.E - (E) demonstrate that repeated investigations may increase the reliability of results;
Science.5.2.F - (F) communicate valid conclusions in both written and verbal forms; and
Science.5.2.G - (G) construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.
5 - (3) Scientific problem solving.
Science.5.3.A - (A) analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing;
Science.5.3.B - (B) draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rock works or looks; and
Science.5.3.C - (C) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.
5 - (4) Use a variety of tools and methods to conduct science inquiry, and Sun, Earth, and Moon system models.
Science.5.4 - (4) Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices; and materials to support o
5 - (5) Matter and energy.
Science.5.5.A - (A) classify matter based on measurable, testable, and observable physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating using water as a reference point), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;
Science.5.5.B - (B) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand and sand and water; and
Science.5.5.C - (C) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
5 - (6) Force, motion, and energy.
Science.5.6.A - (A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;
Science.5.6.B - (B) demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound;
Science.5.6.C - (C) demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted; and
Science.5.6.D - (D) design a simple experimental investigation that tests the effect of force on an object.
5 - (7) Earth and space (Natural Resources).
Science.5.7.A - (A) explore the processes that led to the formation of sedimentary rocks and fossil fuels; and
Science.5.7.B - (B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, or ice.
5 - (8) Earth and space (recognizable patterns in the world, the Sun, Earth, and Moon system).
Science.5.8.A - (A) differentiate between weather and climate;
Science.5.8.B - (B) explain how the Sun and the ocean interact in the water cycle;
Science.5.8.C - (C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; and
Science.5.8.D - (D) identify and compare the physical characteristics of the Sun, Earth, and Moon.
5 - (9) Organisms and environments (living organisms interactions).
Science.5.9.A - (A) observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components;
Science.5.9.A - (B) describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers;
Science.5.9.C - (C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and
Science.5.9.D - (D) identify fossils as evidence of past living organisms and the nature of the environments at the time using models.
5 - (10) Organisms and environments (Organisms structures).
Science.5.10.A - (A) compare the structures and functions of different species that help them live and survive in a specific environment such as hooves on prairie animals or webbed feet in aquatic animals; and
Science.5.10.B - (B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle.
Social Studies
Social Studies, Kinder
K - (1) History (Holidays )
SocialS.K.1.B - (B) identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day.
K - (2) History (Historical figures, patriots, and good citizens helped shape the community, state, and nation).
SocialS.K.2.A - (A) identify contributions of historical figures, including Stephen F. Austin, George Washington, Christopher Columbus, and José Antonio Navarro, who helped to shape the state and nation;
K - (3) History (Chronology)
SocialS.K.3.B - (B) use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today, and tomorrow.
K - (4) Geography (Location)
SocialS.K.4.B - (B) locate places on the school campus and describe their relative locations
SocialS.K.4.C - (C) identify tools that aid in determining location, including maps and globes.
K- (5) Geography (Physical and human characteristics of place).
SocialS.K.5.B - (B) how the human characteristics of place such as ways of earning a living, shelter, clothing, food, and activities are based upon geographic location.
K - (6) Economics (Basic human needs and wants).
SocialS.K.6.B - (B) explain the difference between needs and wants
SocialS.K.6.C - (C) explain how basic human needs can be met such as through self-producing, purchasing, and trading.
K - (7) Economics (Value of jobs).
SocialS.K.7.B - (B) explain why people have jobs.
K - (8) Government (Purpose of rules).
SocialS.K.8.B - (B) identify rules that provide order, security, and safety in the home and school.
K - (9) Government (Role of authority figures).
SocialS.K.9.B - (B) explain how authority figures make and enforce rules.
K - (10) Citizenship (symbols, customs, and responsibilities that represent American beliefs).
SocialS.K.10.B - (B) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag
SocialS.K.10.C - (C) identify Constitution Day as a celebration of American freedom
SocialS.K.10.D - (D) use voting as a method for group decision making.
K - (11) Culture (Similarities and differences among people).
SocialS.K.11.B - (B) identify similarities and differences among people such as music, clothing, and food.
K - (12) Culture (Family customs and traditions).
SocialS.K.12.B - (B) compare family customs and traditions.
K - (13) Science, technology, and society.
SocialS.K.13.B - (B) describe how technology helps accomplish specific tasks and meet people's needs
SocialS.K.13.C - (C) describe how his or her life might be different without modern technology.
K - (14) Social studies skills (Organize and use information )
SocialS.K.14.B - (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, and artifacts
SocialS.K.14.C - (C) sequence and categorize information.
K - (15) Social studies skills (Communication in oral and visual forms).
SocialS.K.15.B - (B) create and interpret visuals, including pictures and maps.
K - (16) Social studies skills (Problem-solving and decision-making skills).
SocialS.K.16.B - (B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of the decision.
Social Studies, Grade 1
1- (1) History (Customs, holidays, and celebrations).
SocialS1.1.B - (B) compare the observance of holidays and celebrations, past and present.
1 - (2) History (Historical figures, patriots, and good citizens helped shape the community, state, and nation).
SocialS.1.2.B - (B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness
SocialS.1.2.C - (C) compare the similarities and differences among the lives and activities of historical figures and other individuals who have influenced the community, state, and nation.
1- (3) History (Concepts of time and chronology).
SocialS.1.3.B - (B) describe and measure calendar time by days, weeks, months, and years
SocialS.1.3.C - (C) create a calendar and simple timeline.
1 - (4) Geography (Relative location of places).
SocialS.1.4.B - (B) describe the location of self and objects relative to other locations in the classroom and school.
1 - (5) Geography (Maps and globes).
SocialS.1.5.B - (B) locate the community, Texas, and the United States on maps and globes.
1 - (6) Geography (Physical and human characteristics).
SocialS.1.6.B - (A) identify examples of and uses for natural resources in the community, state, and nation
SocialS.1.6.C - (C) identify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based upon geographic location.
1 - (7) Economics (Basic human needs).
SocialS.1.7.B - (B) describe similarities and differences in ways families meet basic human needs.
1 - (8) Economics (Goods and services).
Socials.1.8.B - (B) identify ways people exchange goods and services
Socials.1.8.C - (C) identify the role of markets in the exchange of goods and services.
(9) Economics ( Restrictions on goods and services one wants).
SocialS.1.9.B - (B) explain why wanting more than they can have requires that people make choices
SocialS1,.9.C - (C) identify examples of choices families make when buying goods and services.
1- (10) Economics (Value of work).
SocialS.1.10.B - (B) describe how specialized jobs contribute to the production of goods and services.
1- (11) Government (Purpose of rules and laws).
SocialS.1.11.B - (B) identify rules and laws that establish order, provide security, and manage conflict.
1 - (12) Government (Role of authority figures, public officials, and citizens).
SocialS.1.12.B - (B) identify and describe the roles of public officials in the community, state, and nation
SocialS.1.12.C - (C) identify and describe the role of a good citizen in maintaining a constitutional republic.
1 - (13) Citizenship (Good citizenship).
SocialS.1.13.B - (B) identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who have exemplified good citizenship
SocialS.1.13.C - (C) identify other individuals who exemplify good citizenship.
1- (14) Citizenship (Symbols, customs, and celebrations that represent American beliefs).
SocialS.1.14.B - (B) recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag
SocialS.1.14.C - (C) identify anthems and mottoes of Texas and the United States
SocialS.1.14.D - (D) explain and practice voting as a way of making choices and decisions
SocialS.1.14.E - (E) explain how patriotic customs and celebrations reflect American individualism and freedom
SocialS.1.14.F - (F) identify Constitution Day as a celebration of American freedom.
1 - (15) Culture (Family and community beliefs, customs, language, and traditions).
SocialS.1.15.B - (B) explain the way folktales and legends such as Aesop's fables reflect beliefs, customs, language, and traditions of communities.
1- (16) Science, technology, and society.
SocialS.1.16.B - (B) describe how technology changes communication, transportation, and recreation
SocialS.1.16.C - (C) describe how technology changes the way people work.
1 - (17) Social studies skills (Organize and use information )
SocialS.1.17.B - (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts
SocialS.1.17.C - (C) sequence and categorize information.
1 - (18) Social studies skills (Communication in oral and visual forms).
SocialS.1.18.B - (B) create and interpret visual and written material.
1 - (19) Social studies skills (Problem-solving and decision-making skills).
SocialS.1.19.B - (B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision.
Social Studies, Grade 2
2 - (1) History (Landmarks and celebrations in the community, state, and nation).
SocialS.2.1.B - (B) identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings.
2 - (3) History (Time and chronology).
SocialS.2.2.B - (B) apply vocabulary related to chronology, including past, present, and future
SocialS.2.2.C - (C) create and interpret timelines for events in the past and present.
2 - (3) History (Past and present).
SocialS.2.3.B - (B) describe various evidence of the same time period using primary sources such as photographs, journals, and interviews.
2 - (4) History (Historical figures, patriots, and good citizens helped shape the community, state, and nation).
SocialS.2.4.B - (B) identify historical figures such as Amelia Earhart, W. E. B. DuBois, Robert Fulton, and George Washington Carver who have exhibited individualism and inventiveness
SocialS.2.4.C - (C) explain how people and events have influenced local community history.
2 - (5) Geography (Geographic tools, maps and globes).
SocialS.2.5.B - (B) create maps to show places and routes within the home, school, and community.
2 - (6) Geography (Locations and characteristics of places and regions).
SocialS.2.6.B - (B) locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes
SocialS.2.6.C - (C) examine information from various sources about places and regions.
2 - (7) Geography ( How places and regions affect people's activities and settlement patterns).
SocialS.2.7.B - (B) describe how natural resources and natural hazards affect activities and settlement patterns
SocialS.2.7.C - (C) explain how people depend on the physical environment and natural resources to meet basic needs
SocialS.2.7.D - (D) identify the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns.
2 - (8) Geography ( Physical environment).
SocialS.2.8.B - (B) identify positive and negative consequences of human modification of the physical environment such as the use of irrigation to improve crop yields
SocialS.2.8.C - (C) identify ways people can conserve and replenish natural resources.
2 - (9) Economics (Value of work).
SocialS.2.9.B - (B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money and where to live and work.
2 - (10) Economics (Producers and consumers )
SocialS.2.10.B - (B) identify ways in which people are both producers and consumers
SocialS.2.10.C - (C) examine the development of a product from a natural resource to a finished product.
2 - (11) Government (Purpose of governments).
SocialS.2.11.B - (B) identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community
SocialS.2.11.C - (C) describe how governments tax citizens to pay for services.
2 - (12) Government (Role of public officials)
SocialS.2.12.B - (B) compare the roles of public officials, including mayor, governor, and president
SocialS.2.12.C - (C) identify ways that public officials are selected, including election and appointment to office
SocialS.2.12.D - (D) identify how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions.
2 - (13) Citizenship ( Good citizenship as exemplified by historical figures and other individuals).
SocialS.2.13.B - (B) identify historical figures such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPs) and Navajo Code Talkers, and Sojourner Truth who have exemplified good citizenship
SocialS.2.13.C - (C) identify other individuals who exemplify good citizenship
SocialS.2.13.D - (D) identify ways to actively practice good citizenship, including involvement in community service.
2 - (14) Citizenship (Symbols, customs, and celebrations that represent American beliefs).
SocialS.2.14.B - (B) identify selected patriotic songs, including "The Star Spangled Banner" and "America the Beautiful"
SocialS.2.14.C - (C) identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and Uncle Sam
SocialS.2.14.D - (D) identify how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.
2 - (15) Culture (Significance of works of art in the local community).
SocialS.2.15.B - (B) explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage.
2 - (16) Culture (Ethnic and/or cultural celebrations)
SocialS.2.16.B - (B) compare ethnic and/or cultural celebrations.
2 - (17) Science, technology, and society.
SocialS.2.17.B - (B) explain how science and technology change the ways in which people meet basic needs.
2 - (18) Social studies skills (Organize and use information )
SocialS.2.18.B - (B) obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts
SocialS.2.18.C - (C) use various parts of a source, including the table of contents, glossary, and index, as well as keyword Internet searches to locate information
SocialS.2.18.D - (D) sequence and categorize information
SocialS.2.18.E - (E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting.
2 - (19) Social studies skills (Communication in written, oral and visual forms).
SocialS.2.19.A - (A) express ideas orally based on knowledge and experiences
2 - (20) Social studies skills (Problem-solving and decision-making skills).
SocialS.2.20.B - (B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision.
Social Studies, Grade 3
3 - (1) History (Understands how individuals, events, and ideas have influenced the history of various communities).
SocialS.3.1.B - identify individuals, including Pierre-Charles L'Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities
SocialS.3.1.C - describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the creation of new communities.
3 - (2) History (Past and present).
SocialS.3.2.B - identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation
SocialS.3.2.C - compare ways in which various other communities meet their needs.
3 - (3) History (Time and chronology).
SocialS.3.3.B - create and interpret timelines
SocialS.3.3.C - apply the terms year, decade, and century to describe historical times.
3 - (4) Geography ( Humans adaptations).
SocialS.3.4.B - identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains
SocialS.3.4.C - describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape
SocialS.3.4.D - describe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape
SocialS.3.4.E - identify and compare the human characteristics of various regions.
3 - (5) Geography (Location, distance, and direction on maps and globes).
SocialS.3.5.B. - use a scale to determine the distance between places on maps and globes
SocialS.3.5.C - identify and use the compass rose, grid system, and symbols to locate places on maps and globes
SocialS.3.5.D - create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system.
3 - (6) Economics (Earning, spending, saving, and donating money).
SocialS.3.6.B - create a simple budget that allocates money for spending, saving, and donating.
3 - (7) Economics (Free enterprise system).
SocialS.3.7.B - explain the impact of scarcity on the production, distribution, and consumption of goods and services
SocialS.3.7.C - explain the concept of a free market as it relates to the U.S. free enterprise system.
3 - (8) Economics (Businesses operations in the U.S.)
SocialS.3.8.B - explain how supply and demand affect the price of a good or service
SocialS.3.8.C - explain how the cost of production and selling price affect profits
SocialS.3.8.D - explain how government regulations and taxes impact consumer costs
SocialS.3.8.E - identify individuals, past and present, including Henry Ford and other entrepreneurs in the community such as Mary Kay Ash, Wallace Amos, Milton Hershey, and Sam Walton, who have started new businesses.
3 - (9) Government ( Basic Structure and functions ).
SocialS.3.9.B - identify services commonly provided by local, state, and national governments
SocialS.3.9.C - identify services commonly provided by local, state, and national governments
SocialS.3.9.D - explain how local, state, and national government services are financed.
3 - (10) Government (Importance of ideas in historical documents).
SocialS.3.10.B - describe and explain the importance of the concept of "consent of the governed" as it relates to the functions of local, state, and national government.
3 - (11) Citizenship (Good citizenship as exemplified by historical and contemporary figures)
SocialS.3.11.B - identify historical figures such as Helen Keller and Clara Barton and contemporary figures such as Ruby Bridges and military and first responders who exemplify good citizenship
SocialS.3.11.C - identify and explain the importance of individual acts of civic responsibility, including obeying laws, serving the community, serving on a jury, and voting.
3 - (12) Citizenship (Impact of individual and group decision)
SocialS.3.12.B - identify examples of actions individuals and groups can take to improve the community
SocialS.3.12.C - identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.
3 - (13) Culture (Ethnic and/or cultural celebrations).
SocialS.3.13.B - compare ethnic and/or cultural celebrations in the local community with other communities.
3 - (14) Culture (Role of heroes in shaping the culture)
SocialS.3.14.B - identify and analyze the heroic deeds of individuals, including military and first responders such as the Four Chaplains
3 - (15) Culture ( Importance of writers and artists).
SocialS.3.15.B - explain the significance of various individual writers and artists such as Carmen Lomas Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and paintings and other examples of cultural heritage to various communities.
3 - (16) Science, technology, and society.
SocialS.3.16.B - identify the impact of scientific breakthroughs and new technology in computers, pasteurization, and medical vaccines on various communities.
3 - (17) Social studies skills (Organize and use information )
SocialS.3.17.B - sequence and categorize information
SocialS.3.17.C - interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting
SocialS.3.17.D - use various parts of a source, including the table of contents, glossary, and index as well as keyword Internet searches, to locate information
SocialS.3.17.E - interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps
SocialS.3.17.F - use appropriate mathematical skills to interpret social studies information such as maps and graphs.
3 - (18) Social studies skills (Communication in written, oral and visual forms).
SocialS.3.18.B - use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas
SocialS.3.18.C - use standard grammar, spelling, sentence structure, and punctuation.
3 - (19) Social studies skills (Problem-solving and decision-making skills).
SocialS.3.19.B - use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Social Studies, Grade 4
4 - (1) History. (American Indian groups in Texas and North America before European exploration)
SocialS.4.1.B - identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano
SocialS.4.1.C - describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo
SocialS.4.1.D - compare the ways of life of American Indian groups in Texas and North America before European exploration.
4 - (2) History (European exploration and colonization of Texas and North America)
SocialS.4.2.B - identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas
SocialS.4.2.C - explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals such as José de Escandón
SocialS.4.2.D - identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas
SocialS.4.2.E - identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martín de León, on the settlement of Texas.
4 - (3) History (Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States)
SocialS.4.3.B - summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants Susanna Dickinson and Enrique Esparza
SocialS.4.3.C - identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones
SocialS.4.3.D - describe the successes, problems, and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers
SocialS.4.3.E - explain the events that led to the annexation of Texas to the United States, including the impact of the U.S.-Mexican War.
4 - (4) History (Changes in Texas during the last half of the 19th century). 4
SocialS.4.4.B - explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson
SocialS.4.4.C - identify the impact of railroads on life in Texas, including changes to cities and major industries
SocialS.4.4.D - examine the effects upon American Indian life resulting from changes in Texas, including the Red River War, building of U.S. forts and railroads, and loss of buffalo.
4 - (5) History (The 20th century in Texas).
SocialS.4.5.B - explain the development and impact of the oil and gas industry upon industrialization and urbanization in Texas, including important places and people such as Spindletop and Pattillo Higgins
SocialS.4.5.C - identify the accomplishments of notable individuals such as John Tower, Scott Joplin, Audie Murphy, Cleto Rodríguez, Stanley Marcus, Bessie Coleman, Raul A. Gonzalez Jr., and other local notable individuals.
4 - (6) Geography (Geographic tools to collect, analyze, and interpret data).
SocialS.4.6.B - translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps.
4 - (7) Geography ( Regions).
SocialS.4.7.B - identify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their landforms, climate, and vegetation
SocialS.4.7.C - compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains) with regions of the United States and other parts of the world.
4 - (8) Geography (Settlements and geographic factors).
SocialS.4.8.B - describe and explain the location and distribution of various towns and cities in Texas, past and present
SocialS.4.8.C - explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present.
4 - (9) Geography (People adapt to and modify their environment).
SocialS.4.9.B - identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities
SocialS.4.9.C - compare the positive and negative consequences of human modification of the environment in Texas, past and present, both governmental and private, such as economic development and the impact on habitats and wildlife as well as air and water quality.
4 - (10) Economics ( Economic activities of early societies in Texas and North America).
SocialS.4.10.B - explain the economic activities early immigrants to Texas used to meet their needs and wants.
4 - (11) Economics (Free enterprise system in Texas).
SocialS.4.11.B - describe how the free enterprise system works, including supply and demand
SocialS.4.11.C - give examples of the benefits of the free enterprise system such as choice and opportunity.
4 - (12) Economics (Patterns of work and economic activities in Texas).
SocialS.4.12.B - explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic activities in Texas
SocialS.4.12.C - analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas
SocialS.4.12.D - describe the impact of mass production, specialization, and division of labor on the economic growth of Texas
SocialS.4.12.E - explain how developments in transportation and communication have influenced economic activities in Texas
SocialS.4.12.F - explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of Texas.
4 - (13) Economics (Texas, the United States, and other parts of the world are economically interdependent).
SocialS.4.13.B - identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world
SocialS.4.13.C - explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world.
4 - (14) Government (Government early development of Texas).
SocialS.4.14.B - identify and compare characteristics of the Spanish colonial government and the early Mexican governments and their influence on inhabitants of Texas.
4 - (15) Government (Historical documents of Texas and the United States).
SocialS.4.15.B - identify and explain the basic functions of the three branches of government according to the Texas Constitution
SocialS.4.15.C - identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (Celebrate Freedom Week)
4 - (16) Citizenship (Customs, symbols, and celebrations of Texas).
SocialS.4.16.B - sing or recite "Texas, Our Texas"
SocialS.4.16.C - recite and explain the meaning of the Pledge to the Texas Flag
SocialS.4.16.D - describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
4 - (17) Citizenship (Individual participation in the democratic process).
SocialS.4.17.B - explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as holding public officials to their word, writing letters, and participating in historic preservation and service projects
SocialS.4.17.C - explain the duty of the individual in state and local elections such as being informed and voting
SocialS.4.17.D - identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals
SocialS.4.17.E - explain how to contact elected and appointed leaders in state and local governments.
4 - (18) Citizenship (Effective leadership in a constitutional republic).
SocialS.4.18.B - identify leadership qualities of state and local leaders, past and present.
4 - (19) Culture. (Contributions of people of various racial, ethnic, and religious groups to Texas).
SocialS.4.19.B - identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio
SocialS.4.19.C - summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe.
4 - (20) Science, technology, and society ( Impact of science and technology on life in Texas).
SocialS.4.20.B - describe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas
SocialS.4.20.C - predict how future scientific discoveries and technological innovations might affect life in Texas
4 - (21) Social studies skills (Organize and use information )
SocialS.4.21.B - analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
SocialS.4.21.C - organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
SocialS.4.21.D - identify different points of view about an issue, topic, historical event, or current event
SocialS.4.21.E - use appropriate mathematical skills to interpret social studies information such as maps and graphs.
4 - (22) Social studies skills (Communication in written, oral and visual forms).
SocialS.4.22.B - incorporate main and supporting ideas in verbal and written communication
SocialS.4.22.C - express ideas orally based on research and experiences
SocialS.4.22.D - create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
SocialS.4.22.E - use standard grammar, spelling, sentence structure, and punctuation.
4 - (23) Social studies skills (Problem-solving and decision-making skills).
SocialS.4.23.B - use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Social Studies, Grade 5
5 - (1) History. (European colonization in the United States beginning in 1565, the founding of St. Augustine).
SocialS.5.1.B - describe the accomplishments of significant individuals during the colonial period, including William Bradford, Anne Hutchinson, William Penn, John Smith, John Wise, and Roger Williams.
5- (2) History (American independence).
SocialS.5.2.B - identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period
SocialS.5.2.C - summarize the results of the American Revolution, including the establishment of the United States and the development of the U.S. military.
5 - (3) History (U.S. Constitution)
SocialS.5.3.B - identify the contributions of individuals, including James Madison, and others such as George Mason, Charles Pinckney, and Roger Sherman who helped create the U.S. Constitution.
5 - (4) History (Changes in the United States during the 19th century).
SocialS.5.4.B - identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the United States
SocialS.5.4.C - identify reasons people moved west
SocialS.5.4.D - identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny
SocialS.5.4.E - identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution
SocialS.5.4.F - explain how industry and the mechanization of agriculture changed the American way of life
SocialS.5.4.G - identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.
5 - (5) History (United States during the 20th and 21st centuries ).
SocialS.5.5.B - analyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election
SocialS.5.5.C - identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
5 - (6) Geography (Geographic tools to collect, analyze, and interpret data).
SocialS.5.6.B - translate geographic data into a variety of formats such as raw data to graphs and maps.
5 - (7) Geography (Regions in the United States).
SocialS.5.7.B - describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains
SocialS.5.7.C - locate on a map important political features such as the ten largest urban areas in the United States, the 50 states and their capitals, and regions such as the Northeast, the Midwest, and the Southwest
SocialS.5.7.D - locate on a map important physical features such as the Rocky Mountains, Mississippi River, and Great Plains.
5 - (8) Geography (Location and patterns of settlement ).
SocialS.5.8.B - explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present
SocialS.5.8.C - analyze the reasons for the location of cities in the United States, including capital cities, and explain their distribution, past and present.
5 - (9) Geography (People adapt to and modify their environment).
SocialS.5.9.B - analyze the positive and negative consequences of human modification of the environment in the United States, past and present.
5 - (10) Economics ( Economic activities of early societies in the United States).
SocialS.5.10.B - identify major industries of colonial America.
5 - (11) Economics (Free enterprise system in Texas).
SocialS.5.11.B - describe how the free enterprise system works in the United States
SocialS.5.11.C - give examples of the benefits of the free enterprise system in the United States.
5 - (12) Economics (Supply and demand).
SocialS.5.12.B - evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in the United States.
5 - (13) Economics(Patterns of work and economic activities).
SocialS.5.13.B - identify and explain how geographic factors have influenced the location of economic activities in the United States
SocialS.5.13.C - analyze the effects of immigration, migration, and limited resources on the economic development and growth of the United States
SocialS.5.13.D - describe the impact of mass production, specialization, and division of labor on the economic growth of the United States
SocialS.5.13.E - explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.
5 - (14) Government (Organization of governments in colonial America).
SocialS.5.14.B - identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses.
5 - (15) Government (Declaration of Independence, the U.S. Constitution, and the Bill of Rights).
SocialS.5.15.B - explain the purposes of the U.S. Constitution as identified in the Preamble
SocialS.5.15.C - explain the reasons for the creation of the Bill of Rights and its importance.
5 - (16) Government (Government created by the U.S. Constitution of 1787).
SocialS.5.16.B - identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution
SocialS.5.16.C - distinguish between national and state governments and compare their responsibilities in the U.S. federal system.
5 - (17) Citizenship (Symbols, customs, celebrations, and landmarks that represent American beliefs).
SocialS.5.17.B - sing or recite "The Star-Spangled Banner" and explain its history
SocialS.5.17.C - recite and explain the meaning of the Pledge of Allegiance to the United States Flag
SocialS.5.17.D - describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day, Columbus Day, and Veterans Day
SocialS.5.17.E - explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore.
5 - (18) Citizenship (Individual participation in the democratic process at the local, state, and national levels).
SocialS.5.18.B - explain how to contact elected and appointed leaders in local, state, and national governments.
5 - (19) Citizenship (Effective leadership in a constitutional republic).
SocialS.5.19.B - identify past and present leaders in the national government, including the president and various members of Congress, and their political parties
SocialS.5.19.C - identify and compare leadership qualities of national leaders, past and present.
5 - (20) Citizenship (Bill of Rights and other amendments to the U.S. Constitution).
SocialS.5.20.B - describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens.
5-(21) Culture (Arts and the times during which they were created).
SocialS.5.21.B - explain how examples of art, music, and literature reflect the times during which they were created.
5 - (22) Culture. (Contributions of people of various racial, ethnic, and religious groups to Texas).
SocialS.5.22.B - describe customs and traditions of various racial, ethnic, and religious groups in the United States
SocialS.5.22.C - summarize the contributions of people of various racial, ethnic, and religious groups to our national identity.
5 - (23) Science, technology, and society ( Impact of science and technology on society in the United States).
SocialS.5.23.B - identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program
SocialS.5.23.C - explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States
SocialS.5.23.D - predict how future scientific discoveries and technological innovations could affect society in the United States.
5 - (24) Social studies skills (Organize and use information )
SocialS.5.24.B - analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
SocialS.5.24.C - organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
SocialS.5.24.D - identify different points of view about an issue, topic, or current event
SocialS.5.24.E - identify the historical context of an event.
5 - (25) Social studies skills (Communication in written, oral and visual forms).
SocialS.5.25.B - incorporate main and supporting ideas in verbal and written communication
SocialS.5.25.C - express ideas orally based on research and experiences
SocialS.5.25.D - create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
SocialS.5.25.E - use standard grammar, spelling, sentence structure, and punctuation.
5 - (26) Social studies skills (Problem-solving and decision-making skills).
SocialS.5.26.B - use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
LOTE
Health Education
Physical Education
Fine Arts
Economics
Technology Apps
Carrer Development
SLAR / ESL
Career / Tech. Ed.
Middle School
Reading and Writing
ELAR, Grade 7
Grade 7 - (1) Oral language.
ELA.7.1.A - (A) listen actively to interpret a message and ask clarifying questions that build on others' ideas;
ELA.7.1.B - (B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems;
ELA.7.1.C - (C) present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively; and
ELA.7.1.D - (D) engage in meaningful discourse and provide and accept constructive feedback from others.
Grade 7 - (2) Vocabulary.
ELA.7.2.A - (A) use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;
ELA.7.2.B - (B) use context such as contrast or cause and effect to clarify the meaning of words; and
ELA.7.2.C - (C) determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, log/logue, gen, vid/vis, phil, luc, and sens/sent.
Grade 7 - (3) Fluency.
ELA.7.3 - (3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
Grade 7 - (4) Self-sustained reading
ELA.7.4 - (4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
Grade 7 - (5) Comprehension skills
ELA.7.5.A - (A) establish purpose for reading assigned and self-selected texts;
ELA.7.5.B - (B) generate questions about text before, during, and after reading to deepen understanding and gain information;
ELA.7.5.C - (C) make and correct or confirm predictions using text features, characteristics of genre, and structures;
ELA.7.5.D - (D) create mental images to deepen understanding;
ELA.7.5.E - (E) make connections to personal experiences, ideas in other texts, and society;
ELA.7.5.F - (F) make inferences and use evidence to support understanding;
ELA.7.5.G - (G) evaluate details read to determine key ideas;
ELA.7.5.H - (H) synthesize information to create new understanding; and
ELA.7.5.I - (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Grade 7 - (6) Response skills
ELA.7.6.A - (A) describe personal connections to a variety of sources, including self-selected texts;
ELA.7.6.B - (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
ELA.7.6.C - (C) use text evidence to support an appropriate response;
ELA.7.6.D - (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
ELA.7.6.E - (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
ELA.7.6.F - (F) respond using newly acquired vocabulary as appropriate;
ELA.7.6.G - (G) discuss and write about the explicit or implicit meanings of text;
ELA.7.6.H - (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
ELA.7.6.I - (I) reflect on and adjust responses as new evidence is presented.
Grade 7 - (7) Multiple genres: Literary elements.
ELA.7.7.A - (A) infer multiple themes within and across texts using text evidence;
ELA.7.7.B - (B) analyze how characters' qualities influence events and resolution of the conflict;
ELA.7.7.C - (C) analyze plot elements, including the use of foreshadowing and suspense, to advance the plot; and
ELA.7.7.D - (D) analyze how the setting influences character and plot development.
Grade 7 - (8) Multiple genres: Genres.
ELA.7.8.A - (A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction;
ELA.7.8.B - (B) analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms;
ELA.7.8.C - (C) analyze how playwrights develop characters through dialogue and staging;
ELA.7.8.D - (D) analyze characteristics and structural elements of informational text, including:
ELA.7.8.D.i - (i) the controlling idea or thesis with supporting evidence;
ELA.7.8.D.ii - (ii) features such as references or acknowledgements; and
ELA.7.8.D.iii - (iii) organizational patterns that support multiple topics, categories, and subcategories;
ELA.7.8.E - (E) analyze characteristics and structures of argumentative text by:
ELA.7.8.E.i - (i) identifying the claim;
ELA.7.8.E.ii - (ii) explaining how the author uses various types of evidence and consideration of alternatives to support the argument; and
ELA.7.8.E.iii - (iii) identifying the intended audience or reader; and
ELA.7.8.F - (F) analyze characteristics of multimodal and digital texts.; and
Grade 7 - (9) Author's purpose and craft
ELA.7.9.A - (A) explain the author's purpose and message within a text;
ELA.7.9.B - (B) analyze how the use of text structure contributes to the author's purpose;
ELA.7.9.C - (C) analyze the author's use of print and graphic features to achieve specific purposes;
ELA.7.9.D - (D) describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;
ELA.7.9.E - (E) identify the use of literary devices, including subjective and objective point of view;
ELA.7.9.F - (F) analyze how the author's use of language contributes to mood, voice, and tone; and
ELA.7.9.G - (G) explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations.
Grade 7 - (10) Composition: Writing process.
ELA.7.10.A - (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
ELA.7.10.B - (B) develop drafts into a focused, structured, and coherent piece of writing by:
ELA.7.10.B.i - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
ELA.7.10.B.ii - (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
ELA.7.10.C - (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
ELA.7.10.D - (D) edit drafts using standard English conventions, including:
ELA.7.10.D.i - (i) complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
ELA.7.10.D.ii - (ii) consistent, appropriate use of verb tenses;
ELA.7.10.D.iii - (iii) conjunctive adverbs;
ELA.7.10.D.iv - (iv) prepositions and prepositional phrases and their influence on subject-verb agreement;
ELA.7.10.D.v - (v) pronoun-antecedent agreement;
ELA.7.10.D.vi - (vi) subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor;
ELA.7.10.D.vii - (vii) correct capitalization;
ELA.7.10.D.viii - (viii) punctuation, including commas to set off words, phrases, and clauses, and semicolons; and
ELA.7.10.D.ix - (ix) correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and
ELA.7.10.E - (E) publish written work for appropriate audiences.
Grade 7 - (11) Composition: Genres.
ELA.7.11.A - (A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
ELA.7.11.B - (B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
ELA.7.11.C - (C) compose multi-paragraph argumentative texts using genre characteristics and craft; and
ELA.7.11.D - (D) compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
Grade 7 - (12) Inquiry and research
ELA.7.12.A - (A) generate student-selected and teacher-guided questions for formal and informal inquiry;
ELA.7.12.B - (B) develop and revise a plan;
ELA.7.12.C - (C) refine the major research question, if necessary, guided by the answers to a secondary set of questions;
ELA.7.12.D - (D) identify and gather relevant information from a variety of sources;
ELA.7.12.E - (E) differentiate between primary and secondary sources;
ELA.7.12.F - (F) synthesize information from a variety of sources;
ELA.7.12.G - (G) differentiate between paraphrasing and plagiarism when using source materials;
ELA.7.12.H - (H) examine sources for:
ELA.7.12.H.i - (i) reliability, credibility, and bias; and
ELA.7.12.H.ii - (ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype;
ELA.7.12.I - (I) display academic citations and use source materials ethically; and
ELA.7.12.J - (J) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
ELAR, Grade 8
Grade 8 - (1) Oral language.
ELA.8.1.A - (A) listen actively to interpret a message by summarizing, asking questions, and making comments;
ELA.8.1.B - (B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems;
ELA.8.1.C - (C) advocate a position using anecdotes, analogies, and/or illustrations employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively; and
ELA.8.1.D - (D) participate collaboratively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.
Grade 8 - (2) Vocabulary.
ELA.8.2.A - (A) use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;
ELA.8.2.B - (B) use context within or beyond a paragraph to clarify the meaning of unfamiliar or ambiguous words; and
ELA.8.2.C - (C) determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as ast, qui, path, mand/mend, and duc.
Grade 8 - (3) Fluency.
ELA.8.3 - (3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
Grade 8 - (4) Self-sustained reading
ELA.8.4 - (4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
Grade 8 - (5) Comprehension skills
ELA.8.5.A - (A) establish purpose for reading assigned and self-selected texts;
ELA.8.5.B - (B) generate questions about text before, during, and after reading to deepen understanding and gain information;
ELA.8.5.C - (C) make and correct or confirm predictions using text features, characteristics of genre, and structures;
ELA.8.5.D - (D) create mental images to deepen understanding;
ELA.8.5.E - (E) make connections to personal experiences, ideas in other texts, and society;
ELA.8.5.F - (F) make inferences and use evidence to support understanding;
ELA.8.5.G - (G) evaluate details read to determine key ideas;
ELA.8.5.H - (H) synthesize information to create new understanding; and
ELA.8.5.I - (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Grade 8 - (6) Response skills
ELA.8.6.A - (A) describe personal connections to a variety of sources, including self-selected texts;
ELA.8.6.B - (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
ELA.8.6.C - (C) use text evidence to support an appropriate response;
ELA.8.6.D - (D) paraphrase and summarize texts in ways that maintain meaning and logical order;
ELA.8.6.E - (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
ELA.8.6.F - (F) respond using newly acquired vocabulary as appropriate;
ELA.8.6.G - (G) discuss and write about the explicit or implicit meanings of text;
ELA.8.6.H - (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;
ELA.8.6.I - (I) reflect on and adjust responses as new evidence is presented; and
ELA.8.6.J - (J) defend or challenge the authors' claims using relevant text evidence.
Grade 8 - (7) Multiple genres: Literary elements.
ELA.8.7.A - (A) analyze how themes are developed through the interaction of characters and events;
ELA.8.7.B - (B) analyze how characters' motivations and behaviors influence events and resolution of the conflict;
ELA.8.7.C - (C) analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and
ELA.8.7.D - (D) explain how the setting influences the values and beliefs of characters.
Grade 8 - (8) Multiple genres: Genres.
ELA.8.8.A - (A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, fantasy, science fiction, and short stories;
ELA.8.8.B - (B) analyze the effect of graphical elements such as punctuation and line length in poems across a variety of poetic forms such as epic, lyric, and humorous poetry;
ELA.8.8.C - (C) analyze how playwrights develop dramatic action through the use of acts and scenes;
ELA.8.8.D - (D) analyze characteristics and structural elements of informational text, including:
ELA.8.8.D.i - (i) the controlling idea or thesis with supporting evidence;
ELA.8.8.D.ii - (ii) features such as footnotes, endnotes, and citations; and
ELA.8.8.D.iii - (iii) multiple organizational patterns within a text to develop the thesis;
ELA.8.8.E - (E) analyze characteristics and structures of argumentative text by:
ELA.8.8.E.i - (i) identifying the claim and analyzing the argument;
ELA.8.8.E.ii - (ii) identifying and explaining the counter argument; and
ELA.8.8.E.iii - (iii) identifying the intended audience or reader; and
ELA.8.8.F - (F) analyze characteristics of multimodal and digital texts.
Grade 8 - (9) Author's purpose and craft
ELA.8.9.A - (A) explain the author's purpose and message within a text;
ELA.8.9.B - (B) analyze how the use of text structure contributes to the author's purpose;
ELA.8.9.C - (C) analyze the author's use of print and graphic features to achieve specific purposes;
ELA.8.9.D - (D) describe how the author's use of figurative language such as extended metaphor achieves specific purposes;
ELA.8.9.E - (E) identify and analyze the use of literary devices, including multiple points of view and irony;
ELA.8.9.F - (F) analyze how the author's use of language contributes to the mood, voice, and tone; and
ELA.8.9.G - (G) explain the purpose of rhetorical devices such as analogy and juxtaposition and of logical fallacies such as bandwagon appeals and circular reasoning.
Grade 8 - (10) Composition: Writing process.
ELA.8.10.A - (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
ELA.8.10.B - (B) develop drafts into a focused, structured, and coherent piece of writing by:
ELA.8.10.B.i - (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
ELA.8.10.B.ii - (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
ELA.8.10.C - (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
ELA.8.10.D - (D) edit drafts using standard English conventions, including:
ELA.8.10.D.i - (i) complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
ELA.8.10.D.ii - (ii) consistent, appropriate use of verb tenses and active and passive voice;
ELA.8.10.D.iii - (iii) prepositions and prepositional phrases and their influence on subject-verb agreement;
ELA.8.10.D.iv - (iv) pronoun-antecedent agreement;
ELA.8.10.D.v - (v) correct capitalization;
ELA.8.10.D.vi - (vi) punctuation, including commas in nonrestrictive phrases and clauses, semicolons, colons, and parentheses; and
ELA.8.10.D.vii - (vii) correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and
ELA.9.10.E - (E) publish written work for appropriate audiences.
Grade 8 - (11) Composition: Genres.
ELA.8.11.A - (A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
ELA.8.11.B - (B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
ELA.8.11.C - (C) compose multi-paragraph argumentative texts using genre characteristics and craft; and
ELA.8.11.D - (D) compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
Grade 8 - (12) Inquiry and research
ELA.8.12.A - (A) generate student-selected and teacher-guided questions for formal and informal inquiry;
ELA.8.12.B - (B) develop and revise a plan;
ELA.8.12.C - (C) refine the major research question, if necessary, guided by the answers to a secondary set of questions;
ELA.8.12.D - (D) identify and gather relevant information from a variety of sources;
ELA.8.12.E - (E) differentiate between primary and secondary sources;
ELA.8.12.F - (F) synthesize information from a variety of sources;
ELA.8.12.G - (G) differentiate between paraphrasing and plagiarism when using source materials;
ELA.8.12.H - (H) examine sources for:
ELA.8.12.H.i - (i) reliability, credibility, and bias, including omission; and
ELA.8.12.H.ii - (ii) faulty reasoning such as bandwagon appeals, repetition, and loaded language;
ELA.8.12.I - (I) display academic citations and use source materials ethically; and
ELA.8.12.J - (J) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
ELAR, Reading Grade 8 (Elective Credit).
ELAR, Speech Grade 8 (Elective Credit).
Mathematics
Math Grade 6
(1) Mathematical process standards.
Math.6.1.A - (A) apply mathematics to problems arising in everyday life, society, and the workplace;
Math.6.1.B - (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Math.6.1.C - (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Math.6.1.D - (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Math.6.1.E - (E) create and use representations to organize, record, and communicate mathematical ideas;
Math.6.1.F - (F) analyze mathematical relationships to connect and communicate mathematical ideas; and
Math.6.1.G - (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
(2) Number and operations (Rational Numbers)
Math.6..2.A - (A) classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers;
Math.6..2.B - (B) identify a number, its opposite, and its absolute value;
Math.6..2.C - (C) locate, compare, and order integers and rational numbers using a number line;
Math.6..2.D - (D) order a set of rational numbers arising from mathematical and real-world contexts; and
Math.6..2.E - (E) extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ? 0.
(3) Number and operations (Solving Problems)
Math.6.3.A - (A) recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values;
Math.6.3.B - (B) determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one;
Math.6.3.C - (C) represent integer operations with concrete models and connect the actions with the models to standardized algorithms;
Math.6.3.D - (D) add, subtract, multiply, and divide integers fluently; and
Math.6.3.E - (E) multiply and divide positive rational numbers fluently.
(4) Proportionality (Proportional Relationships)
Math.6.4.A - (A) compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships;
Math.6.4.B - (B) apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates;
Math.6.4.C - (C) give examples of ratios as multiplicative comparisons of two quantities describing the same attribute;
Math.6.4.D - (D) give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients;
Math.6.4.E - (E) represent ratios and percents with concrete models, fractions, and decimals;
Math.6.4.F - (F) represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers;
Math.6.4.G - (G) generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money; and
Math.6.4.H - (H) convert units within a measurement system, including the use of proportions and unit rates.
(5) Proportionality (Solve problems involving proportional relationships)
Math.6.5.A - (A) represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions;
Math.6.5.B - (B) solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models; and
Math.6.5.C - (C) use equivalent fractions, decimals, and percents to show equal parts of the same whole.
(6) Expressions, equations, and relationships (Algebraic Relationships)
Math.6.6.A - (A) identify independent and dependent quantities from tables and graphs;
Math.6.6.B - (B) write an equation that represents the relationship between independent and dependent quantities from a table; and
Math.6.6.C - (C) represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b.
(7) Expressions, equations, and relationships
Math.6.7.A - (A) generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization;
Math.6.7.B - (B) distinguish between expressions and equations verbally, numerically, and algebraically;
Math.6.7.C - (C) determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations; and
Math.6.7.D - (D) generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties.
(8) Expressions, equations, and relationships (Geometry )
Math.6.8.A - (A) extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle;
Math.6.8.B - (B) model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes;
Math.6.8.C - (C) write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers; and
Math.6.8.D - (D) determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers.
(9) Expressions, equations, and relationships (Represent situations.)
Math.6.9.A - (A) write one-variable, one-step equations and inequalities to represent constraints or conditions within problems;
Math.6.9.B - (B) represent solutions for one-variable, one-step equations and inequalities on number lines; and
Math.6.9.C - (C) write corresponding real-world problems given one-variable, one-step equations or inequalities.
(10) Expressions, equations, and relationships (Inequalities)
Math.6.10.A - (A) model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts; and
Math.6.10.B - (B) determine if the given value(s) make(s) one-variable, one-step equations or inequalities true
(11) Measurement and data (identify locations on a plane)
Math.6.11 - (11) Measurement and data. The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student is expected to graph points in all four quadrants using ordered pairs of rational numbers.
(12) Measurement and data (analyze problems)
Math.6.12.A - (A) represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots;
Math.6.12.B - (B) use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution;
Math.6.12.C - (C) summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution; and
Math.6.12.D - (D) summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution.
(13) Measurement and data (solve problems)
Math.6.13.A - (A) interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots; and
Math.6.13.B - (B) distinguish between situations that yield data with and without variability.
(14) Personal financial literacy.
Math.6.14.A - (A) compare the features and costs of a checking account and a debit card offered by different local financial institutions;
Math.6.14.B - (B) distinguish between debit cards and credit cards;
Math.6.14.C - (C) balance a check register that includes deposits, withdrawals, and transfers;
Math.6.14.D - (D) explain why it is important to establish a positive credit history;
Math.6.14.E - (E) describe the information in a credit report and how long it is retained;
Math.6.14.F - (F) describe the value of credit reports to borrowers and to lenders;
Math.6.14.G - (G) explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study; and
Math.6.14.H - (H) compare the annual salary of several occupations requiring various levels of post-secondary education or vocational training and calculate the effects of the different annual salaries on lifetime income.
Math Grade 7
(1) Mathematical process standards.
Math.7.1.A - (A) apply mathematics to problems arising in everyday life, society, and the workplace;
Math.7.1.B - (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Math.7.1.C - (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Math.7.1.D - (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Math.7.1.E - (E) create and use representations to organize, record, and communicate mathematical ideas;
Math.7.1.F - (F) analyze mathematical relationships to connect and communicate mathematical ideas; and
Math.7.1.G - (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
(2) Number and operations (Rational Numbers)
Math.7.2 - (2) Number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers.
(3) Number and operations (Solving Problems)
Math.7.3.A - (A) add, subtract, multiply, and divide rational numbers fluently; and
Math.7.3.B - (B) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers.
(4) Proportionality (Proportional Relationships)
Math.7.4.A - (A) represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt;
Math.7.4.B - (B) calculate unit rates from rates in mathematical and real-world problems;
Math.7.4.C - (C) determine the constant of proportionality (k = y/x) within mathematical and real-world problems;
Math.7.4.D - (D) solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems; and
Math.7.4.E - (E) convert between measurement systems, including the use of proportions and the use of unit rates.
(5) Proportionality (Geometry )
Math.7.5.A - (A) generalize the critical attributes of similarity, including ratios within and between similar shapes;
Math.7.5.B - (B) describe ? as the ratio of the circumference of a circle to its diameter; and
Math.7.5.C - (C) solve mathematical and real-world problems involving similar shape and scale drawings.
(6) Proportionality (Probability and Statics)
Math.7.6.A - (A) represent sample spaces for simple and compound events using lists and tree diagrams;
Math.7.6.B - (B) select and use different simulations to represent simple and compound events with and without technology;
Math.7.6.C - (C) make predictions and determine solutions using experimental data for simple and compound events;
Math.7.6.D - (D) make predictions and determine solutions using theoretical probability for simple and compound events;
Math.7.6.E - (E) find the probabilities of a simple event and its complement and describe the relationship between the two;
Math.7.6.F - (F) use data from a random sample to make inferences about a population;
Math.7.6.G - (G) solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents;
Math.7.6.H - (H) solve problems using qualitative and quantitative predictions and comparisons from simple experiments; and
Math.7.6.I - (I) determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces.
(7) Expressions, equations, and relationships (Linear Relationships)
Math.7.7 - (7) Expressions, equations, and relationships. The student applies mathematical process standards to represent linear relationships using multiple representations. The student is expected to represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b.
(8) Expressions, equations, and relationships. (Geometric Relationships with volume)
Math.7.8.A - (A) model the relationship between the volume of a rectangular prism and a rectangular pyramid having both congruent bases and heights and connect that relationship to the formulas;
Math.7.8.B - (B) explain verbally and symbolically the relationship between the volume of a triangular prism and a triangular pyramid having both congruent bases and heights and connect that relationship to the formulas; and
Math.7.8.C - (C) use models to determine the approximate formulas for the circumference and area of a circle and connect the models to the actual formulas.
(9) Expressions, equations, and relationships. (Solve Geometric Problems)
Math.7.9.A - (A) solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids;
Math.7.9.B - (B) determine the circumference and area of circles;
Math.7.9.C - (C) determine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles; and
Math.7.9.D - (D) solve problems involving the lateral and total surface area of a rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid by determining the area of the shape's net.
(10) Expressions, equations, and relationships. (Represent Situations)
Math.7.10.A - (A) write one-variable, two-step equations and inequalities to represent constraints or conditions within problems;
Math.7.10.B - (B) represent solutions for one-variable, two-step equations and inequalities on number lines; and
Math.7.10.C - (C) write a corresponding real-world problem given a one-variable, two-step equation or inequality.
(11) Expressions, equations, and relationships. (Solve one-variable equations and inequialities)
Math.7.11.A - (A) model and solve one-variable, two-step equations and inequalities;
Math.7.11.B - (B) determine if the given value(s) make(s) one-variable, two-step equations and inequalities true; and
Math.7.11.C - (C) write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships.
(12) Measurement and data.
Math.7.12.A - (A) compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads;
Math.7.12.B - (B) use data from a random sample to make inferences about a population; and
Math.7.12.C - (C) compare two populations based on data in random samples from these populations, including informal comparative inferences about differences between the two populations.
(13) Personal financial literacy.
Math.7.13.A - (A) calculate the sales tax for a given purchase and calculate income tax for earned wages;
Math.7.13.B - (B) identify the components of a personal budget, including income; planned savings for college, retirement, and emergencies; taxes; and fixed and variable expenses, and calculate what percentage each category comprises of the total budget;
Math.7.13.C - (C) create and organize a financial assets and liabilities record and construct a net worth statement;
Math.7.13.D - (D) use a family budget estimator to determine the minimum household budget and average hourly wage needed for a family to meet its basic needs in the student's city or another large city nearby;
Math.7.13.E - (E) calculate and compare simple interest and compound interest earnings; and
Math.7.13.F - (F) analyze and compare monetary incentives, including sales, rebates, and coupons.
Math Grade 8
(1) Mathematical process standards.
Math.8.1.A - (A) apply mathematics to problems arising in everyday life, society, and the workplace;
Math.8.1.B - (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
Math.8.1.C - (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
Math.8.1.D - (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
Math.8.1.E - (E) create and use representations to organize, record, and communicate mathematical ideas;
Math.8.1.F - (F) analyze mathematical relationships to connect and communicate mathematical ideas; and
Math.8.1.G - (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
(2) Number and operations.
Math.8.2.A - (A) extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers;
Math.8.2.B - (B) approximate the value of an irrational number, including ? and square roots of numbers less than 225, and locate that rational number approximation on a number line;
Math.8.2.C - (C) convert between standard decimal notation and scientific notation; and
Math.8.2.D - (D) order a set of real numbers arising from mathematical and real-world contexts.
(3) Proportionality (Describe Dilations)
Math.8.3.A - (A) generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation;
Math.8.3.B - (B) compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane; and
Math.8.3.C - (C) use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation.
(4) Proportionality (Explain Slope)
Math.8.4.A - (A) use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 - y1)/ (x2 - x1), is the same for any two points (x1, y1) and (x2, y2) on the same line;
Math.8.4.B - (B) graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship; and
Math.8.4.C - (C) use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems.
(5) Proportionality ( Functions)
Math.8.5.A - (A) represent linear proportional situations with tables, graphs, and equations in the form of y = kx;
Math.8.5.B - (B) represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ? 0;
Math.8.5.C - (C) contrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation;
Math.8.5.D - (D) use a trend line that approximates the linear relationship between bivariate sets of data to make predictions;
Math.8.5.E - (E) solve problems involving direct variation;
Math.8.5.F - (F) distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b ? 0;
Math.8.5.G - (G) identify functions using sets of ordered pairs, tables, mappings, and graphs;
Math.8.5.H - (H) identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems; and
Math.8.5.I - (I) write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations.
(6) Expressions, equations, and relationships (Geometric Formulas)
Math.8.6.A - (A) describe the volume formula V = Bh of a cylinder in terms of its base area and its height;
Math.8.6.B - (B) model the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas; and
Math.8.6.C - (C) use models and diagrams to explain the Pythagorean theorem.
(7) Expressions, equations, and relationships.
Math.8.7.A - (A) solve problems involving the volume of cylinders, cones, and spheres;
Math.8.7.B - (B) use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders;
Math.8.7.C - (C) use the Pythagorean Theorem and its converse to solve problems; and
Math.8.7.D - (D) determine the distance between two points on a coordinate plane using the Pythagorean Theorem.
(8) Expressions, equations, and relationships. (Use one-variable equations or inequalities)
Math.8.A - (A) write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants;
Math.8.B - (B) write a corresponding real-world problem when given a one-variable equation or inequality with variables on both sides of the equal sign using rational number coefficients and constants;
Math.8.C - (C) model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants; and
Math.8.D - (D) use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
(9) Expressions, equations, and relationships. (Simultaneous linear equations )
Math.8.9 - (9) Expressions, equations, and relationships. The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations. The student is expected to identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations.
(10) Two-dimensional shapes.
Math.8.10.A - (A) generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane;
Math.8.10.B - (B) differentiate between transformations that preserve congruence and those that do not;
Math.8.10.C - (C) explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90°, 180°, 270°, and 360° as applied to two-dimensional shapes on a coordinate plane using an algebraic representation; and
Math.8.10.D - (D) model the effect on linear and area measurements of dilated two-dimensional shapes.
(11) Measurement and data.
Math.8.11.A - (A) construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data;
Math.8.11.B - (B) determine the mean absolute deviation and use this quantity as a measure of the average distance data are from the mean using a data set of no more than 10 data points; and
Math.8.11.C - (C) simulate generating random samples of the same size from a population with known characteristics to develop the notion of a random sample being representative of the population from which it was selected.
(12) Personal financial literacy.
Math.8.12.A - (A) solve real-world problems comparing how interest rate and loan length affect the cost of credit;
Math.8.12.B - (B) calculate the total cost of repaying a loan, including credit cards and easy access loans, under various rates of interest and over different periods using an online calculator;
Math.8.12.C - (C) explain how small amounts of money invested regularly, including money saved for college and retirement, grow over time;
Math.8.12.D - (D) calculate and compare simple interest and compound interest earnings;
Math.8.12.E - (E) identify and explain the advantages and disadvantages of different payment methods;
Math.8.12.F - (F) analyze situations to determine if they represent financially responsible decisions and identify the benefits of financial responsibility and the costs of financial irresponsibility; and
Math.8.12.G - (G) estimate the cost of a two-year and four-year college education, including family contribution, and devise a periodic savings plan for accumulating the money needed to contribute to the total cost of attendance for at least the first year of college.
Algebra I, High School
Algebra II, High School
Science
Science, Grade 6
6 - (1) Scientific investigation and reasoning (Investigations).
Science.6.1.A - (A) demonstrate safe practices during laboratory and field investigations as outlined in Texas Education Agency-approved safety standards; and
Science.6.1.B - (B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.
6 - (2) Scientific investigation and reasoning (Scientific practices).
Science.6.2.A - (A) plan and implement comparative and descriptive investigations by making observations, asking well defined questions, and using appropriate equipment and technology;
Science.6.2.B - (B) design and implement experimental investigations by making observations, asking well defined questions, formulating testable hypotheses, and using appropriate equipment and technology;
Science.6.2.C - (C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;
Science.6.2.D - (D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and
Science.6.2.E - (E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
6 - (3) Scientific investigation and reasoning (Relevant scientists).
Science.6.3.A - (A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;
Science.6.3.B - (B) use models to represent aspects of the natural world such as a model of Earth's layers;
Science.6.3.C - (C) identify advantages and limitations of models such as size, scale, properties, and materials; and
Science.6.3.D - (D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.
6 - (4) Scientific investigation and reasoning (Tools).
Science.6.4.A - (A) use appropriate tools, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, balances, microscopes, thermometers, calculators, computers, timing devices, and other necessary equipment to collect, record, and analyze information; and
Science.6.B - (B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.
6 - (5) Matter and energy ( Elements and compounds ).
Science.6.5.A - (A) know that an element is a pure substance represented by a chemical symbol and that a compound is a pure substance represented by a chemical formula;
Science.6.5.B - (B) recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere; and
Science.6.5.C - (C) identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.
6 - (6) Matter and energy ( Physical properties).
Science.6.6.A - (A) compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability;
Science.6.6.B - (B) calculate density to identify an unknown substance; and
Science.6.6.C - (C) test the physical properties of minerals, including hardness, color, luster, and streak.
6 - (7) Matter and energy (Earth's energy resources ).
Science.6.7 - (7) Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to research and discuss the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources.
6 - (8) Force, motion, and energy.
Science.6.8.A - (A) compare and contrast potential and kinetic energy;
Science.6.8.B - (B) identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces;
Science.6.8.C - (C) calculate average speed using distance and time measurements;
Science.6.8.D - (D) measure and graph changes in motion; and
Science.6.8.E - (E) investigate how inclined planes can be used to change the amount of force to move an object.
6 - (9) Force, motion, and energy ( Law of Conservation of Energy ).
Science.6.9.A - (A) investigate methods of thermal energy transfer, including conduction, convection, and radiation;
Science.6.9.B - (B) verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting; and
Science.6.9.C - (C) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.
6 - (10) Earth and space ( Earth, the rock cycle, and plate tectonics).
Science.6.10.A - (A) build a model to illustrate the compositional and mechanical layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere;
Science.6.10.B - (B) classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation;
Science.6.10.C - (C) identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American; and
Science.6.10.D - (D) describe how plate tectonics causes major geological events such as ocean basin formation, earthquakes, volcanic eruptions, and mountain building.
6- (11) Earth and space ( Solar system ).
Science.6.11.A - (A) describe the physical properties, locations, and movements of the Sun, planets, moons, meteors, asteroids, and comets;
Science.6.11.B - (B) understand that gravity is the force that governs the motion of our solar system; and
Science.6.11.C - (C) describe the history and future of space exploration, including the types of equipment and transportation needed for space travel.
6- (12) Organisms and environments.
Science.6.12.A - (A) understand that all organisms are composed of one or more cells;
Science.6.12.B - (B) recognize that the presence of a nucleus is a key factor used to determine whether a cell is prokaryotic or eukaryotic;
Science.6.12.C - (C) recognize that the broadest taxonomic classification of living organisms is divided into currently recognized domains;
Science.6.12.D - (D) identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized kingdoms;
Science.6.12.E - (E) describe biotic and abiotic parts of an ecosystem in which organisms interact; and
Science.6.12.F - (F) diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.
Science, Grade 7
7 - (1) Scientific investigation and reasoning (Investigations).
Science.7.1.A - (A) demonstrate safe practices during laboratory and field investigations as outlined in Texas Education Agency-approved safety standards; and
Science.7.1.B - (B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.
7- (2) Scientific investigation and reasoning. (Scientific practices).
Science.7.2.A - (A) plan and implement comparative and descriptive investigations by making observations, asking well defined questions, and using appropriate equipment and technology;
Science.7.2.B - (B) design and implement experimental investigations by making observations, asking well defined questions, formulating testable hypotheses, and using appropriate equipment and technology;
Science.7.2.C - (C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;
Science.7.2.D - (D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and
Science.7.2.E - (E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
7- (3) Scientific investigation and reasoning. (Relevant scientists).
Science.7.3.A - (A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;
Science.7.3.B - (B) use models to represent aspects of the natural world such as human body systems and plant and animal cells;
Science.7.3.C - (C) identify advantages and limitations of models such as size, scale, properties, and materials; and
Science.7.3.D - (D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.
7 - (4) Scientific investigation and reasoning (Tools).
Science.7.5.A - (A) use appropriate tools, including life science models, hand lenses, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other necessary equipment to collect, record, and analyze information; and
Science.7.5.B - (B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.
7 - (5) Matter and energy ( Interactions between matter and energy).
Science.7.5.A - (A) recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis; and
Science.7.5.B - (B) diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids.
7 - (6) Matter and energy. (Physical and chemical changes ).
Science.7.6 - (6) Matter and energy. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to distinguish between physical and chemical changes in matter.
7 - (7) Force, motion, and energy.
Science.7.7.A - (A) illustrate the transformation of energy within an organism such as the transfer from chemical energy to thermal energy; and
Science.7.7.B - (B) demonstrate and illustrate forces that affect motion in organisms such as emergence of seedlings, turgor pressure, geotropism, and circulation of blood.
7- (8) Earth and space. (Earth systems).
Science.7.8.A - (A) predict and describe how catastrophic events such as floods, hurricanes, or tornadoes impact ecosystems;
Science.7.8.B - (B) analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas; and
Science.7.8.C - (C) model the effects of human activity on groundwater and surface water in a watershed.
7- (9) Earth and space. (Solar system).
Science.7.9.A - (A) analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere; and
Science.7.9.B - (B) identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration.
7 - (10) Organisms and environments. ( Relationship between organisms and the environment).
Science.7.10.A - (A) observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;
Science.7.10.B - (B) describe how biodiversity contributes to the sustainability of an ecosystem; and
Science.7.10.C - (C) observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds.
7 - (11) Organisms and environments (Populations and species).
Science.7.11.A - (A) examine organisms or their structures such as insects or leaves and use dichotomous keys for identification;
Science.7.11.B - (B) explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb; and
Science.7.11.C - (C) identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals and hybrid plants.
7 - (12) Organisms and environments ( Living systems )
Science.7.12.A - (A) investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;
Science.7.12.B - (B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems;
Science.7.12.C - (C) recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms;
Science.7.12.D - (D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;
Science.7.12.E - (E) compare the functions of cell organelles to the functions of an organ system; and
Science.7.12.F - (F) recognize the components of cell theory.
7 - (13) Organisms and environments ( Living organisms).
Science.7.13.A - (A) investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight; and
Science.7.13.B - (B) describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance.
7 - (14) Organisms and environments ( Living organisms )
Science.7.14.A - (A) define heredity as the passage of genetic instructions from one generation to the next generation;
Science.7.14.B - (B) compare the results of uniform or diverse offspring from asexual or sexual reproduction; and
Science.7.14.C - (C) recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus.
Science, Grade 8
8 - (1) Scientific investigation and reasoning (Investigations).
Science.8.1.A - (A) demonstrate safe practices during laboratory and field investigations as outlined in Texas Education Agency-approved safety standards; and
Science.8.1.B - (B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.
8 - (2) Scientific investigation and reasoning (Scientific practices).
Science.8.2.A - (A) plan and implement comparative and descriptive investigations by making observations, asking well defined questions, and using appropriate equipment and technology;
Science.8.2.B - (B) design and implement experimental investigations by making observations, asking well defined questions, formulating testable hypotheses, and using appropriate equipment and technology;
Science.8.2.C - (C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;
Science.8.2.D - (D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and
Science.8.2.E - (E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
8 - (3) Scientific investigation and reasoning (Relevant scientists).
Science.8.3.A - (A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;
Science.8.3.B - (B) use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature;
Science.8.3.C - (C) identify advantages and limitations of models such as size, scale, properties, and materials; and
Science.8.3.D - (D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.
8 - (4) Scientific investigation and reasoning (Tools).
Science.8.4.A - (A) use appropriate tools, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other necessary equipment to collect, record, and analyze information; and
Science.8.4.B - (B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.
8 - (5) Matter and energy.
Science.8.5.A - (A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud;
Science.8.5.B - (B) identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity;
Science.8.5.C - (C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements;
Science.8.5.D - (D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts; and
Science.8.6 - (E) investigate how evidence of chemical reactions indicates that new substances with different properties are formed and how that relates to the law of conservation of mass.
8 - (6) Force, motion, and energy.
Science.8.6.A - (A) demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion;
Science.8.6.B - (B) differentiate between speed, velocity, and acceleration; and
Science.8.6.C - (C) investigate and describe applications of Newton's three laws of motion such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.
8 - (7) Earth and space ( The Sun, Earth, and Moon ).
Science.8.7.A - (A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun, causing changes in seasons;
Science.8.7.B - (B) demonstrate and predict the sequence of events in the lunar cycle; and
Science.8.7.C - (C) relate the positions of the Moon and Sun to their effect on ocean tides.
8 - (8) Earth and space ( The universe).
Science.8.8.A - (A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification;
Science.8.8.B - (B) recognize that the Sun is a medium-sized star located in a spiral arm of the Milky Way galaxy and that the Sun is many thousands of times closer to Earth than any other star;
Science.8.8.C - (C) identify how different wavelengths of the electromagnetic spectrum such as visible light and radio waves are used to gain information about components in the universe; and
Science.8.8.D - (D) research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.
8 - (9) Earth and space (Earth systems).
Science.8.9.A - (A) describe the historical development of evidence that supports plate tectonic theory;
Science.8.9.B - (B) relate plate tectonics to the formation of crustal features; and
Science.8.9.C - (C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.
8 - (10) Earth and space(Earth, ocean, and weather systems).
Science.8.10.A - (A) recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds;
Science.8.10.B - (B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; and
Science.8.10.C - (C) identify the role of the oceans in the formation of weather systems such as hurricanes.
8 - (11) Organisms and environments.
Science.8.11.A - (A) investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as quantity of light, water, range of temperatures, or soil composition;
Science.8.11.B - (B) explore how short- and long-term environmental changes affect organisms and traits in subsequent populations; and
Science.8.11.C - (C) recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems.
Social Studies
Social Studies, Grade 6
6- (2) History (Cultures)
SocialS.6.2.A - (A) identify and describe the historical influence of individuals or groups on various contemporary societies; and
SocialS.6.2.B - (B) describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
6 - (3) Geography ( Loctions, Maps, Globes )
SocialS.6.3.A - (A) identify and explain the geographic factors responsible for patterns of population in places and regions;
SocialS.6.3.B - (B) explain ways in which human migration influences the character of places and regions;
SocialS.6.3.C - (C) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; and
SocialS.6.3.D - (D) identify the location of major world countries for each of the world regions.
6 - (4) Geography (Geographic factor)
SocialS.6.4.A - (A) explain the geographic factors responsible for the location of economic activities in places and regions; and
SocialS.6.4.B - (B) identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's political relationships.
6 - (5) Geography ( People and the physical environment)
SocialS.6.5.A - (A) describe ways people have been impacted by physical processes such as earthquakes and climate;
SocialS.6.5.B - (B) identify and analyze ways people have adapted to the physical environment in various places and regions; and
SocialS.6.5.C - (C) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure.
6 - (6) Economics (Production )
SocialS.6.A - (A) describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies;
SocialS.6.B - (B) identify problems that may arise when one or more of the factors of production is in relatively short supply; and
SocialS.6.C - (C) explain the impact of the distribution of resources on international trade and economic interdependence among and within societies.
6 - (7) Economics (Economic systems)
SocialS.6.7.A - (A) compare ways in which various societies organize the production and distribution of goods and services;
SocialS.6.7.B - (B) compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system; and
SocialS.6.7.C - (C) understand the importance of ethics in maintaining a functional free enterprise system.
6 - (8) Economics (Categories of economic activities )
SocialS.6.8.A - (A) define and give examples of agricultural, retail, manufacturing (goods), and service industries; and
SocialS.6.8.B - (B) describe levels of economic development of various societies using indicators such as life expectancy, gross domestic product (GDP), GDP per capita, and literacy.
6 - (9) Government (Limited and unlimited governments )
SocialS.6.9.A - (A) describe and compare examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited);
SocialS.6.9.B - (B) identify reasons for limiting the power of government; and
SocialS.6.9.C - (C) identify and describe examples of human rights abuses by limited or unlimited governments such as the oppression of religious, ethnic, and political groups.
6- (10) Government (Governments organizations )
SocialS.6.10.A - (A) identify and give examples of governments with rule by one, few, or many;
SocialS.6.10.B - (B) compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function; and
SocialS.6.10.C - (C) identify historical origins of democratic forms of government such as Ancient Greece.
6 - (11) Citizenship
SocialS.6.11.A - (A) describe and compare roles and responsibilities of citizens in various contemporary societies, including the United States; and
SocialS.6.11.B - (B) explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies.
6 - (12) Citizenship (Individual rights)
SocialS.6.12.A - (A) identify and explain the duty of civic participation in societies with representative governments; and
SocialS.6.12.B - (B) explain relationships among rights, responsibilities, and duties in societies with representative governments.
6 - (13) Culture (Cultures and societies)
SocialS.6.13.A - (A) identify and describe common traits that define cultures and culture regions;
SocialS.6.13.B - (B) define a multicultural society;
SocialS.6.13.C - (C) analyze the experiences and contributions of diverse groups to multicultural societies; and
SocialS.6.13.D - (D) identify and explain examples of conflict and cooperation between and among cultures.
6 - (14) Culture (Institutions)
SocialS.6.14.A - (A) identify institutions basic to all societies, including government, economic, educational, and religious institutions;
SocialS.6.14.B - (B) compare characteristics of institutions in various contemporary societies; and
SocialS.6.14.C - (C) analyze the efforts and activities institutions use to sustain themselves over time.
6 - (15) Culture (World cultures)
SocialS.6.15.A - (A) identify and describe means of cultural diffusion such as trade, travel, and war;
SocialS.6.15.B - (B) identify and describe factors that influence cultural change such as improvements in communication, transportation, and economic development;
SocialS.6.15.C - (C) analyze the impact of improved communication technology among cultures; and
SocialS.6.15.D - (D) identify the impact of cultural diffusion on individuals and world societies.
6 - (16) Culture ( Asts and societies)
SocialS.6.16.A - (A) explain the relationships that exist between societies and their architecture, art, music, and literature;
SocialS.6.16.B - (B) describe ways in which contemporary issues influence creative expressions; and
SocialS.6.16.C - (C) identify examples of art, music, and literature that convey universal themes such as religion, justice, and the passage of time.
6- (17) Culture (Religion, philosophy, and culture )
SocialS.6.17.A - (A) explain the relationship among religious ideas, philosophical ideas, and cultures; and
SocialS.6.17.B - (B) explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.
6- (18) Science, technology, and society.
SocialS.6.18.A - (A) identify examples of scientific discoveries, technological innovations, and scientists and inventors that have shaped the world;
SocialS.6.18.B - (B) explain how resources, economic factors, and political decisions affect the use of technology; and
SocialS.6.18.C - (C) make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations.
6 - (19) Social studies skills (Organize and use information )
SocialS.6.19.A - (A) differentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material and artifacts to acquire information about various world cultures;
SocialS.6.19.B - (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
SocialS.6.19.C - (C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; and
SocialS.6.19.D - (D) identify different points of view about an issue or current topic.
6 - (20) Social studies skills ( Collect, analyze, and interpret data)
SocialS.6.20.A - (A) answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments? Using latitude and longitude, where is it located?;
SocialS.6.20.B - (B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, and charts;
SocialS.6.20.C - (C) compare various world regions and countries using data from maps, graphs, and charts; and
SocialS.6.20.D - (D) create and interpret regional sketch maps, thematic maps, graphs, and charts depicting aspects such as population, disease, and economic activities of various world regions and countries.
6 - (21) Social studies skills (Communication )
SocialS.6.21.A - (A) use social studies terminology correctly;
SocialS.6.21.B - (B) incorporate main and supporting ideas in verbal and written communication based on research;
SocialS.6.21.C - (C) express ideas orally based on research and experiences;
SocialS.6.21.D - (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research; and
SocialS.6.21.E - (E) use effective written communication skills, including proper citations to avoid plagiarism.
6 - (22) Social studies skills ( Problem-solving)
SocialS.6.22 - (22) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
Social Studies, Grade 7
7 - (1) History (Texas history )
SocialS.7.1.A - (A) identify the major eras in Texas history, describe their defining characteristics, and explain the purpose of dividing the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights; and Contemporary Texas; and
SocialS.7.1.B - (B) explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at Spindletop.
7 - (2) History ( Mexican National Era in Texas history )
SocialS.7.2.A - (A) compare the cultures of American Indians in Texas prior to European colonization such as Gulf, Plains, Puebloan, and Southeastern;
SocialS.7.2.B - (B) identify important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca, the search for gold, and the conflicting territorial claims between France and Spain;
SocialS.7.2.C - (C) identify important individuals, events, and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches, and the contributions of individuals such as Fray Damián Massanet, Antonio Margil de Jesús, and Francisco Hidalgo;
SocialS.7.2.D - (D) identify the individuals, issues, and events related to Mexico becoming an independent nation and its impact on Texas, including Father Miguel Hidalgo, Texas involvement in the fight for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery;
SocialS.7.2.E - (E) identify the contributions of significant individuals, including Moses Austin, Stephen F. Austin, Erasmo Seguín, Martín De León, and Green DeWitt, during the Mexican settlement of Texas; and
SocialS.7.2.F - (F) contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas.
7 - (3) History (Texas Revolution )
SocialS.7.3.A - (A) describe the chain of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin;
SocialS.7.3.B - (B) explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis; and
SocialS.7.3.C - (C) explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales; the siege of the Alamo, William B. Travis's letter "To the People of Texas and All Americans in the World," and the heroism of the diverse defenders who gave their lives there; the Constitutional Convention of 1836; Fannin's surrender at Goliad; and the Battle of San Jacinto.
7 - (4) History ( History of the Republic of Texas and early Texas statehood )
SocialS.7.4.A - (A) identify individuals, events, and issues during the administrations of Republic of Texas Presidents Houston, Lamar, and Jones such as the Texas Navy, the Texas Rangers, Jack Coffee Hays, Chief Bowles, William Goyens, Mary Maverick, José Antonio Navarro, the Córdova Rebellion, the Council House Fight, the Santa Fe Expedition, slavery, and the roles of racial and ethnic groups;
SocialS.7.4.B - (B) analyze the causes of and events leading to Texas annexation such as security and public debt; and
SocialS.7.4.C - (C) identify individuals, events, and issues during early Texas statehood, including the U.S.-Mexican War, the Treaty of Guadalupe-Hidalgo, slavery, and the Compromise of 1850.
7 - (5) History ( Texas during the Civil War and Reconstruction )
SocialS.7.5.A - (A) explain the central role the expansion of slavery played in the involvement of Texas in the Civil War;
SocialS.7.5.B - (B) identify significant events concerning Texas and the Civil War such as the Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch; and
SocialS.7.5.C - (C) explain the political, economic, and social effects of the Civil War and Reconstruction in Texas.
7 - (6) History (Texas Reconstruction through the beginning of the 20th century)
SocialS.7.6.A. - (A) identify significant individuals, events, and issues, including the factors leading to the expansion of the Texas frontier, the effects of westward expansion on American Indians, the buffalo soldiers, and Quanah Parker;
SocialS.7.6.B - (B) identify significant individuals, events, and issues, including the development of the cattle industry from its Spanish beginnings and the cowboy way of life;
SocialS.7.6.C - (C) identify significant individuals, events, and issues, including the effects of the growth of railroads and the contributions of James Hogg; and
SocialS.7.6.D - (D) explain the political, economic, and social impact of the agricultural industry and the development of West Texas resulting from the close of the frontier.
7 - (7) History ( Texas during the late 19th, 20th, and early 21st centuries)
SocialS.7.7.A - (A) explain how the oil industry led to the industrialization of Texas;
SocialS.7.7.B - (B) define and trace the impact of "boom-and-bust" cycles of leading Texas industries throughout the 20th and early 21st centuries such as farming, oil and gas production, cotton, ranching, real estate, banking, and computer technology;
SocialS.7.7.C - (C) describe and compare the impact of reform movements in Texas in the 19th and 20th centuries such as progressivism, populism, women's suffrage, agrarianism, labor reform, and the conservative movement of the late 20th century;
SocialS.7.7.D - (D) describe and compare the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements such as James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White; and
SocialS.7.7.E - (E) analyze the political, economic, and social impact of World War I, the Great Depression, World War II, and significant issues in the latter half of the 20th and early 21st centuries such as political and economic controversies, immigration, and migration on the history of Texas.
7- (8) Geography (Places and regions of Texas )
SocialS.7.8.A - (A) locate and compare the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions;
SocialS.7.8.B - (B) locate and compare places of importance in Texas in terms of physical and human characteristics such as major cities, waterways, natural and historic landmarks, political and cultural regions, and local points of interest; and
SocialS.7.8.C - (C) analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.
7 - (9) Geography (Effects of the interaction between humans and the environment in Texas )
SocialS.7.9.A - (A) identify ways in which Texans have adapted to and modified the environment and explain the positive and negative consequences of the modifications; and
SocialS.7.9.B - (B) explain ways in which geographic factors such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and alternative energy sources have affected the political, economic, and social development of Texas.
7 - (10) Geography ( Population in Texas in the 19th, 20th, and 21st centuries )
SocialS.7.10.A - (A) identify why immigrant groups came to Texas and where they settled;
SocialS.7.10.B - (B) describe how immigration and migration to Texas have influenced Texas;
SocialS.7.10.C - (C) describe the structure of the population of Texas using demographic concepts such as growth rate and age distribution; and
SocialS.7.10.D - (D) analyze the effects of the changing population distribution and growth in Texas and the additional need for education, health care, and transportation.
7 - (11) Economics ( Texas change from an agrarian to an urban society )
SocialS.7.11.A - (A) explain economic factors and the development of major industries that led to the urbanization of Texas such as transportation, oil and gas, and manufacturing; and
SocialS.7.11.B - (B) explain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas.
7 - (12) Economics (Interdependence of the Texas economy with the United States and the world )
SocialS.7.12.A - (A) explain the impact of national and international markets on the production of goods and services in Texas, including agriculture and oil and gas;
SocialS.7.12.B - (B) explain the impact of economic concepts within the free enterprise system such as supply and demand, profit, and world competition on the economy of Texas; and
SocialS.7.12.C - (C) analyze the impact of significant industries in Texas such as aerospace, medical, and computer technologies on local, national, and international markets.
7 - (13) Government ( Texas Constitution )
SocialS.7.13.A - (A) identify how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and
SocialS.7.13.B - (B) compare the principles and concepts of the Texas Constitution to the U.S. Constitution, including the Texas and U.S. Bill of Rights.
7 - (14) Government (Structure and functions of government created by the Texas Constitution )
SocialS.7.14.A - (A) describe the structure and functions of government at municipal, county, and state levels; and
SocialS.7.14.B - (B) identify major sources of revenue for state and local governments such as property taxes, sales taxes, bonds, and fees.
7 - (15) Citizenship ( Rights and responsibilities of Texas citizens in a democratic society )
SocialS.7.15.A - (A) explain rights of Texas citizens; and
SocialS.7.15.B - (B) explain civic responsibilities of Texas citizens and the importance of civic participation.
7 - (16) Citizenship (Expression of different points of view in a democratic society )
SocialS.7.16.A - (A) identify different points of view of political parties and interest groups on important Texas issues, past and present; and
SocialS.7.16.B - (B) describe the importance of free speech and press in a democratic society.
7 - (17) Citizenship (Importance of effective leadership in a democratic society )
SocialS.7.17.A - (A) identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been president of the United States; and
SocialS.7.17.B - (B) identify the contributions of Texas leaders such as Lawrence Sullivan "Sul" Ross, John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.
7 - (18) Culture (Diversity within unity in Texas )
SocialS.7.18.A - (A) explain how the diversity of Texas is reflected in a variety of cultural activities and celebrations;
SocialS.7.18.B - (B) describe how people from various racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture;
SocialS.7.18.C - (C) identify examples of Spanish influence and the influence of other cultures on Texas such as place names, vocabulary, religion, architecture, food, and the arts; and
SocialS.7.18.D - (D) identify contributions to the arts by Texans such as Roy Bedichek, Diane Gonzales Bertrand, J. Frank Dobie, Scott Joplin, Elisabet Ney, Amado Peña Jr., Walter Prescott Webb, and Horton Foote.
7 - (19) Science, technology, and society
SocialS.7.19.A - (A) compare types and uses of technology, past and present;
SocialS.7.19.B - (B) identify Texas leaders in science and technology such as Walter Cunningham, Michael DeBakey, Denton Cooley, Benjy Brooks, Michael Dell, and Howard Hughes Sr.;
SocialS.7.19.C - (C) analyze the effects of various scientific discoveries and technological innovations on the development of Texas such as advancements in the agricultural, energy, medical, computer, and aerospace industries;
SocialS.7.19.D - (D) evaluate the effects of scientific discoveries and technological innovations on the use of resources such as fossil fuels, water, and land; and
SocialS.7.19.E - (E) analyze how scientific discoveries and technological innovations have resulted in an interdependence among Texas, the United States, and the world.
7 - (20) Social studies skills (Organize and use information )
SocialS.7.20.A - (A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about Texas;
SocialS.7.20.B - (B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
SocialS.7.20.C - (C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
SocialS.7.20.D - (D) identify bias and points of view from the historical context surrounding an event that influenced the participants;
SocialS.7.20.E - (E) support a point of view on a social studies issue or event; and
SocialS.7.20.F - (F) evaluate the validity of a source based on corroboration with other sources and information about the author.
7 - (21) Social studies skills ( Collect, analyze, and interpret data )
SocialS.7.21.A - (A) create and interpret thematic maps, graphs, and charts representing various aspects of Texas during the 19th, 20th, and 21st centuries; and
SocialS.7.21.B - (B) analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.
7 - (22) Social studies skills (Communication )
SocialS.7.22.A - (A) use social studies terminology correctly;
SocialS.7.22.B - (B) use effective written communication skills, including proper citations and avoiding plagiarism; and
SocialS.7.22.C - (C) create written, oral, and visual presentations of social studies information.
7- (23) Social studies skills (Problem-solving)
SocialS.7.23 - (23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
Social Studies, Grade 8
8 - (1) History (U.S. history through 1877 )
SocialS.8.1.A - (A) identify the major eras in U.S. history through 1877, including colonization, revolution, creation and ratification of the Constitution, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects; and
SocialS.8.1.B - (B) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.
8 - (2) History ( Causes of exploration and colonization eras )
SocialS.8.2.A - (A) identify reasons for English, Spanish, and French exploration and colonization of North America; and
SocialS.8.2.B - (B) compare political, economic, religious, and social reasons for the establishment of the 13 English colonies.
8 - (3) History (Foundations of representative government in the United States)
SocialS.8.3.A - (A) explain the reasons for the growth of representative government and institutions during the colonial period;
SocialS.8.3.B - (B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; and
SocialS.8.3.C - (C) describe how religion and virtue contributed to the growth of representative government in the American colonies.
8 - (4) History ( Revolutionary and Constitutional eras)
SocialS.8.4.A - (A) analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War;
SocialS.8.4.B - (B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Crispus Attucks, King George III, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;
SocialS.8.4.C - (C) explain the issues surrounding important events of the American Revolution, including declaring independence; fighting the battles of Lexington and Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783; and
SocialS.8.4.D - (D) analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise.
8 - (5) History (Early years of the republic and the Age of Jackson )
SocialS.8.5.A - (A) describe major domestic problems faced by the leaders of the new republic, including maintaining national security, creating a stable economic system, and setting up the court system;
SocialS.8.5.B - (B) summarize arguments regarding protective tariffs, taxation, and the banking system;
SocialS.8.5.C - (C) explain the origin and development of American political parties;
SocialS.8.5.D - (D) explain the causes, important events, and effects of the War of 1812;
SocialS.8.5.E - (E) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine;
SocialS.8.5.F - (F) explain the impact of the election of Andrew Jackson, including expanded suffrage; and
SocialS.8.5.G - (G) analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears.
8 - (6) History (Westward expansion and its effects on the political, economic, and social development of the nation )
SocialS.8.6.A - (A) explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States;
SocialS.8.6.B - (B) analyze the westward growth of the nation, including the Louisiana Purchase and Manifest Destiny; and
SocialS.8.6.C - (C) explain the causes and effects of the U.S.-Mexican War and their impact on the United States.
8 - (7) History (Sectionalism and the Civil War )
SocialS.8.7.A - (A) analyze the impact of tariff policies on sections of the United States before the Civil War;
SocialS.8.7.B - (B) compare the effects of political, economic, and social factors on slaves and free blacks;
SocialS.8.7.C - (C) analyze the impact of slavery on different sections of the United States; and
SocialS.8.7.D - (D) identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John Quincy Adams.
8 - (8) History (Civil War )
SocialS.8.8.A - (A) explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar;
SocialS.8.8.B - (B) explain the central role of the expansion of slavery in causing sectionalism, disagreement over states' rights, and the Civil War;
SocialS.8.8.C - (C) explain significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln; and
SocialS.8.8.D - (D) analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address.
8 - (9) History (Reconstruction on the political, economic, and social life of the nation )
SocialS.8.9.A - (A) evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments;
SocialS.8.9.B - (B) explain the impact of the election of African Americans from the South such as Hiram Rhodes Revels; and
SocialS.8.9.C - (C) explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups.
8 - (10) Geography (Places and regions of the United States, past and present)
SocialS.8.10.A - (A) locate places and regions directly related to major eras and turning points in the United States during the 17th, 18th, and 19th centuries;
SocialS.8.10.B - (B) compare places and regions of the United States in terms of physical and human characteristics; and
SocialS.8.10.C - (C) analyze the effects of physical and human geographic factors such as weather, landforms, waterways, transportation, and communication on major historical events in the United States.
8 - (11) Geography (North America through the mid-19th century)
SocialS.8.11.A - (A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States; and
SocialS.8.11.B - (B) describe the positive and negative consequences of human modification of the physical environment of the United States.
8 - (12) Economics (Patterns of economic activity through 1877)
SocialS.8.12.A - (A) identify economic differences among different regions of the United States;
SocialS.8.12.B - (B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery; and
SocialS.8.12.C - (C) analyze the causes and effects of economic differences among different regions of the United States at selected times.
8 - (13) Economics ( Industrial Revolution in the 19th century)
SocialS.8.13.A - (A) analyze the economic effects of the War of 1812; and
SocialS.8.13.B - (B) identify the economic factors that brought about rapid industrialization and urbanization.
8 - (14) Economics (Free enterprise system in the United States)
SocialS.8.14.A - (A) explain why a free enterprise system of economics developed in the new nation, including minimal government regulation, taxation, and property rights; and
SocialS.8.14.B - (B) describe the characteristics and the benefits of the U.S. free enterprise system through 1877.
8 - (15) Government (Declaration of Independence, the U.S. Constitution )
SocialS.8.15.A - (A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, and the Federalist Papers, on the U.S. system of government;
SocialS.8.15.B - (B) summarize the strengths and weaknesses of the Articles of Confederation;
SocialS.8.15.C - (C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights;
SocialS.8.15.D - (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and
SocialS.8.15.E - (E) explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, and John Locke in the development of self-government in colonial America.
8 - (16) Government (U.S. Constitution and the impact of amendments on American society)
SocialS.8.16.A - (A) summarize the purposes for amending the U.S. Constitution; and
SocialS.8.16.B - (B) describe the impact of the 13th, 14th, and 15th amendments.
8 - (17) Government.( Powers of the national government and state governments in a federal system)
SocialS.8.17.A - (A) analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason; and
SocialS.8.17.B - (B) explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War.
8 - (18) Government (Supreme Court cases )
SocialS.8.18.A - (A) identify the origin of judicial review;
SocialS.8.18.B - (B) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden; and
SocialS.8.18.C - (C) evaluate the impact of the landmark Supreme Court decision Dred Scott v. Sandford on life in the United States.
8 - (19) Citizenship (Rights and responsibilities of citizens of the United States)
SocialS.8.19.A - (A) define and give examples of unalienable rights;
SocialS.8.19.B - (B) summarize rights guaranteed in the Bill of Rights; and
SocialS.8.19.C - (C) identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries.
8 - (20) Citizenship ( Importance of voluntary individual participation in the democratic process )
SocialS.8.20.A - (A) evaluate the contributions of the Founding Fathers as models of civic virtue; and
SocialS.8.20.B - (B) analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax.
8 - (21) Citizenship (Importance of the expression of different points of view in a constitutional republic)
SocialS.8.21.A - (A) identify different points of view of political parties and interest groups on important historical issues;
SocialS.8.21.B - (B) describe the importance of free speech and press in a constitutional republic; and
SocialS.8.21.C - (C) summarize historical events in which compromise resulted in a resolution such as the Missouri Compromise, Compromise of 1850, and Kansas-Nebraska Act.
8 - (22) Citizenship ( Importance of effective leadership in a constitutional republic)
SocialS.8.22.A - (A) analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln; and
SocialS.8.22.B - (B) describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, Susan B. Anthony, and Elizabeth Cady Stanton.
8 - (23) Culture (Relationships between and among people from various groups during the 17th, 18th, and 19th centuries)
SocialS.8.23.A - (A) identify racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration;
SocialS.8.23.B - (B) explain how urbanization contributed to conflicts resulting from differences in religion, social class, and political beliefs;
SocialS.8.23.C - (C) identify ways conflicts between people from various racial, ethnic, and religious groups were addressed;
SocialS.8.23.D - (D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and
SocialS.8.23.E - (E) identify the political, social, and economic contributions of women to American society.
8 - (24) Culture (Major reform movements of the 19th century)
SocialS.8.24.A - (A) describe and evaluate the historical development of the abolitionist movement; and
SocialS.8.24.B - (B) evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, the labor reform movement, and care of the disabled.
8 - (25) Culture (Impact of religion on the American way of life)
SocialS.8.25.A - (A) trace the development of religious freedom in the United States;
SocialS.8.25.B - (B) describe religious influences on social movements, including the impact of the first and second Great Awakenings; and
SocialS.8.25.C - (C) analyze the impact of the First Amendment guarantees of religious freedom on the American way of life.
8 - (26) Culture (Relationship between the arts and the times during which they were created)
SocialS.8.26.A - (A) identify examples of American art, music, and literature that reflect society in different eras such as the Hudson River School artists, the "Battle Hymn of the Republic," and transcendental literature; and
SocialS.8.26.B - (B) analyze the relationship between the arts and continuity and change in the American way of life.
8 - (27) Science, technology, and society ( impact of science and technology on the economic development of the United States)
SocialS.8.27.A - (A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, the telegraph, and interchangeable parts;
SocialS.8.27.B - (B) analyze how technological innovations changed the way goods were manufactured and distributed, nationally and internationally; and
SocialS.8.27.C - (C) analyze how technological innovations brought about economic growth such as the development of the factory system and the construction of the Transcontinental Railroad.
8 - (28) Science, technology, and society (Impact of scientific discoveries and technological innovations on daily life in the United States)
SocialS.8.28.A - (A) compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history; and
SocialS.8.28.B - (B) identify examples of how industrialization changed life in the United States.
8 - (29) Social studies skills (organize and use information acquired )
SocialS.8.29.A - (A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;
SocialS.8.29.B - (B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
SocialS.8.29.C - (C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
SocialS.8.29.D - (D) identify bias and points of view created by the historical context surrounding an event;
SocialS.8.29.E - (E) support a point of view on a social studies issue or event;
SocialS.8.29.F - (F) evaluate the validity of a source based on corroboration with other sources and information about the author;
SocialS.8.29.G - (G) create a visual representation of historical information such as thematic maps, graphs, and charts representing various aspects of the United States; and
SocialS.8.29.H - (H) pose and answer questions about geographic distributions and patterns shown on maps, graphs, and charts.
8 - (30) Social studies skills (The student communicates in written, oral, and visual forms)
SocialS.8.30.A - (A) use social studies terminology correctly;
SocialS.8.30.B - (B) use effective written communication skills, including proper citations and avoiding plagiarism; and
SocialS.8.30.C - (C) create written, oral, and visual presentations of social studies information.
8 - (31) Social studies skills (problem-solving and decision-making skills)
SocialS.8.31 - (31) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
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SocialS.6.1.A - (A) trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as colonization, immigration, and trade; and
SocialS.6.1.B - (B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.
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Que Qui CE CI syllable egg hunt dance
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syllables egg hunt dance ce ci que qui
Que Qui CE CI syllable egg hunt dance
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Product Code: ELA.K.2.A.iv + ELA.K.2.A.v + ELA.K.2.A.vi
Grades: Kinder, First, Second,
Subjects: ELAR, Grade 1, ELAR, Grade 2, ELAR, Kinder,
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Teks
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Print the words and cut them out. Place each word into a plastic Easter egg. Play music and ask students to move around the classroom and exchange eggs, when the music stop they read their word.
Subchapter:
Elementary
Chapter:
Reading and Writing
Grade:
Kinder
Subject:
ELAR, Kinder
Main Categories:
Kinder-(2) Beginning reading and writing
TEK:
ELA.K.2.A.iv(iv) identifying syllables in spoken words;
Subchapter:
Elementary
Chapter:
Reading and Writing
Grade:
Kinder
Subject:
ELAR, Kinder
Main Categories:
Kinder-(2) Beginning reading and writing
TEK:
ELA.K.2.A.v(v) blending syllables to form multisyllabic words;
Subchapter:
Elementary
Chapter:
Reading and Writing
Grade:
Kinder
Subject:
ELAR, Kinder
Main Categories:
Kinder-(2) Beginning reading and writing
TEK:
ELA.K.2.A.vi(vi) segmenting multisyllabic words into syllables;
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