Open About

This website is maintained by Damon Hargraves and is intended to be a convenient way to access academic standards published by the Alaska Department of Education and Early Development. Titles, names, text (including typos) are verbatim, whenever possible.

Save the link for this online book of standards to your phone or computer for quick access as a Progressive Web App (PWA).

Please contact Damon Hargraves at hargraves@hey.com.

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Changelog

October, 2024

Added middle school and high school content, including ELA, math, and science. Elementary science and PE content added.

July, 2024

Added headers and edited content to better allow for linking to standards.

June 27, 2024

Initial site created with basic ELA and math standards for elementary grades.

Open ELA Kindergarten

Reading Standards for Literature Grade K

Key Ideas and Details

1. With prompting and support, ask and answer questions about a literary text using key details from the text.

2. With prompting and support, retell familiar stories, using key details.

3. With prompting and support, identify characters, settings, major events, and problem-solution in a story, song, or poem.

Craft and Structure

1. Ask and answer questions about unknown words in a text.

2. Identify common types of texts (e.g., picture books, stories, poems, songs).

3. With prompting and support, name the author and illustrator of a story and describe the role of each in telling the story.

Integration of Knowledge and Ideas

1. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts) or use illustrations to tell or retell a story.

2. (Not applicable to

Open Math Kindergarten

Standards for Mathematical Content Grade K

Counting and Cardinality

Know number names and the count sequence.

• K.CC.1. Count to 100 by ones and by tens.

• K.CC.2. Count forward beginning from a given number within the known sequence.

• K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Count to tell the number of objects.

• K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.

  • a) When counting objects, say the number names in standard order, pairing each object with one and only one number name and each number name with one and only one object.
  • b) Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
  • c) Understand that each successive number

Open Science Kindergarten

Kindergarten Science

K. Forces and Interactions: Pushes and Pulls

K-PS2-1

Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.]

K-PS2-2

Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, a

Open ELA 1

Reading Standards for Literature Grade 1

Key Ideas and Details

1. Ask and answer questions about a literary text using key details from the text.

2. Retell stories, using key details, and demonstrate understanding their message (e.g., teach a lesson, make you laugh, tell a scary story, tell about an event) or lesson.

3. Describe characters, settings, major events, and problem-solution in a story, play, or poem, using key details.

Craft and Structure

1. Identify words and phrases in stories, plays, or poems that suggest feelings or appeal to the senses.

2. Explain major differences between books that tell stories and books that give information (fiction, non-fiction, and poetry), drawing on a wide reading of a range of text types.

3. Identify who is telling the story at various points in the text (e.g., a character in the text or a narrator/storyteller).

Integration of Knowledge and Ideas

1. Use illustrations and details in

Open Math 1

Standards for Mathematical Content Grade 1

Counting and Cardinality

Know ordinal names and counting flexibility.

• 1.CC.1. Skip count by 2s and 5s.

• 1.CC.2. Use ordinal numbers correctly when identifying object position (e.g., first, second, third, etc.).

• 1.CC.3. Order numbers from 1-100. Demonstrate ability in counting forward and backward.

Count to tell the number of objects.

• 1.CC.4. Count a large quantity of objects by grouping into 10s and counting by 10s and 1s to find the quantity.

Compare numbers.

• 1.CC.5. Use the symbols for greater than, less than or equal to when comparing two numbers or groups of objects.

• 1.CC.6. Estimate how many and how much in a given set to 20 and then verify estimate by counting.

Operations and Algebraic Thinking

Represent and solve problems involving addition and subtraction.

• 1.OA.1. Use addition and subtraction strategies to solve word problems (using numbers

Open Science 1

1st Grade Science

1. Waves: Light and Sound

Students who demonstrate understanding can:

1-PS4-1

Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork or a person making a hunting call.]

1-PS4-2

Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]

1-PS4-3

Plan and conduct invest

Open ELA 2

Reading Standards for Literature Grade 2

Key Ideas and Details

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of a literary text using key details from the text.

2. Retell stories, including fables and folktales from diverse cultures, and determine the author's purpose (e.g., teach a lesson, make you laugh, tell a scary story, describe an imaginary place), lesson or moral.

3. Describe how characters in a story, play or poem respond to major events, problems, and challenges.

Craft and Structure

1. Identify words and phrases that supply rhythm or sensory images and meaning in a story, poem, or song (e.g., regular beats, alliteration, rhymes, repeated lines) and describe how they make a reader feel or what a reader might see in his or her mind.

2. Describe the overall structure of a story, including describing how the beginning introduces the story (who, wh

Open Math 2

Standards for Mathematical Content Grade 2

Operations and Algebraic Thinking

Represent and solve problems involving addition and subtraction.

• 2.OA.1. Use addition and subtraction strategies to estimate, then solve one- and two-step word problems (using numbers up to 100) involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem.

Add and subtract using numbers up to 20.

• 2.OA.2. Fluently add and subtract using numbers up to 20 using mental strategies. Know from memory all sums of two one-digit numbers.

Work with equal groups of objects to gain foundations for multiplication.

• 2.OA.3. Determine whether a group of objects (up to 20) is odd or even (e.g., by pairing objects and comparing, counting by

Open Science 2

2nd Grade Science

2. Structure and Properties of Matter

Students who demonstrate understanding can:

2-PS1-1

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

2-PS1-2

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]

2-PS1-3

Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blo

Open PE K-2 Objectives

Alaska Physical Education Standards Grades K-2 Objectives

By the end of Grade 2, students will:

Standard A

Demonstrate competency in motor and movement skills needed to perform a variety of physical activities:

1. Perform various forms of loco-motor movement such as walk, run, slide, gallop, jump, hop, leap, and skip.

2. Perform a variety of non-loco-motor skills such as balancing, bending, stretching, rocking, curling, twisting, turning, pushing, pulling, swinging, swaying

3. Dribble with hands and feet.

4. Dribble with short-handled and long-handled implements while stationary and moving.

5. Jump and land in various combinations.

6. Demonstrate balance on the ground and on objects, using bases of support other than both feet.

7. Repeatedly jump a turned rope. 

8. Perform to music a grade-level appropriate individual or partner dance that utilizes three different patterns.

9. Perform a body roll (e.g., log roll, egg roll, shoulder roll, forward roll) followed by a weigh

Open ELA 3

Reading Standards for Literature Grade 3

Key Ideas and Details

1. Ask and answer questions to demonstrate understanding of a text (e.g., making basic inferences and predictions), referring explicitly to details from the text as the basis for the answers.

2. Determine the author's purpose, message, lesson, or moral and explain how it is conveyed through key details in the text; summarize stories in correct sequence, including fables and folktales from diverse cultures.

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (e.g., creating or solving a problem).

Craft and Structure

1. Determine the meaning of words and phrases as they are used in a text, distinguishing literal meanings from use of figurative language (e.g., exaggeration in tall tales).

2. Refer to parts of stories, dramas, and poems when writing or speaking about a tex

Open Math 3

Standards for Mathematical Content Grade 3

Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division.

• 3.OA.1. Interpret products of whole numbers (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). For example, show objects in rectangular arrays or describe a context in which a total number of objects can be expressed as 5 × 7.

• 3.OA.2. Interpret whole-number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each). For example, deconstruct rectangular arrays or describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

• 3.OA.3. Use multiplication and division numbers up to 100 to solve word problems in situations involving equal gr

Open Science 3

3rd Grade Science

3. Forces and Interactions

Students who demonstrate understanding can:

3-PS2-1

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]

3-PS2-2

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and

Open ELA 4

Reading Standards for Literature Grade 4

Key Ideas and Details

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine a theme or author's message or purpose of a story, drama, or poem using details and evidence from the text as support; summarize main ideas or events, in correct sequence, including how conflicts are resolved.

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

Craft and Structure

1. Determine the meaning of words and phrases as they are used in a text, including use of figurative language and literary devices (e.g., imagery, metaphors, similes).

2. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse and rhythm) and drama (e.g., casts of cha

Open Math 4

Standards for Mathematical Content Grade 4

Operations and Algebraic Thinking

Use the four operations with whole numbers to solve problems.

• 4.OA.1. Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 groups of 7 and 7 groups of 5). (Commutative property) Represent verbal statements of multiplicative comparisons as multiplication equations.

• 4.OA.2. Multiply or divide to solve word problems involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem or missing numbers in an array). Distinguish multiplicative comparison from additive comparison.

• 4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unk

Open Science 4

4th Grade Science

4. Energy

Students who demonstrate understanding can:

4-PS3-1

Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.]

4-PS3-2

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]

4-PS3-3

Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact. Examples may be at different scales, such as bouncing balls, car crashes, and plate tectonics (e.g., collisions of land to land, ice to ice, and ice to land).] [Assessment Bou

Open ELA 5

Reading Standards for Literature Grade 5

Key Ideas and Details

1. Locate explicit information in the text to support inferences drawn from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine a theme or author's message or purpose of a story, drama, or poem using details and evidence from the text as support, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize main ideas or events, in correct sequence.

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact, how conflicts are resolved).

Craft and Structure

1. Determine the meaning of words and phrases as they are used in a text, including use of figurative language and literary devices (e.g., imagery, metaphor

Open Math 5

Standards for Mathematical Content Grade 5

Operations and Algebraic Thinking

Write and interpret numerical expressions.

• 5.OA.1. Use parentheses to construct numerical expressions, and evaluate numerical expressions with these symbols.

• 5.OA.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 x (8 + 7). Recognizing that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Analyze patterns and relationships.

• 5.OA.3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. *For example, given the rule "Add 3" and the start

Open Science 5

5th Grade Science

5. Structure and Properties of Matter

Students who demonstrate understanding can:

5-PS1-1

Develop and use a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]

5-PS1-2

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.]

5-PS1-3

Make observations and mea

Open PE 3-5 Objectives

Alaska Physical Education Standards Grades 3-5 Objectives

In grades 3-5, students will attain mature motor skills, use movement patterns, learn movement concepts and explore fitness concepts. Personal and social skills are emphasized through cooperative activities and the introduction of modified games.

By the end of Grade 5, students will:

Standard A

Demonstrate competency in motor and movement skills needed to perform a variety of physical activities:Enter, jump, and exit a long (double) rope turned by others.

1. Jump repeatedly a self-turned rope while performing different jumping skills.

2. Dribble an object with a hand, foot, and long-handled implement in personal and shared space.

3. Perform simple, small-group balance stunts by distributing weight and base of support.

4. Kick and punt a ball at targets from varying distances.

5. Design and perform a creative dance.

6. Design and perform smooth, flowing sequences of stunts, tumbling, and rhythmic patterns that combine tr

Open ELA 6

Reading Standards for Literature Grade 6

Key Ideas and Details

1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and how it is conveyed through particular details; restate and summarize main ideas or events, in correct sequence, after reading a text.

3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution or as the narrative advances.

Craft and Structure

1. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of a specific word choice on meaning and tone.

2. Analyze the overall structure of a text: how a particular sentence, chapter, scene, or stanza fits into the overall work and analyzing how it contributes to the development of the characters, theme, setting, or

Open Math 6

Standards for Mathematical Content Grade 6

Ratios and Proportional Relationships

Understand ratio concepts and use ratio reasoning to solve problems.

• 6.RP.1. Write and describe the relationship in real life context between two quantities using ratio language. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."

• 6.RP.2. Understand the concept of a unit rate (a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship) and apply it to solve real world problems (e.g., unit pricing, constant speed).

• For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid \$75 for 15 hamburgers, which is a rate of \$5 per hamburger."

• 6.RP.3. Use ratio an

Open Physical Science 6-8

Middle School Physical Science

MS. Structure and Properties of Matter

Students who demonstrate understanding can:

MS-PS1-1

Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or extended structure is not required.]

MS-PS1-3

Collect information that supports the idea that synthetic materials come from the use of natur

Open ELA 7

Alaska English/Language Arts Standards

Grade 7

Reading Standards for Literature Grade 7

Key Ideas and Details

1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and analyze its development over the course of the text; restate and summarize main ideas or events, in correct sequence, after reading a text.

3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Craft and Structure

1. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

2. Analyze the overall structure of a text: how a drama's or poem's form or structure (e.g. sonnet, soliloquy) contributes to its meaning, including analyzing the impact of r

Open Math 7

Standards for Mathematical Content Grade 7

Ratios and Proportional Relationships

Analyze proportional relationships and use them to solve real-world and mathematical problems.

7.RP.1.

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour or apply a given scale factor to find missing dimensions of similar figures.

7.RP.2.

Recognize and represent proportional relationships between quantities. Make basic inferences or logical predictions from proportional relationships.

a) Decide whether two quantities are in a proportional relationship (e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin).

b) Identify the cons

Open Life Science 6-8

Middle School Life Science

MS. Structure, Function, and Information Processing

Students who demonstrate understanding can:

MS-LS1-1.

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non- living things, and understanding that living things may be made of one cell or many and varied cells.]

MS-LS1-2.

Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane

Open ELA 8

Reading Standards for Literature Grade 8

Key Ideas and Details

1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; restate and summarize main ideas or events, in correct sequence, after reading a text.

3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision

Craft and Structure

1. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

2. Analyze the overall structure of a text: compare and contrast the

Open Math 8

Standards for Mathematical Content Grade 8

The Number System

Know that there are numbers that are not rational, and approximate them by rational numbers.

• 8.NS.1. Classify real numbers as either rational (the ratio of two integers, a terminating decimal number, or a repeating decimal number) or irrational.

• 8.NS.2. Order real numbers, using approximations of irrational numbers, locating them on a number line. For example, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

• 8.NS.3. Identify or write the prime factorization of a number using exponents.

Expressions and Equations

Work with radicals and integer exponents.

• 8.EE.1. Apply the properties (product, quotient, power, zero, negative exponents, and rational exponents) of integer exponents to generate equivalent numerical expressions. *For example, 3^2^ × 3^--5^ = 3^--3^ = 1/3^

Open Earth and Space Science 6-8

Middle School Earth and Space Science

MS. Space Systems

Students who demonstrate understanding can:

MS-ESS1-1a

Develop and use a model to explain how the positions of the Earth-Sun-Moon in a system and the cyclic patterns of each cause lunar phases and eclipses of the sun and moon. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]

MS-ESS1-1b

Develop and use a model to explain how the seasons occur. [Clarification statement: Reference Alaskan community latitudes and how position on the Earth affects the severity of the seasons for the different regions of AK. Compare and describe the seasons of the northern hemisphere and the southern hemisphere.] [Assessment Boundary: Assessment limited to qualitative and spatial explanations for seasons.]

MS-ESS1-2

Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that hold

Open PE 6-8 Objectives

Alaska Physical Education Standards Grades 6-8 Objectives

In middle school, grades 6-8, students further develop specialized skills within movement forms and enhance physical fitness through involvement in a variety of dual and individual modified sports and outdoor activities. Students participate in physical activities that lead to active lifestyles and lifetime wellness. Social and emotional development is enhanced through activities that require team building.

By the end of Grade 8, students will: 

Standard A

Demonstrate competency in motor and movement skills needed to perform a variety of physical activities

1. Demonstrate competent skills for participation in modified team activities (e.g., basketball, volleyball, softball, ultimate Frisbee).

2. Demonstrate competent skills for participation in individual and dual activities (golf, Frisbee, bowling, racquet/paddle sports, Native Youth Olympics games)

3. Demonstrate competent skills for participation in non-competitive individual

Open Physical Science 9-12

High School Physical Science

HS. Structure and Properties of Matter

Students who demonstrate understanding can:

HS-PS1-1.

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (valence electrons). [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.]

HS-PS1-3.

Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such

Open Life Science 9-12

High School Life Science

HS. Structure and Function

Students who demonstrate understanding can:

HS-LS1-1.

Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]

HS-LS1-2.

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the

Open Earth and Space 9-12

High School Earth and Space

HS. Space Systems

Students who demonstrate understanding can:

HS-ESS1-1.

Develop a model based on evidence to illustrate that the life span of the Sun is a function of nuclear fusion in its core, and that stars, through nuclear fusion over their life cycle, produce elements and release energy that eventually reaches Earth in the form of radiation. [Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime. Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Example applications include solar flares, auroras, the 11-year sunspot cycle and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with nuclear fusion, or details of the many different nucleosynthesis pathways for stars of di

Open ELA Literature 9-12

High School English/Language Arts Standards

Reading Standards for Literature Grades 9-12

The anchor standards and high school grade-specific standards work in tandem to define expectations---the former providing broad standards, the latter providing additional specificity.

Grades 9-10 students:

Key Ideas and Details

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as implicit inferences drawn from the text.

2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; restate and summarize main ideas or events, in correct sequence, after reading a text.

3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Cr

Open ELA Informational Text 9-12

High School English/Language Arts Standards

Reading Standards for Informational Text 9-12

The anchor standards and high school grade-specific standards work in tandem to define expectations---the former providing broad standards, the latter providing additional specificity.

Grades 9-10 students:

Key Ideas and Details

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; restate and summarize main ideas or events, in correct sequence when necessary, after reading a text.

3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Open ELA Writing 9-12

High School English/Language Arts Standards

Writing Standards 9-12

The anchor standards and high school grade-specific standards work in tandem to define expectations---the former providing broad standards, the latter providing additional specificity.

Grades 9-10 students:

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

   a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

   b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

   c. Use words, phrases, and clauses to link th

Open ELA Speaking and Listening 9-12

Speaking and Listening Standards 9-12

The anchor standards and high school grade-specific standards work in tandem to define expectations---the former providing broad standards, the latter providing additional specificity.

Grades 9-10 students:

Comprehension and Collaboration

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9--10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

   a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

   b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key

Open ELA Language 9-12

High School English/Language Arts Standards

Language Standards 9-12

The anchor standards and high school grade-specific standards work in tandem to define readiness expectations---the former providing broad standards, the latter providing additional specificity.

Grades 9-10 students:

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

   a. Use parallel structure.*

   b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

   a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closel