--- title: "Alaska Standards" author: "" url: "https://books.hrgrvs.net/2/standards" --- NOTES 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](https://education.alaska.gov/standards). 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](mailto:hargraves@hey.com). -------------------- ## 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. 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 4. Ask and answer questions about unknown words in a text. 5. Identify common types of texts (e.g., picture books, stories, poems, songs). 6. 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 7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts) or use illustrations to tell or retell a story. 8. (Not applicable to literature) 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. ## Range of Reading and Level of Complexity 10. Actively engage in shared reading activities using literature from a variety of cultures with purpose and understanding, and scaffolding as needed. # Reading Standards for Informational Text Grade K ## Key Ideas and Details 1. With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text. 2. With prompting and support, identify the main topic and retell key details of a text. 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. ## Craft and Structure 4. With prompting and support, ask and answer questions about unknown words in a text. 5. Identify the front cover, back cover, and title page of a book. 6. Name the author and illustrator of a text and describe the role of each in presenting the ideas or information in a text. ## Integration of Knowledge and Ideas 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 8. With prompting and support, identify the opinions an author states in text. 9. With prompting and support, identify basic similarities in and differences between information presented in two texts on the same topic (e.g., compare two photos or diagrams, compare two animal babies). ## Range of Reading and Level of Text Complexity 10. Actively engage in shared reading activities using a range of topics and texts with purpose and understanding and scaffolding as needed. # Reading Standards: Foundational Skills Grade K *Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow* ## Print Concepts 1. Demonstrate understanding of the organization and basic features of print. - a) Follow words from left to right, top to bottom, and page-by-page. - b) Recognize that spoken words are represented in written language by specific sequences of letters. - c) Understand that words are separated by spaces in print. - d) Recognize and name all upper- and lowercase letters of the alphabet. ## Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). - a) Recognize and produce rhyming words. - b) Count, pronounce, blend, and segment syllables in spoken words. - c) Blend and segment onsets and rimes of single-syllable spoken words. - d) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.\* (This does not include CVCs ending with /l/, /r/, or /x/.) - e) Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. \*Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word. ## Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. - a) Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. - b) Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. - c) Read common high-frequency words by sight. (e.g., *the*, *of*, *to*, *you*, *she*, *my*, *is*, *are*, *do*, *does*). - d) Distinguish between similarly spelled words by identifying the sounds of the letters that differ. ## Fluency 4. Read emergent-reader texts with purpose and understanding. # Writing Standards Grade K ## Text Types and Purposes 1) Use a combination of drawing, dictating, and writing to state an opinion or a preference about a topic or part of a book (e.g., I like dogs better than cats because...; My favorite part of the story is when\...; I think it was funny when...). 2) Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 3) Use a combination of drawing, dictating, and writing to narrate a real or imagined event or several loosely linked events, tell about the events in the order in which they occurred, and provide an ending (how the problem was solved) or a reaction (e.g., a feeling) to what happened. ## Production and Distribution of Writing 4) (Begins in grade 3.) 5) With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. 6) With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. ## Research to Build and Present Knowledge 7) Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and combine or summarize information/facts learned or express opinions about them). 8) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 9) (Begins in grade 4) ## Range of Writing 10\) (Begins in grade 3) # Speaking and Listening Standards Grade K ## Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about *kindergarten topics and texts* with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. ## Presentation of Knowledge 4. Describe familiar people, places, things, and events, and with prompting and support, provide additional related details. 5. Add drawings or other visual displays to descriptions as desired to provide additional details. 6. Speak audibly and express thoughts, feelings, and ideas clearly in complete sentences when appropriate to task and situation. # Language Standards Grade K ## Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., *dog*, *dogs*; *wish*, *wishes*). d. Understand and use question words (interrogatives) (e.g., *who*, *what*, *where*, *when*, *why*, *how*). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence, the first letter of the student's name, and the pronoun *I*. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short- vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. ## Knowledge of Language 3. (Begins in grade 2) ## Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on *kindergarten reading and content*. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing *duck* is a bird and learning the verb *to duck*). b. Use the most frequently occurring inflections and affixes (e.g., -*ed*, -*s*, *re*-, *un*-, *pre*-, -*ful*, -*less*) as a clue to the meaning of an unknown word. 5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are *colorful*). d. Distinguish shades of meaning among verbs describing the same general action (e.g., *walk*, *march*, *strut*, *prance*) by acting out the meanings. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. # 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 name refers to a quantity that is one larger. - K.CC.5. Count to answer \"how many?\" questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. ### Compare numbers. - K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching, counting, or estimating strategies). - K.CC.7. Compare and order two numbers between 1 and 10 presented as written numerals. ## Operations and Algebraic Thinking ### Understand Addition: putting together and adding to. Subtraction: taking apart and taking from. - K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations. - K.OA.2. Add or subtract whole numbers to 10 (e.g., by using objects or drawings to solve word problems). - K.OA.3. Decompose numbers less than or equal to10 into pairs in more than one way (e.g., by using objects or drawings, and record each decomposition by a drawing or equation). *For example, 5=2+3 and 5=4+1*. - K.OA.4. For any number from 1- ~~4~~, find the number that makes 5 when added to the given number and, for any number from 1-9, find the number that makes 10 when added to the given number (e.g., by using objects, drawings or 10 frames) and record the answer with a drawing or equation. - K.OA.5. Fluently add and subtract numbers up to 5. ### Identify and continue patterns. - K.OA.6. Recognize, identify and continue simple patterns of color, shape, and size. ## Numbers and Operations in Base Ten ### Work with numbers 11-19 to gain foundations for place value. - K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones (e.g., by using objects or drawings) and record each composition and decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight or nine ones. ## Measurement and Data ### Describe and compare measurable attributes. - K.MD.1. Describe measurable attributes of objects (e.g., length or weight). Match measuring tools to attribute (e.g., ruler to length). Describe several measureable attributes of a single object. - K.MD.2. Make comparisons between two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. *For example, directly compare the heights of two children and describe one child as taller/shorter.* ### Classify objects and count the number of objects in each category. - K.MD.3. Classify objects into given categories (attributes). Count the number of objects in each category (limit category counts to be less than or equal to 10). ### Work with time and money. - K.MD.4. Name in sequence the days of the week. - K.MD.5 Tell time to the hour using both analog and digital clocks. - K.MD.6. Identify coins by name. ## Geometry ### Identify and describe shapes. - K.G.1. Describe objects in the environment using names of shapes and describe their relative positions (e.g., *above*, *below*, *beside*, *in front of*, *behind*, *next to)*. - K.G.2. Name shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres) regardless of their orientation or overall size. - K.G.3. Identify shapes as two-dimensional (flat) or three-dimensional (solid). ### Analyze, compare, create, and compose shapes. - K.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices), and other attributes (e.g., having sides of equal lengths). - K.G.5. Build shapes (e.g., using sticks and clay) and draw shapes. - K.G.6. Put together two-dimensional shapes to form larger shapes (e.g., join two triangles with full sides touching to make a rectangle). # Standards for Mathematical Practice Instruction around the Standards of Mathematical Practices is delivered across all grades K-12. These eight standards define experiences that build understanding of mathematics and ways of thinking through which students develop, apply, and assess their knowledge. ## Make sense of problems and persevere in solving them. - focus on the problem and check for alternate methods - check if the solution makes sense ## Reason abstractly and quantitatively. - represent a situation symbolically and/or with manipulatives - create a coherent representation of the problem - use units of measurement consistently ## Construct viable arguments and critique the reasoning of others. - construct arguments using concrete referents such as objects, drawings, diagrams, and actions - justify conclusions, communicate conclusions - listen to arguments and decide whether the arguments make sense ## Model with Mathematics. - apply mathematics to solve problems in everyday life - identify important quantities in a practical situation and model the situation with manipulatives or pictures - interpret mathematical results in the context of the situation and reflect on whether the results make sense ## Use appropriate tools strategically. - select the available tools (such as pencil and paper, manipulatives, rulers, and available technology) when solving a mathematical problem - be familiar with tools appropriate for the grade level to make sound decisions about when each of these tools might be helpful - identify relevant external mathematical resources and use them to pose or solve problems - use technological tools to explore and deepen their understanding of concepts ## Attend to precision. - give thoughtful explanations to each other - use clear definitions and reasoning in discussion with others - state the meaning of symbols they choose, including using the equal sign consistently and appropriately ## Look for and make use of structure. - discern a pattern or structure - understand complex structures as single objects or as being composed of several objects - check if the answer is reasonable ## Look for and express regularity in repeated reasoning. - identify if calculations or processes are repeated - use alternative and traditional methods to solve problems - evaluate the reasonableness of their intermediate results, while attending to the details # 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, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.] ## K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment Students who demonstrate understanding can: ### K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.] ### K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete, or local plant and animal observations.] ### K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system. Explain the characteristics of the model and the relationships.] ### K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.] ## K. Weather and Climate Students who demonstrate understanding can: ### K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Local observation of duration of sunlight. Examples of Earth’s surface could include sand, soil, rocks, and water.] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.] ### K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun. Explain the characteristics of the structure and their effect on the temperature.] ### K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.] ### K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.] FIRST GRADE # 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 4. Identify words and phrases in stories, plays, or poems that suggest feelings or appeal to the senses. 5. 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. 6. 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 7. Use illustrations and details in a story read or read aloud to describe its characters, events, setting, or problem-solution. 8. (Not applicable to literature) 9. With prompting and support, compare and contrast the adventures and experiences of characters in stories. ## Range of Reading and Level of Complexity 10. With prompting and support, read prose and poetry from a variety of cultures of appropriate complexity for grade 1. # Reading Standards for Informational Text Grade 1 ## Key Ideas and Details 1. With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text. 2. Identify the main topic or author's purpose (e.g., to teach or tell us about ...) and retell key details of a text. 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. ## Craft and Structure 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 5. Know and use various text features (e.g., title, labels with graphics, bold print, visual cues such as arrows, electronic menus, icons) to locate key facts or information in a text. 6. Distinguish between information provided by photos or other graphics and information provided by the words in a text. ## Integration of Knowledge and Ideas 7. Use the illustrations and details in a text to describe its key ideas. 8. Identify the opinions an author states to support points in a text. 9. Identify basic similarities in and differences between information presented in two texts on the same topic (e.g., compare two graphics, descriptions, or steps in a process to make something). ## Range of Reading and Level of Text Complexity 10. With prompting and support, read informational texts on a range of topics appropriately complex for grade 1, with scaffolding as needed. # Reading Standards: Foundational Skills Grade 1 ## Print Concepts 1. Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). ## Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). ## Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. ## Fluency 4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. # Writing Standards Grade 1 ## Text Types and Purposes 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion or preference, supply a fact (e.g., because race cars go faster than...) or reason for the opinion, and end with a sentence that restates their opinion related to a feeling or emotion (e.g., it makes me laugh; that was the scariest part). 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure (e.g., restate at the end the most interesting fact or the most important idea shared). 3. Use narrative writing to recount two or more real or imagined sequenced events, include some details regarding what happened, who was there, use linking words to signal event order (e.g., first, next, then), and provide an ending (e.g., how the problem was solved; how someone felt at the end). ## Production and Distribution of Writing 4. (Begins in grade 3) 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add concrete and sensory details to strengthen writing as needed. 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. ## Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions or combine or summarize information/facts learned). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 9. (Begins in grade 4) ## Range of Writing 10. (Begins in grade 3) # Speaking and Listening Standards Grade 1 ## Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ## Presentation of Knowledge 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.) # Language Standards Grade 1 ## Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I me, my; they, them, their, anyone, everything). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. ## Knowledge of Language 3. (Begins in grade 2) ## Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). # 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 up to 20), involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, using a number line (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. - 1.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem. ### Understand and apply properties of operations and relationship between addition and subtraction. - 1.OA.3. Apply properties of operations as strategies to add and subtract. (Students need not know the name of the property.) - For example: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative property of addition). To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition). Demonstrate that when adding zero to any number, the quantity does not change (Identity property of addition). - 1.OA.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. ### Add and subtract using numbers up to 20. - 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). - 1.OA.6. Add and subtract using numbers up to 20, demonstrating fluency for addition and subtraction up to 10. Use strategies such as - counting on - making ten (8 + 6 = 8 + 2 + 4 = 10 + 4 = 14) - decomposing a number leading to a ten (13 - 4 = 13 - 3 - 1 = 10 - 1 = 9) - using the relationship between addition and subtraction, such as fact families, (8 + 4 = 12 and 12 - 8 = 4) - creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). ### Work with addition and subtraction equations. - 1.OA.7. Understand the meaning of the equal sign (e.g., read equal sign as "same as") and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false (6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). - 1.OA.8. Determine the unknown whole number in an addition or subtraction equation. For example, determine the unknown number that makes the equation true in each of the equations (8 + ? = 11, 6 + 6 = ?, 5 = ?- 3). ### Identify and continue patterns. - 1.OA.9. Identify, continue and label patterns (e.g., aabb, abab). Create patterns using number, shape, size, rhythm or color. ## Numbers and Operations in Base Ten ### Extend the counting sequence. - 1.NBT.1. Count to 120. In this range, read, write and order numerals and represent a number of objects with a written numeral. ### Understand place value. - 1.NBT.2. Model and identify place value positions of two digit numbers. Include: a) 10 can be thought of as a bundle of ten ones, called a \"ten\". b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. c) The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones). - 1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols \>, =, \<. ### Use place value understanding and properties of operations to add and subtract. - 1.NBT.4. Add using numbers up to 100 including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10. - Use: - concrete models or drawings and strategies based on place value - properties of operations - and/or relationship between addition and subtraction. - Relate the strategy to a written method and explain the reasoning used. - Demonstrate in adding two-digit numbers, tens and tens are added, ones and ones are added and sometimes it is necessary to compose a ten from ten ones. - 1.NBT.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. - 1.NBT.6. Subtract multiples of 10 up to 100. Use: - concrete models or drawings - strategies based on place value - properties of operations - and/or the relationship between addition and subtraction. - Relate the strategy to a written method and explain the reasoning used. ## Measurement and Data ### Measure lengths indirectly and by iterating length units. - 1.MD.1. Measure and compare three objects using standard or non-standard units. - 1.MD.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. ### Work with time and money. - 1.MD.3. Tell and write time in half hours using both analog and digital clocks. - 1.MD.4. Read a calendar distinguishing yesterday, today and tomorrow. Read and write a date. - 1.MD.5. Recognize and read money symbols including \$ and ¢. - 1.MD.6. Identify values of coins (e.g., nickel = 5 cents, quarter = 25 cents). Identify equivalent values of coins up to \$1 (e.g., 5 pennies = 1 nickel, 5 nickels = 1 quarter). ### Represent and interpret data. - 1.MD.7. Organize, represent and interpret data with up to three categories. Ask and answer comparison and quantity questions about the data. ## Geometry ### Reason with shapes and their attributes. - 1.G.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes. Identify shapes that have non-defining attributes (e.g., color, orientation, overall size). Build and draw shapes given specified attributes. - 1.G.2. Compose (put together) two-dimensional or three-dimensional shapes to create a larger, composite shape, and compose new shapes from the composite shape. - 1.G.3. Partition circles and rectangles into two and four equal shares. Describe the shares using the words, halves, fourths, and quarters and phrases half of, fourth of and quarter of. Describe the whole as two of or four of the shares. Understand for these examples that decomposing (break apart) into more equal shares creates smaller shares. # Standards for Mathematical Practice Instruction around the Standards of Mathematical Practices is delivered across all grades K-12. These eight standards define experiences that build understanding of mathematics and ways of thinking through which students develop, apply, and assess their knowledge. ## 1. Make sense of problems and persevere in solving them. - focus on the problem and check for alternate methods - check if the solution makes sense ## 2. Reason abstractly and quantitatively. - represent a situation symbolically and/or with manipulatives - create a coherent representation of the problem - use units of measurement consistently ## 3. Construct viable arguments and critique the reasoning of others. - construct arguments using concrete referents such as objects, drawings, diagrams, and actions - justify conclusions, communicate conclusions - listen to arguments and decide whether the arguments make sense ## 4. Model with Mathematics. - apply mathematics to solve problems in everyday life - identify important quantities in a practical situation and model the situation with manipulatives or pictures - interpret mathematical results in the context of the situation and reflect on whether the results make sense ## 5. Use appropriate tools strategically. - select the available tools (such as pencil and paper, manipulatives, rulers, and available technology) when solving a mathematical problem - be familiar with tools appropriate for the grade level to make sound decisions about when each of these tools might be helpful - identify relevant external mathematical resources and use them to pose or solve problems - use technological tools to explore and deepen their understanding of concepts ## 6. Attend to precision. - give thoughtful explanations to each other - use clear definitions and reasoning in discussion with others - state the meaning of symbols they choose, including using the equal sign consistently and appropriately ## 7. Look for and make use of structure. - discern a pattern or structure - understand complex structures as single objects or as being composed of several objects - check if the answer is reasonable ## 8. Look for and express regularity in repeated reasoning. - identify if calculations or processes are repeated - use alternative and traditional methods to solve problems - evaluate the reasonableness of their intermediate results, while attending to the details # 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 investigations to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.] ### 1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.* [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats. Explain how the device works.] [Assessment Boundary: Assessment does not include technological details for how communication devices work.] ## 1. Structure, Function, and Information Processing Students who demonstrate understanding can: ### 1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells (e.g., protective helmets), acorn shells, mollusks, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; detecting intruders by mimicking eyes and ears; use of camouflage, or tools such as snowshoes. Explain how the solution solves the problem described.] ### 1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).] ### 1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.] ## 1. Space Systems: Patterns and Cycles Students who demonstrate understanding can: ### 1-ESS1-1 Use observations of the sun, moon, stars, and tides to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day. Students not required to know the mechanisms that control tides.] ### 1-ESS1-2 Make and graph observations at different times of year to relate the amount of daylight to the time of year, and graph findings. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.] SECOND GRADE # 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 4. 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. 5. Describe the overall structure of a story, including describing how the beginning introduces the story (who, what, why, where), the middle describes the problem (how characters react or feel and what they do), and the ending concludes the action or tells how the problem was solved. 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. ## Integration of Knowledge and Ideas 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (e.g., problem-solution; chronology). 8. (Not applicable to literature) 9. Compare and contrast two or more versions of the same story/text (e.g., Cinderella stories) by different authors or from different cultures. ## Range of Reading and Level of Complexity 10. By the end of the year, read and comprehend a range of literature from a variety of cultures,  within a complexity band appropriate to grade 2 (from upper grade 1 to grade 3), with scaffolding as needed at the high end of the range. # Reading Standards for Informational Text Grade 2 ## ## Key Ideas and Details 1. Ask and answer such questions as *who*, *what*, *where*, *when*, *why*, and *how* to demonstrate understanding of informational texts using key details from the text. 2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. ## Craft and Structure 4. Determine the meaning of words and phrases in a text relevant to a *grade 2 topic or subject area*. 5. Know and use various text features (e.g., captions, bold print, headings, charts, bulleted or numbered lists, electronic menus, icons) to locate key facts or information in a text efficiently. 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. ## Integration of Knowledge and Ideas 7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 8. Describe how reasons given support specific opinions the author states in a text. 9. Compare and contrast the most important points presented by two texts or related topics (e.g., a book about polar bears and a book about black bears). ## Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 2 (from upper grade 1 to grade 3), with scaffolding as needed at the high end of the range. # Reading Standards: Foundational Skills Grade 2 ## ## Phonics and Word Recognition 1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words. ## Fluency 2. Read with sufficient accuracy and fluency to support comprehension. > a\. Read on-level text with purpose and understanding. > > b\. Read on-level text orally with accuracy, appropriate rate, and > expression on successive readings. > > c\. Use context to confirm or self-correct word recognition and > understanding, rereading as necessary. # Writing Standards Grade 2 ## ## Text Types and Purposes 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., *because*, *and*, *also*) to connect opinion and reasons, and provide one or more concluding sentences that restate or paraphrase their opinion. 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or one or more concluding sentences that emphasize their most important point or focus. 3. Use narrative writing to retell a well-elaborated event or short sequence of real or imagined events, include details to describe actions, thoughts, and feelings, use linking words to signal event order, and provide one or more concluding sentences that restate or emphasize a feeling or lesson learned. ## Production and Distribution of Writing 4. (Begins in grade 3) 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed (e.g., adding concrete and sensory details; elaborating on how the details chosen support the focus) by revising and editing. 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. ## Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report or visual or oral presentation; record data from science observations). 8. Recall information from experiences or gather information from provided sources to answer a question. 9. (Begins in grade 4) ## Range of Writing 10. (Begins in grade 3) # Speaking and Listening Standards Grade 2 ## ## Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about *grade 2 topics and texts* with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others' talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussions. 2. Retell or describe key ideas or details from a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. ## Presentation of Knowledge 4. Tell a story or retell an experience with relevant facts and relevant, descriptive details, speaking audibly in coherent sentences. 5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.) # Language Standards Grade 2 ## ## Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., *group*). b. Form and use frequently occurring irregular plural nouns (e.g., *feet*, *children*, *teeth*, *mice*, *fish*). c. Use reflexive pronouns (e.g., *myself*, *ourselves*). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., *cage → badge*; *boy → boil*). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. ## Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English. ## Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on *grade 2 reading and content*, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., *happy/unhappy*, *tell/retell*). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., *addition*, *additional*). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., *birdhouse*, *lighthouse*, *housefly*; *bookshelf*, *notebook*, *bookmark*). e. Use glossaries and beginning picture dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are *spicy* or *juicy*). b. Distinguish shades of meaning among closely related verbs (e.g., *toss*, *throw*, *hurl*) and closely related adjectives (e.g., *thin*, *slender*, *skinny*, *scrawny*). 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., *When other kids are happy that makes me happy*). # 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 2s). Model an even number as two equal groups of objects and then write an equation as a sum of two equal addends. - 2.OA.4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns. Write an equation to express the total as repeated addition (e.g., array of 4 by 5 would be 5 + 5 + 5 + 5 = 20). ### Identify and continue patterns. - 2.OA.5. Identify, continue and label number patterns (e.g., aabb, abab). Describe a rule that determines and continues a sequence or pattern. ## Numbers and Operations in Base Ten ### Understand place value. - 2.NBT.1. Model and identify place value positions of three digit numbers. Include: - a) 100 can be thought of as a bundle of ten tens \--called a \"hundred\". - b) The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). - 2.NBT.2. Count up to 1000, skip-count by 5s, 10s and 100s. - 2.NBT.3. Read, write, order up to 1000 using base-ten numerals, number names and expanded form. - 2.NBT.4. Compare two three-digit numbers based on the meanings of the hundreds, tens and ones digits, using \>, =, \< symbols to record the results. ### Use place value understanding and properties of operations to add and subtract. - 2.NBT.5. Fluently add and subtract using numbers up to 100. - Use: - strategies based on place value - properties of operations - and/or the relationship between addition and subtraction. - 2.NBT.6. Add up to four two-digit numbers using strategies based on place value and properties of operations. - 2.NBT.7. Add and subtract using numbers up to 1000. - Use: - concrete models or drawings and strategies based on place value - properties of operations - and/or relationship between addition and subtraction. - Relate the strategy to a written method and explain the reasoning used. - Demonstrate in adding or subtracting three-digit numbers, hundreds and hundreds are added or subtracted, tens and tens are added or subtracted, ones and ones are added or subtracted and sometimes it is necessary to compose a ten from ten ones or a hundred from ten tens. - 2.NBT.8. Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number. - 2.NBT.9. Explain or illustrate the processes of addition or subtraction and their relationship using place value and the properties of operations. ## Measurement and Data ### Measure and estimate lengths in standard units. - 2.MD.1. Measure the length of an object by selecting and using standard tools such as rulers, yardsticks, meter sticks, and measuring tapes. - 2.MD.2. Measure the length of an object twice using different length units for the two measurements. Describe how the two measurements relate to the size of the unit chosen. - 2.MD.3. Estimate, measure and draw lengths using whole units of inches, feet, yards, centimeters and meters. - 2.MD.4. Measure to compare lengths of two objects, expressing the difference in terms of a standard length unit. ### Relate addition and subtraction to length. - 2.MD.5. Solve addition and subtraction word problems using numbers up to 100 involving length that are given in the same units (e.g., by using drawings of rulers). Write an equation with a symbol for the unknown to represent the problem. - 2.MD.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1,2, ..., and represent whole-number sums and differences within 100 on a number line diagram. ### Work with time and money. - 2.MD.7. Tell and write time to the nearest five minutes using a.m. and p.m. from analog and digital clocks. - 2.MD.8. Solve word problems involving dollar bills and coins using the \$ and ¢ symbols appropriately. ### Represent and interpret data. - 2.MD.9. Collect, record, interpret, represent, and describe data in a table, graph or line plot. - 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart and compare problems using information presented in a bar graph. ## Geometry ### Reason with shapes and their attributes. - 2.G.1. Identify and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces compared visually, not by measuring. Identify triangles, quadrilaterals, pentagons, hexagons and cubes. - 2.G.2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. - 2.G.3. Partition circles and rectangles into shares, describe the shares using the words *halves*, *thirds*, *half of*, *a third of*, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. # Standards for Mathematical Practice Instruction around the Standards of Mathematical Practices is delivered across all grades K-12. These eight standards define experiences that build understanding of mathematics and ways of thinking through which students develop, apply, and assess their knowledge. ## Make sense of problems and persevere in solving them. - focus on the problem and check for alternate methods - check if the solution makes sense ## Reason abstractly and quantitatively. - represent a situation symbolically and/or with manipulatives - create a coherent representation of the problem - use units of measurement consistently ## Construct viable arguments and critique the reasoning of others. - construct arguments using concrete referents such as objects, drawings, diagrams, and actions - justify conclusions, communicate conclusions - listen to arguments and decide whether the arguments make sense ## Model with Mathematics. - apply mathematics to solve problems in everyday life - identify important quantities in a practical situation and model the situation with manipulatives or pictures - interpret mathematical results in the context of the situation and reflect on whether the results make sense ## Use appropriate tools strategically. - select the available tools (such as pencil and paper, manipulatives, rulers, and available technology) when solving a mathematical problem - be familiar with tools appropriate for the grade level to make sound decisions about when each of these tools might be helpful - identify relevant external mathematical resources and use them to pose or solve problems - use technological tools to explore and deepen their understanding of concepts ## Attend to precision. - give thoughtful explanations to each other - use clear definitions and reasoning in discussion with others - state the meaning of symbols they choose, including using the equal sign consistently and appropriately ## Look for and make use of structure. - discern a pattern or structure - understand complex structures as single objects or as being composed of several objects - check if the answer is reasonable ## Look for and express regularity in repeated reasoning. - identify if calculations or processes are repeated - use alternative and traditional methods to solve problems - evaluate the reasonableness of their intermediate results, while attending to the details # 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 blocks, building bricks, or other assorted small objects.] ### 2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and burning wood.] ## 2. Interdependent Relationships in Ecosystems Students who demonstrate understanding can: ### 2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment Boundary: Assessment is limited to testing one variable at a time.] ### 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.* [Clarification Statement: Examples can include those components that mimic the natural structure of an animal that helps it disperse seeds (e.g., hair that snares seeds, squirrel cheek pouches that transport seeds) or that mimic the natural structure of an animal that helps it pollinate plants (e.g., bees have fuzzy bodies to which pollen sticks, hummingbirds have bills that transport pollen). Explain how the model disperses seeds or pollinates plants.] ### 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.] ## 2. Earth’s Systems: Processes that Shape the Earth Students who demonstrate understanding can: ### 2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification Statement: Examples of events and timescales could include volcanic explosions, earthquakes, tsunamis, avalanches, and landslides, which happen quickly and events such as erosion of rocks and movement of glaciers, which occur slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.] ### 2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land. Discuss the solutions for controlling erosion.] ### 2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Clarifying Statement: Discuss the features of the models.] [Assessment Boundary: Assessment does not include quantitative scaling in models.] ### 2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid. ## K-2.Engineering Design Students who demonstrate understanding can: ### K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ### K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. [Clarifying Statement: Explain how the model functions to solve the problem.] ### K-2-ETS1-3 Analyze and discuss data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. # 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 weight transfer. 10. Strike a stationary object using hands or feet with force and accuracy. 11. Strike a stationary object using a variety of short-handled and long-handled implements. 12. Strike a moving object using hands and feet. 13. Strike a moving object using short and long handled implements. 14. Step forward with opposite foot during throw. 15. Throw or roll with force and accuracy a variety of objects. 16. Catch a variety of objects. 17. Volley a variety of objects using various body parts. 18. Move with effort, time, force, and flow. 19. Move in a variety of pathways (e.g. straight, curve, zig-zag). ## Standard B Apply movement concepts to the learning and performance of physical activities  1. Define open space. 2. Explain the importance of a wide base of support in balance activities. 3. Identify opportunities to use underhand and overhand movement (throw) patterns. 4. Identify when to begin the kicking motion when kicking a slowly rolling ball. 5. Explain the purpose of using a side orientation when striking a ball from a batting tee. ## Standard C Participate regularly in physical activity: 1. Participate in physical activity outside of physical education class. 2. Identify appropriate physical activities for recess and outside of school. 3. Attempt to perform new movement skills and activities. ## Standard D Apply fitness concepts to achieve and maintain a health-enhancing level of personal fitness: 1. Understand and demonstrate the importance of a proper warm-up prior to physical activity. 2. Utilize age-appropriate stretching techniques to increase flexibility. 3. Explain ways the body responds to physical activity (e.g., sweating, increased heart rate, increased breathing). 4. Demonstrate activities that develop muscular strength and endurance (e.g., climbing, weight bearing). 5. Discuss the benefits of fitness (e.g., being fit allows me to ride my bike, why it is fun to move). 6. Discuss the benefits of healthy food and beverage choices. ## Standard E Exhibit personal and social behavior that respects self and others in physical activity settings: 1. Encourage others by using verbal and nonverbal communication. 2. Apply established class rules, procedures, and safe practices. 3. Participate cooperatively in a variety of group settings (e.g., partners, small groups, large groups) without interfering or excluding others. 4. Identify reasons for rules and procedures during physical activities (e.g., safety, equipment, directions). 5. Demonstrate respect for self and others during physical activities (e.g., taking turns, appropriate etiquette, cooperation). 6. Accommodate individual differences. (e.g,. ability levels, gender, ethnicity, disability among people, and physical activities of a variety of actions, culture, and ethnic origins). 7. Describe appropriate reactions to threatening and/or emergency situations common to physical activity settings (e.g., bear or moose on playground). 8. Understand the importance of dressing appropriately for outdoor physical activity (e.g., layering clothing during winter, sunglasses, sunscreen). 9. Select appropriate safety equipment for specific physical activities (e.g., bike helmet, personal floating device).  ## Standard F Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction: 1. Celebrate personal successes and achievements as well as those of others. 2. Exhibit verbal and non-verbal indicators of enjoyment (e.g., cheering, smiling, giving high five) 3. Name physical activities that are enjoyable.   4. Identify feelings resulting from challenges, successes, and failures in physical activity (i.e., happy, scared, angry, sad).  5. Attempt new activities. 6. Continue to participate when not successful on first try.  7. Try new movements and skills willingly. THIRD GRADE # 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 4. 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). 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. ## Integration of Knowledge and Ideas 7. Explain how specific aspects of text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 8. (Not applicable to literature) 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). ## Range of Reading and Level of Complexity 10. By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 3 (from upper grade 2 to grade 4), with scaffolding as needed at the high end of the range. # Reading Standards for Informational Text Grade 3 ## ## Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, (e.g., explaining what the texts says explicitly, making basic inferences and predictions), referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text and locate details that support the main idea; paraphrase or summarize main ideas or events in a multi-paragraph text, including correct sequence and details that support the main idea. 3. Describe the relationship or connection among a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ## Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 5. Use text features and search tools (e.g., table of contents, index, key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 6. Determine author's purpose; distinguish own point of view from that of the author of a text. ## Integration of Knowledge and Ideas 7. Use information gained from illustrations (e.g., maps, photographs), and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 9. Compare and contrast the most important points and key details presented in two texts on the same topic or related topics. ## Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 3 (from upper grade 2 to grade 4), with scaffolding as needed at the high end of the range. # Reading Standards: Foundational Skills Grade 3 ## ## Print Concepts There are no Print Concepts foundational skills for grades 3-5. ## Phonological Awareness There are no Phonological Awareness foundational skills for grades 3-5. ## Phonics and Word Recognition - Know and apply grade-level phonics and word analysis skills in decoding words. - Identify and know the meaning of the most common prefixes and derivational suffixes. - Decode words with common Latin suffixes. - Decode multisyllable words. - Read grade-appropriate irregularly spelled words. ## Fluency - Read with sufficient accuracy and fluency to support comprehension. - Read on-level text with purpose and understanding. - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. - Use context to confirm or self-correct word recognition and understanding, rereading as necessary. # Writing Standards Grade 3 ## ## Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons (e.g., I like large dogs better than small dogs because they can pull a sled and run for a longer time than small dogs can). a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists fact- or text-based reasons. b. Provide reasons that support the opinion. c. Link opinion and reasons using words and phrases (e.g., because, therefore, since, for example). d. Provide a concluding statement or section that reinforces or restates the opinion. 1. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include labeled or captioned visuals when useful to aiding comprehension. b. Develop the topic with facts, definitions, details, and explanations that support the focus. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section that paraphrases the focus of the text. 2. Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language), and clear event sequences (chronology). a. Establish a context or situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description and elaboration, and concrete and sensory details to describe actions, thoughts, and feelings and to develop experiences and events showing the response of characters to situations or problems. c. Use transitional words and phrases to signal event sequences (e.g., later, soon after). d. Provide a sense of closure (e.g., how a problem was solved or how the event ended). ## ## Production and Distribution of Writing 3. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1--3 above.) 4. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1--3 up to and including grade 3.) 5. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others and to locate information about topics. ## Research to Build and Present Knowledge 6. Conduct short research projects that build knowledge about a topic. 7. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 8. (Begins in grade 4) ## Range of Writing 9. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. # Speaking and Listening Standards Grade 3 ## ## Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. a. After learning a protocol (e.g., Socratic method), come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Ask and answer questions about information from a speaker, offering appropriate elaboration or explanations and detail. ## Presentation of Knowledge 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 5. Create audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; use techniques that engage the listener (e.g., inflection, different voices); and add visual displays when appropriate to emphasize or enhance certain facts or details. 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.) # Language Standards Grade 3 ## ## Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use nouns, pronouns, verbs, adjectives, and adverbs appropriate to function and purpose in order to apply the conventions of English. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., *childhood*). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., *I walked; I walk; I will walk*) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.\* g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spelling. ## Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.\* b. Recognize and observe differences between the conventions of spoken and written standard English. ## Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade *3 reading and content*, choosing flexibly from a range of strategies. a. Use a sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of a new word formed when a known affix is added to a known word (e.g., *agreeable/disagreeable*, *comfortable/uncomfortable, care/careless, heat/preheat*). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., *company, companion*). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are *friendly* or *helpful*). c. Distinguish shades of meaning among related words (e.g., words that describe states of mind or degrees of certainty, such as knew, *believed* ). 6. Acquire and accurately use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). # 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 groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). - 3.OA.4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ? ### Understand properties of multiplication and the relationship between multiplication and division. - 3.OA.5. Make, test, support, draw conclusions and justify conjectures about properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) - Commutative property of multiplication: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. - Associative property of multiplication: 3 × 5 × 2 can be found by 3 × 5 = 15, then - 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. - Distributive property: Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. - Inverse property (relationship) of multiplication and division. - 3.OA.6. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. ### Multiply and divide up to 100. - 3.OA.7. Fluently multiply and divide numbers up to 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 ×5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. ### Solve problems involving the four operations, and identify and explain patterns in arithmetic. - 3.OA.8. Solve and create two-step word problems using any of the four operations. Represent these problems using equations with a symbol (box, circle, question mark) standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. - 3.OA.9. Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. ## Numbers and Operations in Base Ten ### Use place value understanding and properties of operations to perform multi-digit arithmetic. - 3.NBT.1. Use place value understanding to round whole numbers to the nearest 10 or 100. - 3.NBT.2. Use strategies and/or algorithms to fluently add and subtract with numbers up to 1000, demonstrating understanding of place value, properties of operations, and/or the relationship between addition and subtraction. - 3.NBT.3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 10 x 60) using strategies based on place value and properties of operations. ## Numbers and Operations- Fractions *(limited in this grade to fractions with denominators 2, 3, 4, 6 and 8)* ### Develop understanding of fractions as numbers. - 3.NF.1. Understand a fraction 1/b (e.g., 1/4) as the quantity formed by 1 part when a whole is partitioned into b (e.g., 4) equal parts; understand a fraction a/b (e.g., 2/4) as the quantity formed by a (e.g., 2) parts of size 1/b. (e.g., 1/4) - 3.NF.2. Understand a fraction as a number on the number line; represent fractions on a number line diagram. a) Represent a fraction 1/b (e.g., 1/4) on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b (e.g., 4) equal parts. Recognize that each part has size 1/b (e.g., 1/4) and that the endpoint of the part based at 0 locates the number 1/b (e.g., 1/4) on the number line. b) Represent a fraction a/b (e.g., 2/8) on a number line diagram or ruler by marking off a lengths 1/b (e.g., 1/8) from 0. Recognize that the resulting interval has size a/b (e.g., 2/8) and that its endpoint locates the number a/b (e.g., 2/8) on the number line. - 3.NF.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a) Understand two fractions as equivalent if they are the same size (modeled) or the same point on a number line. b) Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). c) Express and model whole numbers as fractions, and recognize and construct fractions that are equivalent to whole numbers. For example: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d) Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols \>, =, or \<, and justify the conclusions (e.g., by using a visual fraction model). ## Measurement and Data ### Solve problems involving measurement and estimation of time, liquid volumes, and masses of objects. - 3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes or hours (e.g., by representing the problem on a number line diagram or clock). - 3.MD.2. Estimate and measure liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm3 and finding the geometric volume of a container.) - Add, subtract, multiply, or divide to solve and create one-step word problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale, to represent the problem). (Excludes multiplicative comparison problems \[problems involving notions of "times as much."\]) - 3.MD.3. Select an appropriate unit of English, metric, or non-standard measurement to estimate the length, time, weight, or temperature (L). ### Represent and interpret data. - 3.MD.4. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. - 3.MD.5. Measure and record lengths using rulers marked with halves and fourths of an inch. Make a line plot with the data, where the horizontal scale is marked off in appropriate units---whole numbers, halves, or quarters. - 3.MD.6. Explain the classification of data from real-world problems shown in graphical representations. Use the terms minimum and maximum. (L) ### Geometric measurement: understand concepts and relate area to multiplication and to addition. - 3.MD.7. Recognize area as an attribute of plane figures and understand concepts of area measurement. - A square with side length 1 unit is said to have "one square unit" and can be used to measure area. - Demonstrate that a plane figure which can be covered without gaps or overlaps by n (e.g., 6) unit squares is said to have an area of n (e.g., 6) square units. - 3.MD.8. Measure areas by tiling with unit squares (square centimeters, square meters, square inches, square feet, and improvised units). - 3.MD.9. Relate area to the operations of multiplication and addition. a) Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. For example, after tiling rectangles, develop a rule for finding the area of any rectangle. b) Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. c) Use area models (rectangular arrays) to represent the distributive property in mathematical reasoning. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. d) Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. For example, the area of a 7 by 8 rectangle can be determined by decomposing it into a 7 by 3 rectangle and a 7 by 5 rectangle. ### Recognize perimeters as figure attributes. Distinguish between linear and area measures. - 3.MD.10. Solve real world and mathematical problems involving perimeters of polygons, including: - finding the perimeter given the side lengths, - finding an unknown side length, - exhibiting rectangles with the same perimeter and different areas, - exhibiting rectangles with the same area and different perimeters. ## Geometry ### Reason with shapes and their attributes. - 3.G.1. Categorize shapes by different attribute classifications and recognize that shared attributes can define a larger category. Generalize to create examples or non-examples. - 3.G.2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. # Standards for Mathematical Practice Instruction around the Standards of Mathematical Practices is delivered across all grades K-12. These eight standards define experiences that build understanding of mathematics and ways of thinking through which students develop, apply, and assess their knowledge. ## Make sense of problems and persevere in solving them. - explain correspondences between equations, verbal descriptions, tables, and graphs - draw diagrams of important features and relationships, graph data, and search for regularity or trends - use concrete objects or pictures to help conceptualize and solve a problem - understand the approaches of others to solving complex problems - identify correspondences between different approaches - check if the solution makes sense ## Reason abstractly and quantitatively. - represent a situation symbolically - create a coherent representation of the problem - have the ability to show how problem has a realistic meaning - reflect during the manipulation process in order to probe into the meanings for the symbols involved - use units consistently ## Construct viable arguments and critique the reasoning of others. - construct arguments using concrete referents such as objects, drawings, diagrams, and actions - justify conclusions, communicate conclusions, listen and respond to arguments, decide whether the argument makes sense, and ask questions to clarify the argument - reason inductively about data, making plausible arguments that take into account the context from which the data arose ## Model with Mathematics. - apply mathematics to solve problems arising in everyday life - identify important quantities in a practical situation and model the situation using such tools as manipulatives, diagrams, two-way tables, graphs or pictures - interpret mathematical results in the context of the situation and reflect on whether the results make sense - apply mathematical knowledge, make assumptions and approximations to simplify a complicated situation ## Use appropriate tools strategically. - select the available tools (such as pencil and paper, manipulatives, rulers, calculators, a spreadsheet, and available technology) when solving a mathematical problem - be familiar with tools appropriate for their grade level to make sound decisions about when each of these tools might be helpful - identify relevant external mathematical resources and use them to pose or solve problems - use technological tools to explore and deepen their understanding of concepts - detect possible errors by strategically using estimation and other mathematical knowledge - know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data ## Attend to precision. - give carefully formulated explanations to each other - use clear definitions and reasoning in discussion with others - state the meaning of symbols, including using the equal sign consistently and appropriately - specify units of measure, and label axes to clarify the correspondence with quantities in a problem - calculate accurately and efficiently - express numerical answers with a degree of precision appropriate for the problem context ## Look for and make use of structure. - discern a pattern or structure - understand complex structures as single objects or as being composed of several objects - check if the answer is reasonable ## Look for and express regularity in repeated reasoning. - identify if calculations or processes are repeated - use alternative and traditional methods to solve problems - evaluate the reasonableness of their intermediate results, while attending to the details # 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 forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.] ### 3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.] ### 3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.* [Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.] ## 3. Inheritance and Variation of Traits: Life Cycles and Traits Students who demonstrate understanding can: ### 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms, such as salmon, wooly bear caterpillar, frogs, go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.] ### 3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.] ### 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; a pet dog that is given too much food and little exercise may become overweight; and, comparison of plants and animals in Arctic regions versus non-Arctic regions.] ### 3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.] ## 3. Weather and Climate Students who demonstrate understanding can: ### 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data at this grade level could include student-generated graphs of average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.] ### 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world. ### 3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent storm erosion or flooding (e.g., from storm surges), or buildup of snow drifts; wind resistant roofs, lightning rods, and other weather hazards such as white-out conditions.] FOURTH GRADE # 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 4. 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). 5. 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 characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. 6. Compare and contrast the point of view from which different stories are narrated, including how the use of first or third person can change the way a reader might see characters or events described. ## Integration of Knowledge and Ideas 7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. 8. (Not applicable to literature) 9. Compare and contrast the treatment of similar themes and plots (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in literature. ## Range of Reading and Level of Complexity 10. By the end of the year, read and comprehend a range of literature from a variety of cultures,  within a complexity band appropriate to grade 4 (from upper grade 3 to grade 5), with scaffolding as needed at the high end of the range. # Reading Standards for Informational Text Grade 4 ## ## Key Ideas and Details 1. Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text. 2. Determine the main idea of a text and explain how it is supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate. 3. Explain relationships (e.g., cause-effect) among events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. ## Craft and Structure 4. Determine the meaning of general academic and domain- specific words or phrases in a text relevant to a *grade 4 topic or subject area*. 5. Describe the overall structure (e.g., sequence, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 6. Determine author's purpose; compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. ## Integration of Knowledge and Ideas 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 8. Explain how an author uses reasons and evidence to support particular points in a text. 9. Integrate information from two texts on the same topic or related topics in order to write or speak about the subject knowledgeably. ## Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 4 (from upper grade 3 to grade 5), with scaffolding as needed at the high end of the range. # Reading Standards: Foundational Skills Grade 4 ## ## Phonics and Word Recognition - Know and apply grade-level phonics and word analysis skills in decoding words. - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. ## Fluency - Read with sufficient accuracy and fluency to support comprehension. - Read on-level text with purpose and understanding. - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. - Use context to confirm or self-correct word recognition and understanding, rereading as necessary. # Writing Standards Grade 4 ## ## Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons and information (e.g., The character \_\_\_ was brave because she \_\_\_\_). a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., *for instance*, *in order* *to*, *in addition*). d. Provide a concluding statement or section that reinforces or restates the opinion presented. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), labeled or captioned visuals/diagrams, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information/explanations and examples that support the focus. c. Link ideas within categories of information using words and phrases (e.g., *another*, *for example*, *also*, *because*). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section that paraphrases the focus of the text or explanation presented. 3. Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language) and clear event sequences (chronology). a. Orient the reader by establishing a context or situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description and elaboration, and concrete and sensory details to describe actions, thoughts, and motivations and to develop experiences and events showing the responses of characters to situations, problems, or conflicts. c. Use a variety of transitional words and phrases to develop the sequence of events. d. Use concrete words and phrases and sensory details, and elaboration to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. ## Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1--3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1--3 up to and including grade 4.) 6. With some guidance and support from adults, use technology, including the Internet, to produce, edit, and publish writing as well as to interact and collaborate with others and to locate information about topics; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. ## Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply *grade 4 Reading standards* to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text \[e.g., a character's thoughts, words, or actions\]."). b. Apply *grade 4 Reading standards* to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text"). ## Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. # Speaking and Listening Standards Grade 4 ## ## Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on *grade 4 topics and texts*, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Identify the reasons and evidence a speaker provides to support particular points (e.g., using a graphic organizer to show connections between reasons given and support provided). ## Presentation of Knowledge 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully. 6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.) # Language Standards Grade 4 ## ## Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use nouns, pronouns, verbs, adjectives, adverbs, relative pronouns (*who*, *whose*, *whom*, *which*, *that*), and relative adverbs (*where*, *when*, *why*) appropriate to function and purpose in order to apply the conventions of English. b. Form and use the progressive (e.g., *I was walking*; *I am walking*; *I will be walking*) verb tenses. c. Use modal auxiliaries (e.g., *can*, *may*, *must*) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., *a small red bag* rather than *a red small bag*). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.\* g. Correctly use frequently confused words (e.g., *to*, *too*, *two*; *there*, *their*).\* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. ## Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.\* b. Choose punctuation for effect.\* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). ## Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on *grade 4 reading and content*, choosing flexibly from a range of strategies. a. Determine meaning of unfamiliar words by using knowledge of phonetics, word structure, and language structure through reading words in text (word order, grammar, syntax), use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., *telegraph*, *photograph*, *autograph*). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., *as pretty as a picture*) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). 6. Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., *quizzed*, *whined*, *stammered*) and that are basic to a particular topic (e.g., *wildlife*, *conservation*, and *endangered* when discussing animal preservation). \* Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (\*). # 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 unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. ### Gain familiarity with factors and multiples. - 4.OA.4. - Find all factor pairs for a whole number in the range 1--100. - Explain the correlation/differences between multiples and factors. - Determine whether a given whole number in the range 1--100 is a multiple of a given one-digit number. - Determine whether a given whole number in the range 1--100 is prime or composite. ### Generate and analyze patterns. - 4.OA.5. Generate a number, shape pattern, table, t-chart, or input/output function that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Be able to express the pattern in algebraic terms. *For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.* - 4.OA.6 Extend patterns that use addition, subtraction, multiplication, division or symbols, up to 10 terms, represented by models (function machines), tables, sequences, or in problem situations (L) ## Numbers and Operations in Base Ten ### Generalize place value understanding for multi-digit whole numbers. - 4.NBT.1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. *For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.* - 4.NBT.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on the value of the digits in each place, using \>, =, and \< symbols to record the results of comparisons. - 4.NBT.3. Use place value understanding to round multi-digit whole numbers to any place using a variety of estimation methods; be able to describe, compare, and contrast solutions. ### Use place value understanding and properties of operations to perform multi-digit arithmetic. - 4.NBT.4. Fluently add and subtract multi-digit whole numbers using any algorithm. Verify the reasonableness of the results. - 4.NBT.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. - 4.NBT.6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. ## Number and Operations---Fractions (limited in this grade to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100) ### Extend understanding of fraction equivalence and ordering. - 4.NF.1. Explain why a fraction *a*/*b* is equivalent to a fraction (*n* × *a*)/(*n* × *b*) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. - 4.NF.2. Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols \>, =, or \<, and justify the conclusions (e.g., by using a visual fraction model). ### Build fractions from units by applying and extending understandings of operations on whole numbers. - 4.NF.3. Understand a fraction *a*/*b* with *a* \> 1 as a sum of fractions 1/*b*. - a) Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. - b) Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions (e.g., by using a visual fraction model). *Examples: 3/8 = 1/8 + 1/8 + 1/8 ;3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.* - c) Add and subtract mixed numbers with like denominators (e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction). - d) Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators (e.g., by using visual fraction models and equations to represent the problem). - 4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. - a) Understand a fraction *a*/*b* as a multiple of 1/*b*. *For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).* - b) Understand a multiple of *a*/*b* as a multiple of 1/*b*, and use this understanding to multiply a fraction by a whole number. *For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)* - c) Solve word problems involving multiplication of a fraction by a whole number (e.g., by using visual fraction models and equations to represent the problem). Check for the reasonableness of the answer. *For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?* ### Understand decimal notation for fractions, and compare decimal fractions. - 4.NF.5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. *For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.* - 4.NF.6. Use decimal notation for fractions with denominators 10 or 100. *For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.* - 4.NF.7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols \>, =, or \<, and justify the conclusions (e.g., by using a visual model). ## Measurement and Data ### Solve problems of measurement and conversions from a larger unit to smaller units, involving time. - 4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. *For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36).* - 4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. - 4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. *For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.* - 4.MD.4. Solve real-world problems involving elapsed time between U.S. time zones (including Alaska Standard time) (L) ### Represent and interpret data. - 4.MD.5. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. *For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.* - 4.MD.6. Explain the classification of data from real-world problems shown in graphical representations including the use of terms range and mode with a given set of data. (L) ### Geometric measurement: understand concepts of angle and measure angles. - 4.MD.7. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand the following concepts of angle measurement: - a) An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles. - b) An angle that turns through *n* one-degree angles is said to have an angle measure of *n* degrees. - 4.MD.8. Measure and draw angles in whole-number degrees using a protractor. Estimate and sketch angles of specified measure. - 4.MD.9. Recognize angle measure as additive. When an angle is divided into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems (e.g., by using an equation with a symbol for the unknown angle measure). ## Geometry ### Draw and identify lines and angles, and classify shapes by properties of their lines and angles. - 4.G.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular, parallel, and intersecting line segments. Identify these in two-dimensional (plane) figures. - 4.G.2. Classify two-dimensional (plane) figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. - 4.G.3. Recognize a line of symmetry for a two-dimensional (plane) figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. # Standards for Mathematical Practice Instruction around the Standards of Mathematical Practices is delivered across all grades K-12. These eight standards define experiences that build understanding of mathematics and ways of thinking through which students develop, apply, and assess their knowledge. ## 1. Make sense of problems and persevere in solving them. - explain correspondences between equations, verbal descriptions, tables, and graphs - draw diagrams of important features and relationships, graph data, and search for regularity or trends - use concrete objects or pictures to help conceptualize and solve a problem - understand the approaches of others to solving complex problems - identify correspondences between different approaches - check if the solution makes sense ## 2. Reason abstractly and quantitatively. - represent a situation symbolically - create a coherent representation of the problem - have the ability to show how problem has a realistic meaning - reflect during the manipulation process in order to probe into the meanings for the symbols involved - use units consistently ## 3. Construct viable arguments and critique the reasoning of others. - construct arguments using concrete referents such as objects, drawings, diagrams, and actions - justify conclusions, communicate conclusions, listen and respond to arguments, decide whether the argument makes sense, and ask questions to clarify the argument - reason inductively about data, making plausible arguments that take into account the context from which the data arose ## 4. Model with Mathematics. - apply mathematics to solve problems arising in everyday life - identify important quantities in a practical situation and model the situation using such tools as manipulatives, diagrams, two-way tables, graphs or pictures - interpret mathematical results in the context of the situation and reflect on whether the results make sense - apply mathematical knowledge, make assumptions and approximations to simplify a complicated situation ## 5. Use appropriate tools strategically. - select the available tools (such as pencil and paper, manipulatives, rulers, calculators, a spreadsheet, and available technology) when solving a mathematical problem - be familiar with tools appropriate for their grade level to make sound decisions about when each of these tools might be helpful - identify relevant external mathematical resources and use them to pose or solve problems - use technological tools to explore and deepen their understanding of concepts - detect possible errors by strategically using estimation and other mathematical knowledge - know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data ## 6. Attend to precision. - give carefully formulated explanations to each other - use clear definitions and reasoning in discussion with others - state the meaning of symbols, including using the equal sign consistently and appropriately - specify units of measure, and label axes to clarify the correspondence with quantities in a problem - calculate accurately and efficiently - express numerical answers with a degree of precision appropriate for the problem context ## 7. Look for and make use of structure. - discern a pattern or structure - understand complex structures as single objects or as being composed of several objects - check if the answer is reasonable ## 8. Look for and express regularity in repeated reasoning. - identify if calculations or processes are repeated - use alternative and traditional methods to solve problems - evaluate the reasonableness of their intermediate results, while attending to the details # 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 Boundary: Assessment does not include quantitative measurements of energy.] ### 4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.] ### 4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, tidal, geothermal, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.] ## 4. Waves Students who demonstrate understanding can: ### 4-PS4-1 Develop and use a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.] ### 4-PS4-3 Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.] ## 4. Structure, Function, and Information Processing Students who demonstrate understanding can: ### 4-PS4-2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.] ### 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, skin, gills, scales, and bones.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.] ### 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on systems of information transfer. Examples may include salmon homing, responses of marine invertebrates to sound and smell, and sonar communication among whales and other marine mammals.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.] ## 4. Earth's Systems: Processes that Shape the Earth Students who demonstrate understanding can: ### 4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.] ### 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.] ### 4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.] ### 4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.] FIFTH GRADE # 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 4. 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, analogies, hyperbole). 5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 6. Describe how a narrator's or speaker's point of view (e.g., first person, third person) influences how events are described or how characters are developed and portrayed. ## Integration of Knowledge and Ideas 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or personal appeal of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). 8. (Not applicable to literature) 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and plot development. ## Range of Reading and Level of Complexity 10. By the end of the year, read and comprehend a range of literature from a variety of cultures,  within a complexity band appropriate to grade 5 (from upper grade 4 to grade 6), with scaffolding as needed at the high end of the range. # Reading Standards for Informational Text Grade 5 ## ## Key Ideas and Details 1. Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text. 2. Determine the main idea and subtopics of a text and explain how they are supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate. 3. Explain the relationships (e.g., cause-effect) or interactions among two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. ## Craft and Structure 4. Determine the meaning of general academic and domain- specific words and phrases in a text relevant to a *grade 5 topic or subject area*. 5. Compare and contrast the overall structure (e.g., sequence, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 6. Determine author's purpose; analyze multiple accounts of the same event or topic, noting important similarities and differences in the points of view they represent. (e.g., social studies topics, media messages about current events). ## Integration of Knowledge and Ideas 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s). 9. Integrate information from several texts on the same topic or related topics in order to write or speak about the subject knowledgeably. ## Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 5 (from upper grade 4 to grade 6), with scaffolding as needed at the high end of the range. # Reading Standards: Foundational Skills Grade 5 ## ## Phonics and Word Recognition - Know and apply grade-level phonics and word analysis skills in decoding words. - Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. ## Fluency - 4\. Read with sufficient accuracy and fluency to support comprehension. - Read on-level text with purpose and understanding. - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. - Use context to confirm or self-correct word recognition and understanding, rereading as necessary. # Writing Standards Grade 5 ## ## Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., *consequently*, *specifically, most of all*). d. Provide a concluding statement or section that reinforces or restates the opinion presented. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), labeled or captioned visuals/graphics, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples that supports the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., *in contrast*, *especially*). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section that paraphrases the focus of the text or explanation presented. 3. Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language) and clear event sequences (chronology). a. Orient the reader by establishing a context or situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description and elaboration, concrete and sensory details, literary devices, and pacing to describe actions, thoughts, and motivations and to develop experiences and events showing the responses of characters to situations, problems, or conflicts. c. Use a variety of transitional words, phrases, and devices (e.g., foreshadowing) to develop the pacing and sequence of events. d. Use concrete words and phrases and sensory details, and elaboration to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. ## Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1--3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1--3 up to and including grade 5.) 6. With some guidance and support from adults, use technology, including the Internet, to produce, edit, and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. ## Research to Build and Present Knowledge 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply *grade 5 Reading standards* to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text \[e.g., how characters interact, how conflicts are resolved\]"). b. Apply *grade 5 Reading standards* to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point\[s\]"). ## Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. # Speaking and Listening Standards Grade 5 ## ## Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on *grade 5 topics and texts*, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence (e.g., use a graphic organizer or note cards completed while listening to summarize or paraphrase key ideas presented by a speaker). ## Presentation of Knowledge 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully. 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.) # Language Standards Grade 5 ## Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use nouns, pronouns, verbs, adjectives, adverbs, relative pronouns, relative adverbs, conjunctions, prepositions, and interjections appropriate to function and purpose in order to apply the conventions of English. b. Form and use the perfect (e.g., *I had walked*; *I have walked*; *I will have walked*) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.\* e. Use correlative conjunctions (e.g., either/or, neither/nor). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.\* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed. ## Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. ## Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on *grade 5 reading and content*, choosing flexibly from a range of strategies. a. Determine meaning of unfamiliar words by using knowledge of word structure (root words, prefixes, suffixes, abbreviations) and language structure through reading words in text (word order, grammar, syntax), use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., *photograph*, *photosynthesis*). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 6. Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., *however*, *although*, *nevertheless*, *similarly*, *moreover*, *in addition*). \* Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (\*). # 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 starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.* ## Numbers and Operations in Base Ten ### Understand the place value system. - 5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. - 5.NBT.2. Explain and extend the patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain and extend the patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. - 5.NBT.3. Read, write, and compare decimals to thousandths. - a) Read and write decimals to thousandths using base-ten numerals, number names, and expanded form \[e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 (1/10) + 9 (1/100) + 2 (1/1000)\]. - b) b\. Compare two decimals to thousandths place based on meanings of the digits in each place, using \>, =, and \< symbols to record the results of comparisons. - 5.NBT.4. Use place values understanding to round decimals to any place. ### Perform operations with multi-digit whole numbers and with decimals to hundredths. - 5.NBT.5. Fluently multiply multi-digit whole numbers using a standard algorithm. - 5.NBT.6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, number lines, real life situations, and/or area models. - 5NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between the operations. Related the strategy to a written method and explain their reasoning in getting their answers. ## Number and Operations - Fractions ### Use equivalent fractions as a strategy to add and subtract fractions. - 5.NF.1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. *For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.* - 5.NF.2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators (e.g., by using visual fraction models or equations to represent the problem). Use benchmark fractions and number sense of fractions to estimate mentally and check the reasonableness of answers. *For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 \< 1/2.* ### Apply previous understandings of multiplication and division to multiply and divide fractions. - 5.NF.3. Interpret a fraction as division of the numerator by the denominator (*a*/*b* = *a* ÷ *b*). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers (e.g., by using visual fraction models or equations to represent the problem). *For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?* - 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. - a) Interpret the product (*a*/*b*) × *q* as *a* parts of a partition of *q* into *b* equal parts; equivalently, as the result of a sequence of operations *a* × *q* ÷ *b*. *For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)* - b) Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. - 5.NF.5 Interpret multiplication as scaling (resizing), by: - a) Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. - b) Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence *a*/*b* = (*n*×*a*)/(*n*×*b*) to the effect of multiplying *a*/*b* by 1. (Division of a fraction by a fraction is not a requirement at this grade.) - 5.NF.6. Solve real world problems involving multiplication of fractions and mixed numbers (e.g., by using visual fraction models or equations to represent the problem). - 5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. a) Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. *For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.* b) Interpret division of a whole number by a unit fraction, and compute such quotients. *For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.* c) Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions (e.g., by using visual fraction models and equations to represent the problem). *For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?* ## Measurement and Data ### Convert like measurement units within a given measurement system and solve problems involving time. - 5\. MD.1. Identify, estimate measure, and convert equivalent measures within systems English length (inches, feet, yards, miles) weight (ounces, pounds, tons) volume (fluid ounces, cups, pints, quarts, gallons) temperature (Fahrenheit) Metric length (millimeters, centimeters, meters, kilometers) volume (milliliters, liters), temperature (Celsius), (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems using appropriate tools. - 5\. MD.2. Solve problems involving elapsed time between world time zones. (L) ### Represent and interpret data. - 5.MD.3. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving information presented in line plots. *For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.* - 5.MD.4. Explain the classification of data from real-world problems shown in graphical representations including the use of terms mean and median with a given set of data. (L) ### Geometric measurement: understand concepts of volume and relate to multiplication and addition. - 5.MD.5. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a) A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. b) A solid figure which can be packed without gaps or overlaps using *n* unit cubes is said to have a volume of *n* cubic units. - 5.MD.6. Estimate and measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and non-standard units. - 5.MD7. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. - a) Estimate and find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Demonstrate the associative property of multiplication by using the product of three whole-numbers to find volumes (length x width x height). - b) Apply the formulas *V* = *l* × *w* × *h* and *V* = *b* × *h* for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems. - c) Recognize volume as additive. Find volumes of solid figures composed of two, non-overlapping, right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. ## Geometry ### Graph points on the coordinate plane to solve real-world and mathematical problems. - 5.G.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., *x*-axis and *x*-coordinate, *y*-axis and *y*-coordinate). - 5.G.2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. ### Classify two-dimensional (plane) figures into categories based on their properties. - 5.G.3. Understand that attributes belonging to a category of two dimensional (plane) figures also belong to all subcategories of that category. *For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.* - 5.G.4. Classify two-dimensional (plane) figures in a hierarchy based on attributes and properties. # Standards for Mathematical Practice Instruction around the Standards of Mathematical Practices is delivered across all grades K-12. These eight standards define experiences that build understanding of mathematics and ways of thinking through which students develop, apply, and assess their knowledge. ## Make sense of problems and persevere in solving them. - explain correspondences between equations, verbal descriptions, tables, and graphs - draw diagrams of important features and relationships, graph data, and search for regularity or trends - use concrete objects or pictures to help conceptualize and solve a problem - understand the approaches of others to solving complex problems - identify correspondences between different approaches - check if the solution makes sense ## Reason abstractly and quantitatively. - represent a situation symbolically - create a coherent representation of the problem - have the ability to show how problem has a realistic meaning - reflect during the manipulation process in order to probe into the meanings for the symbols involved - use units consistently ## Construct viable arguments and critique the reasoning of others. - construct arguments using concrete referents such as objects, drawings, diagrams, and actions - justify conclusions, communicate conclusions, listen and respond to arguments, decide whether the argument makes sense, and ask questions to clarify the argument - reason inductively about data, making plausible arguments that take into account the context from which the data arose ## Model with Mathematics. - apply mathematics to solve problems arising in everyday life - identify important quantities in a practical situation and model the situation using such tools as manipulatives, diagrams, two-way tables, graphs or pictures - interpret mathematical results in the context of the situation and reflect on whether the results make sense - apply mathematical knowledge, make assumptions and approximations to simplify a complicated situation ## Use appropriate tools strategically. - select the available tools (such as pencil and paper, manipulatives, rulers, calculators, a spreadsheet, and available technology) when solving a mathematical problem - be familiar with tools appropriate for their grade level to make sound decisions about when each of these tools might be helpful - identify relevant external mathematical resources and use them to pose or solve problems - use technological tools to explore and deepen their understanding of concepts - detect possible errors by strategically using estimation and other mathematical knowledge - know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data ## Attend to precision. - give carefully formulated explanations to each other - use clear definitions and reasoning in discussion with others - state the meaning of symbols, including using the equal sign consistently and appropriately - specify units of measure, and label axes to clarify the correspondence with quantities in a problem - calculate accurately and efficiently - express numerical answers with a degree of precision appropriate for the problem context ## Look for and make use of structure. - discern a pattern or structure - understand complex structures as single objects or as being composed of several objects - check if the answer is reasonable ## Look for and express regularity in repeated reasoning. - identify if calculations or processes are repeated - use alternative and traditional methods to solve problems - evaluate the reasonableness of their intermediate results, while attending to the details # 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 measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.] ### 5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances. [Clarifying Statement: Share finding from the investigation.] ## 5. Matter and Energy in Organisms and Ecosystems Students who demonstrate understanding can: ### 5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.] ### 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.] ### 5-LS2-1 Develop and describe a model that describes the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.] ## 5. Earth’s Systems Students who demonstrate understanding can: ### 5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere (water), cryosphere (ice), and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, cryosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.] ### 5-ESS2-2 Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Clarification Statement: Examples could include lakes, rivers, glaciers, sea ice, oceans, groundwater, and polar ice caps. Represent and interpret the data represented by the graphical displays.] [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.] ### 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. ## 5. Space Systems: Stars and the Solar System Students who demonstrate understanding can: ### 5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed toward the center of the Earth. [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.] ### 5-ESS1-1 Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, and stage).] ### 5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, daily appearance of the moon, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.] ## 3-5.Engineering Design Students who demonstrate understanding can: ### 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. ### 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. ### 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. # 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. 1. Dribble an object with a hand, foot, and long-handled implement in personal and shared space. 1. Perform simple, small-group balance stunts by distributing weight and base of support. 1. Kick and punt a ball at targets from varying distances. 1. Design and perform a creative dance. 1. Design and perform smooth, flowing sequences of stunts, tumbling, and rhythmic patterns that combine traveling, rolling, balancing, and transferring weight. 1. Strike an object with varying force, short and long distance, using forehand, and introducing backhand strokes. 1. Strike an object with an underhand and a side orientation. 1. Throw overhand a ball to a target with force and accuracy. 1. Throw and catch an object with a partner while both partners are moving. 1. Volley a lightweight object repeatedly with a partner. ## Standard B  Apply movement concepts to the learning and performance of physical activities 1. Select and practice a skill in which improvement is needed. 1. Use offensive and defensive skills to obtain and maintain possession of an object. 1. Use a variety of spatial relationships with others in order to play or design a small-group game. 1. Devise cooperative strategies to keep opponents from reaching a specified area, person or object. 1. Use specific feedback to improve performance. 1. Demonstrate basic competence in game strategies and concepts. ## Standard C Participate regularly in physical activity: 1. Consciously choose to participate in moderate to vigorous physical activity outside of physical education class on a regular basis. 1. Participate in local physical activity opportunities. 1. Choose to participate in structured and purposeful activity. 1. Monitor his or her physical activity using a variety of tracking tools (e.g. fitness logs, pedometers). ## Standard D Apply fitness concepts to achieve and maintain a health-enhancing level of personal fitness: 1. Participate in selected activities that develop and maintain the health-related components of fitness: muscular strength, mouscular endurance, flexibility, body composition and cardiovascular endurance. 1. Compare target heart rate and perceived exertion during physical activity. 1. Measure, record, and compare the heart rate before, during, and after participation in physical activity of various levels of intensity. 1. Engage in appropriate physical activity that results in the development of cardiovascular endurance. 1. Recognize that physiological responses to exercise are associated with their own levels of fitness. 1. Choose to participate in activities to increase muscular strength and endurance. 1. Explain how improved flexibility increases the ability to perform skills. 1. Maintain heart rate within the target heart rate zone for a specified length of time during an aerobic activity. 1. Experience the protocols and mechanics of a nationally recognized fitness assessment tool (e.g. Fitnessgram or Brockport). ## Standard E Exhibit personal and social behavior that respects self and others in physical activity settings: 1. Demonstrate awareness and participate safely when involved in activity. 1. Form groups quickly when asked. 1. Recognize importance of individual responsibility in a group effort. 1. Encourage others by using verbal and nonverbal communication. 1. Accommodate individual differences. (e.g. ability levels, gender, ethnicity, disability among people, and physical activities of a variety of actions, culture, and ethnic origins). 1. Work productively with assigned or random groups without adult intervention. 1. Contribute ideas and listen to the ideas of others in cooperative problem-solving physical activities. 1. Act in a safe and healthy manner when confronted with conflict during physical activity. 1. Analyze possible solutions to a movement problem in a cooperative physical activity and come to a consensus on the best solution. 1. Acknowledge one’s opponent or partner before, during, and after a physical activity or game and give positive feedback on the opponent’s or partner’s performance. ## Standard F Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction: 1. Develop self-confidence and a positive self-image in physical activity settings. 1. Choose motivators (e.g., music, friends) that will enhance fun and enjoyment in a physical activity setting. 1. Participate in physical activities which will allow students to set and achieve individual and team goals. 1. Participate with others in a variety of competitive and non-competitive physical activities. MIDDLE SCHOOL # 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 plot. 3. Determine author’s purpose and explain how an author develops the point of view of the narrator or speaker in a text. ## Integration of Knowledge and Ideas 1. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch (e.g., _Shiloh_). 2. (Not applicable to literature) 3. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. ## Range of Reading and Level of Complexity 1. By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 6 (from upper grade 5 to grade 7), with scaffolding as needed at the high end of the range. # Reading Standards for Informational Text 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 central idea and subtopics of a text and how they are conveyed through particular details; restate and summarize the central idea or events, in correct sequence when necessary, after reading a text. 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated on in a text (e.g., through examples or anecdotes). ## Craft and Structure 1. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 2. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. 3. Determine an author’s purpose (to inform, persuade, entertain, critique, etc.) and point of view in a text and explain how it is conveyed in the text. ## Integration of Knowledge and Ideas 1. Integrate information presented in different media (e.g., may include, but not limited to podcasts) or formats (e.g., visually, quantitatively/ data-related) as well as in words to develop a coherent understanding of a topic or issue. 2. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. 3. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). ## Range of Reading and Level of Text Complexity 1. By the end of the year, read and comprehend literary nonfiction, within a complexity band appropriate to grade 6 (from upper grade 5 to grade 7), with scaffolding as needed at the high end of the range. # Writing Standards Grade 6 ## Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. - a. Introduce claim(s) and organize the reasons and evidence clearly. - b. Support claim(s) with clear reasons and accurate, relevant evidence, using credible sources and demonstrating an understanding of the topic or text. - c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. - d. Establish and maintain a formal style. - e. Provide a concluding statement or section that follows from the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. - a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. - b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. - c. Use appropriate transitions to clarify the relationships among ideas and concepts. - d. Use precise language and domain-specific vocabulary to inform about or explain the topic. - e. Establish and maintain a formal style. - f. Provide a concluding statement or section that follows from the information or explanation presented. 3. Use narrative writing to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. - a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. - b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. - c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. - d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. - e. Provide a conclusion that follows from the narrated experiences or events. ## Production and Distribution of Writing 1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 2. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.) 3. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to create a piece of writing. ## Research to Build and Present Knowledge 1. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 2. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. 3. Draw evidence from literary or informational texts to support analysis, reflection, and research. - a. Apply _grade 6 Reading standards_ to literature (e.g., “Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.”). - b. Apply _grade 6 Reading standards_ to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”). ## Range of Writing 1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. # Speaking and Listening Standards Grade 6 ## Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on _grade 6 topics, texts, and issues_, building on others’ ideas and expressing their own clearly. - a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. - b. Follow rules for collegial discussions (e.g., establishing norms: taking turns, paraphrasing, respecting diverse viewpoints), set specific goals and deadlines, and define individual roles as needed. - c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. - d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 2. Interpret information presented in diverse media (included but not limited to podcasts) and formats (e.g., visually, quantitatively/ data-related, orally) and explain how it contributes to a topic, text, or issue under study. 3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. ## Presentation of Knowledge 1. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 2. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. 3. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.) # Language Standards Grade 6 ## Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. - a. Ensure that pronouns are in the proper case (subjective, objective, possessive). - b. Use intensive pronouns (e.g., _myself_, _ourselves_). - c. Recognize and correct inappropriate shifts in pronoun number and person.\* - d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).\* - e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.\* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. - a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.\* - b. Spell correctly. ## Knowledge of Language 1. Use knowledge of language and its conventions when writing, speaking, reading, or listening. - a. Vary sentence patterns for meaning, reader/listener interest, and style.\* - b. Maintain consistency in style and tone.\* ## Vocabulary Acquisition and Use 1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on _grade 6 reading and content_, choosing flexibly from a range of strategies. - a. Determine meaning of unfamiliar words by using knowledge of word structure (root words, prefixes, suffixes, abbreviations) and language structure through reading words in text (word order, grammar), context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. - b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., _audience_, _auditory_, _audible_). - c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses and specialized reference materials), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. - d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. - a. Interpret the intent or meaning of figures of speech (e.g., personification, metaphors, alliteration) as used in context. - b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. - c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., _stingy_, _scrimping_, _economical_, _unwasteful_, _thrifty_). 6. Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. # Reading Standards for Literacy in History/Social Studies Grades 6-8 ## Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). ## Craft and Structure 1. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 2. Describe how a text presents information (e.g., sequentially, comparatively, causally) 3. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). ## Integration of Knowledge and Ideas 1. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 2. Distinguish among fact, opinion, and reasoned judgment in a text. 3. Analyze the relationship between a primary and secondary source on the same topic. ## Range of Reading and Level of Text Complexity 1. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. # Reading Standards for Literacy in Science and Technical Subjects Grades 6-8 ## Key Ideas and Details 1. Cite specific textual evidence to support analysis of science and technical texts. 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. ## Craft and Structure 1. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. 2. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. 3. Analysis the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. ## Integrating Knowledge and Ideas 1. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 2. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 3. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. ## Range of Reading and Level of Text Complexity 1. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. # Writing Standards for Literacy: History/Social Studies, Science and Technical Subjects Grades 6-8 ## Text Types and Purposes 1. Write arguments focused on discipline-specific content. - a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. - b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. - c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. - d. Establish and maintain a formal style. - e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. - a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings) graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. - b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. - c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. - d. Use precise language and domain-specific vocabulary to inform about or explain the topic. - e. Establish and maintain a formal style and objective tone. - f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Not applicable as a separate requirement. ## Production and Distribution of Writing 1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 3. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. ## Research to Build and Present Knowledge 1. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 2. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 3. Draw evidence from informational texts to support analysis, reflection, and research. ## Range of Writing 1. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. # 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 and rate reasoning to solve real-world and mathematical problems (e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations). a) Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios, and understand equivalencies. b) Solve unit rate problems including those involving unit pricing and constant speed. *For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?* c) Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. d) Use ratio reasoning to convert measurement units between given measurement systems (e.g., convert kilometers to miles); manipulate and transform units appropriately when multiplying or dividing quantities. ## The Number System ### Apply previous understandings of multiplication and division to divide fractions by fractions. - 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions (e.g., by using visual fraction models and equations to represent the problem). *For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3 (In general (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?* ### Compute fluently with multi-digit numbers and find common factors and multiples. - 6.NS.2. Fluently multiply and divide multi-digit whole numbers using the standard algorithm. Express the remainder as a whole number, decimal, or simplified fraction; explain or justify your choice based on the context of the problem. - 6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Express the remainder as a terminating decimal, or a repeating decimal, or rounded to a designated place value. - 6.NS.4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1--100 with a common factor as a multiple of a sum of two whole numbers with no common factor. *For example, express 36 + 8 as 4 (9 + 2).* ### Apply and extend previous understandings of numbers to the system of rational numbers. - 6.NS.5 Understand that positive and negative numbers describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explain the meaning of 0 in each situation. - 6.NS.6. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. a) Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; Recognize that the opposite of the opposite of a number is the number itself \[e.g., --(--3) = 3\] and that 0 is its own opposite. b) Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. c) Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. - 6.NS.7. Understand ordering and absolute value of rational numbers. a) Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. > *For example, interpret --3 \> --7 as a statement that --3 is located > to the right of --7 on a number line oriented from left to right.* b) Write, interpret, and explain statements of order for rational numbers in real-world contexts. > *For example, write --3 ^o^C \> --7 ^o^C to express the fact that --3 > ^o^C is warmer than --7 ^o^C.* c) Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. *For example, for an account balance of --30 dollars, write \|--30\| = 30 to describe the size of the debt in dollars.* d) Distinguish comparisons of absolute value from statements about order. *For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars.* - 6.NS.8. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. ## Expressions and Equations ### Apply and extend previous understandings of arithmetic to algebraic expressions. - 6.EE.1. Write and evaluate numerical expressions involving whole-number exponents *For example multiply by powers of 10 and products of numbers using exponents.* > *(7^3^ = 7•7•7)* - 6.EE.2. Write, read, and evaluate expressions in which letters stand for numbers. a) Write expressions that record operations with numbers and with letters standing for numbers. *For example, express the calculation "Subtract y from 5" as 5 -- y.* b) Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. *For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.* c) Evaluate expressions and formulas. Include formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order with or without parentheses. (Order of Operations) - 6.EE.3. Apply the properties of operations to generate equivalent expressions. Model (e.g., manipulatives, graph paper) and apply the distributive, commutative, identity, and inverse properties with integers and variables by writing equivalent expressions. *For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x.* - 6.EE.4. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). *For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.* ### Reason about and solve one-variable equations and inequalities. - 6.EE.5. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. *For example: does 5 make 3x \> 7 true?* - 6.EE.6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. - 6.EE.7. Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. - 6.EE.8. Write an inequality of the form x \> c or x \< c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x \> c or x \< c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. ### Represent and analyze quantitative relationships between dependent and independent variables. - 6.EE.9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. *For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.* ## Geometry ### ### Solve real-world and mathematical problems involving area, surface area, and volume. - 6.G.1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing or decomposing into other polygons (e.g., rectangles and triangles). Apply these techniques in the context of solving real-world and mathematical problems. - 6.G.2. Apply the standard formulas to find volumes of prisms. Use the attributes and properties (including shapes of bases) of prisms to identify, compare or describe three-dimensional figures including prisms and cylinders. - 6.G.3. Draw polygons in the coordinate plane given coordinates for the vertices; determine the length of a side joining the coordinates of vertices with the same first or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. - 6.G.4. Represent three-dimensional figures (e.g., prisms) using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. - 6.G.5. Identify, compare or describe attributes and properties of circles (radius, and diameter). (L) ## Statistics and Probability ### Develop understanding of statistical variability. - 6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. *For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.* - 6.SP.2 Understand that a set of data has a distribution which can be described by its center (mean, median, or mode), spread (range), and overall shape and can be used to answer a statistical question. - 6.SP.3 Recognize that a measure of center (mean, median, or mode) for a numerical data set summarizes all of its values with a single number, while a measure of variation (range) describes how its values vary with a single number. ### Summarize and describe distributions. - 6.SP.4. Display numerical data in plots on a number line, including dot or line plots, histograms and box (box and whisker) plots. - 6.SP.5 Summarize numerical data sets in relation to their context, such as by: a) Reporting the number of observations (occurrences). b) Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c) Giving quantitative measures of center (median and/or mean) and variability (interquartile range), as well as describing any overall pattern and any outliers with reference to the context in which the data were gathered. d) Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. - 6.SP.6 Analyze whether a game is mathematically fair or unfair by explaining the probability of all possible outcomes. - 6.SP.7. Solve or identify solutions to problems involving possible combinations (e.g., if ice cream sundaes come in 3 flavors with 2 possible toppings, how many different sundaes can be made using only one flavor of ice cream with one topping?) # Standards for Mathematical Practice Instruction around the Standards of Mathematical Practices is delivered across all grades K-12. These eight standards define experiences that build understanding of mathematics and ways of thinking through which students develop, apply, and assess their knowledge. ## Make sense of problems and persevere in solving them. - explain correspondences between a new problem and previous problems - represent algebraic expressions numerically, graphically, concretely/with manipulatives, verbally/written - explain connections between the multiple representations - determine the question that needs to be answered - analyze a problem and make a plan for solving it - choose a reasonable strategy - identify the knowns and unknowns in a problem - use previous knowledge and skills to simplify and solve problems - break a problem into manageable parts or simpler problems - solve a problem in more than one way ## Reason abstractly and quantitatively. - represent a situation symbolically and carry out its operations - create a coherent representation of the problem - translate an algebraic problem to a real world context - explain the relationship between the symbolic abstraction and the context of the problem - compute using different properties - consider the quantitative values, including units, for the numbers in a problem ## Construct viable arguments and critique the reasoning of others. - construct arguments using both concrete and abstract explanations - justify conclusions, communicate conclusions, and respond to the arguments - listen to arguments, critique their viability, and ask questions to clarify the argument - compare effectiveness of two arguments by identifying and explaining both logical and/or flawed reasoning - recognize general mathematical truths and use statements to justify the conjectures - identify special cases or counter-examples that don't follow the mathematical rules - infer meaning from data and make arguments using its context ## Model with Mathematics. - apply mathematics to solve problems arising in everyday life and society - identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, and formulas - interpret their mathematical results in the context of the situation and reflect on whether the results make sense - make assumptions and approximations to simplify a situation, realizing the final solution will need to be revised - analyze quantitative relationships to draw conclusions - reflect on whether their results make sense - improve the model if it has not served its purpose ## Use appropriate tools strategically. - select and use tools appropriate to the task: pencil and paper, protractor, visual and physical fraction models, algebra tiles, geometric models, calculator, spreadsheet, and interactive geometry software. - use estimation and other mathematical knowledge to confirm the accuracy of their problem solving - identify relevant external and digital mathematical resources and use them to pose or solve problems - represent and compare possibilities visually with technology when solving a problem - explore and deepen their understanding of concepts through the use of technological tools ## Attend to precision. - use clear definitions in explanations - understand and use specific symbols accurately and consistently: equality, inequality, ratios, parenthesis for multiplication and division, absolute value, square root - specify units of measure, and label axes to clarify the correspondence with quantities in a problem - calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context ## Look for and make use of structure. - discern a pattern or structure - understand complex structures as single objects or as being composed of several objects - check if the answer is reasonable ## Look for and express regularity in repeated reasoning. - identify if calculations or processes are repeated - use alternative and traditional methods to solve problems - evaluate the reasonableness of their intermediate results, while attending to the details # 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 natural resources, and analyze the positive and negative effects of use and development of synthetics on society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment is limited to qualitative information.] ### MS-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] ## MS. Chemical Reactions Students who demonstrate understanding can: ### MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] [Assessment boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.] ### MS-PS1-5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.] ### MS-PS1-6 Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. * [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of chemical process designs could involve dissolving ammonium chloride or calcium chloride and chemical heat packs. Examples of physical process designs could involve a plastic bag and hot water. Alaskan physical examples could include: countercurrent exchange in the limbs and surfaces of Arctic animals and the DIFFERENCE IN THE albedo effect of open ocean water vs. sea ice.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.] ## MS. Forces and Interactions Students who demonstrate understanding can: ### MS-PS2-1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.* [Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.] [Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.] ### MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.] ### MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, the effect of increasing the number or strength of magnets on the speed of an electric motor, or a change in the range and intensity of the aurora over time.] [Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.] ### MS-PS2-4 Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.] ### MS-PS2-5 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. [Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations.] [Assessment Boundary: Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.] ## MS. Energy Students who demonstrate understanding can: ### MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a whiffle ball versus a tennis ball.] ### MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.] ### MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, a Styrofoam cup, or traditional seasonal clothing or dwellings.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.] ### MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. [Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.] ### MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.] ## MS. Waves and Electromagnetic Radiation Students who demonstrate understanding can: ### MS-PS4-1 Qualitatively and quantitatively describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Examples can include waves modeled with a jump rope, slinky, water, seismic activity, and sound.] [Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.] ### MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves (including sound). Examples of models could include drawings, simulations, and written descriptions. Alaskan examples include whale echolocation, or use of sonar projection of the sea floor and fish populations.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.] ### MS-PS4-3 Integrated with HS PS4-2 **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 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 5. 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 rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 6. Analyze author's purpose and how an author establishes and contrasts the points of view of different characters or narrators in a text. ## Integration of Knowledge and Ideas 7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film) (e.g*., The Incredible Journey, Call of the Wild).* 8. (Not applicable to literature) 9. Compare and contrast a fictional portrayal of a time, place, or character and a historical or cultural account of the same period as a means of understanding how authors of fiction use or alter history. ## Range of Reading and Level of Complexity 10. By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 7 (from upper grade 6 to grade 8), with scaffolding as needed at the high end of the range. # Reading Standards for Informational Text 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 the central idea and subtopics in a text and analyze their development over the course of the text; restate and summarize the central idea or events, in correct sequence when necessary, after reading a text. 3. Analyze the interactions between individuals, events, and ideas presented in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). ## Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. 6. Determine an author's purpose (to inform, persuade, entertain, critique, etc.) and point of view in a text and analyze how the author distinguishes his or her point of view from that of others. ## Integration of Knowledge and Ideas 7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the method of the delivery of a speech affects the impact of the overall message). 8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. 9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. ## Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literary nonfiction, within a complexity band appropriate to grade 7 (from upper grade 6 to grade 8), with scaffolding as needed at the high end of the range. # Writing Standards Grade 7 ## Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and accurate, relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Use narrative writing to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to advance the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. ## Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1--3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1--3 up to and including grade 7.) 6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. ## Research to Build and Present Knowledge 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history."). b. Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims."). ## Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. # Speaking and Listening Standards Grade 7 ## Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions (e.g., establishing norms: taking turns, paraphrasing, respecting diverse viewpoints), track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views. 2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively/data-related, orally) and explain how the ideas clarify a topic, text, or issue under study. 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. ## Presentation of Knowledge 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.) **\ ** # Language Standards Grade 7 ## Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences in order to apply the conventions of English. b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.\* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie.). b. Spell correctly. ## Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.\* ## Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Determine meaning of unfamiliar words by using knowledge of word structure, (prefixes/suffixes, base words, common roots, or word origins), context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, and thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret the intent or meaning of figures of speech (e.g., literary, religious, and mythological allusions; euphemisms) as used in context. b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). 6. Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. # Reading Standards for Literacy in History/Social Studies Grades 6-8 ## Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 3. Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). ## Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 5. Describe how a text presents information (e.g., sequentially, comparatively, causally) 6. Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). ## Integration of Knowledge and Ideas 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 8. Distinguish among fact, opinion, and reasoned judgment in a text. 9. Analyze the relationship between a primary and secondary source on the same topic. ## Range of Reading and Level of Text Complexity 10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. # Reading Standards for Literacy in Science and Technical Subjects Grades 6-8 ## Key Ideas and Details 1. Cite specific textual evidence to support analysis of science and technical texts. 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. ## Craft and Structure 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. 6. Analysis the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. ## Integrating Knowledge and Ideas 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. ## Range of Reading and Level of Text Complexity 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. # Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects Grades 6-8 ## Text Types and Purposes 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) abut a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings) graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Not applicable as a separate requirement. ## Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. ## Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research. ## Range of Writing 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. # 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 constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships in real world situations. c) Represent proportional relationships by equations and multiple representations such as tables, graphs, diagrams, sequences, and contextual situations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. d) Understand the concept of unit rate and show it on a coordinate plane. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. ### 7.RP.3. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. ## The Number System ### Apply previous operations with fractions to add, subtract, multiply, divide rational numbers. - 7.NS.1. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. a) Show that a number and its opposite have a sum of 0 (additive inverses). Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. b) b\. Understand addition of rational numbers (p + q as the number located a distance \|q\| from p, in the positive or negative direction depending on whether q is positive or negative). Interpret sums of rational numbers by describing real-world contexts.c. Understand subtraction of rational numbers as adding the additive inverse, p -- q = p + (--q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. c) d\. Apply properties of operations as strategies to add and subtract rational numbers. - 7.NS.2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers and use equivalent representations. a) Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (--1)(--1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. b) Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then --(p/q) = (--p)/q = p/(--q). Interpret quotients of rational numbers by describing real-world contexts. c) Apply and name properties of operations used as strategies to multiply and divide rational numbers. d) Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. e) Convert between equivalent fractions, decimals, or percents. - 7.NS.3. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.) - For example, use models, explanations, number lines, real life situations, describing or illustrating the effect of arithmetic operations on rational numbers (fractions, decimals). ## Expressions and Equations ### ### Use properties of operations to generate equivalent expressions. - 7.EE.1. Apply properties of operations as strategies to add, subtract, factor, expand and simplify linear expressions with rational coefficients. - 7.EE.2. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that "increase by 5%" is the same as "multiply by 1.05." ### Solve real-life and mathematical problems using numerical and algebraic expressions and equations. - 7.EE.3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making \$25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or \$2.50, for a new salary of \$27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. - 7.EE.4. Use variables to represent quantities in a real-world or mathematical problem, and construct multi-step equations and inequalities to solve problems by reasoning about the quantities. a) Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? b) Solve word problems leading to inequalities of the form px + q \> r or px + q \< r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid \$50 per week plus \$3 per sale. This week you want your pay to be at least \$100. Write an inequality for the number of sales you need to make, and describe the solutions. ## Geometry ### Draw, construct, and describe geometrical figures and describe the relationships between them. - 7.G.1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. - 7.G.2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes including polygons and circles with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. - 7.G.3. Describe the two-dimensional figures, i.e., cross-section, that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. ### Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. - 7.G.4. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. - 7.G.5. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. - 7.G.6. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. ## Statistics and Probability ### Use random sampling to draw inferences about a population. - 7.SP.1. Understand that statistics can be used to gain information about a population by examining a reasonably sized sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. - 7.SP.2. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. ### Draw informal comparative inferences about two populations. - 7.SP.3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. - 7.SP.4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. ### Investigate chance processes and develop, use, and evaluate probability models. - 7.SP.5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. - Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. - 7.SP.6. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. - 7.SP.7. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. a) Design a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. b) Design a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? - 7.SP.8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. a) Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. b) Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event. c) Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? # Standards for Mathematical Practice Instruction around the Standards of Mathematical Practices is delivered across all grades K-12. These eight standards define experiences that build understanding of mathematics and ways of thinking through which students develop, apply, and assess their knowledge. ## Make sense of problems and persevere in solving them. - explain correspondences between a new problem and previous problems - represent algebraic expressions numerically, graphically, concretely/with manipulatives, verbally/written - explain connections between the multiple representations - determine the question that needs to be answered - analyze a problem and make a plan for solving it - choose a reasonable strategy - identify the knowns and unknowns in a problem - use previous knowledge and skills to simplify and solve problems - break a problem into manageable parts or simpler problems - solve a problem in more than one way ## Reason abstractly and quantitatively. - represent a situation symbolically and carry out its operations - create a coherent representation of the problem - translate an algebraic problem to a real world context - explain the relationship between the symbolic abstraction and the context of the problem - compute using different properties - consider the quantitative values, including units, for the numbers in a problem ## Construct viable arguments and critique the reasoning of others. - construct arguments using both concrete and abstract explanations - justify conclusions, communicate conclusions, and respond to the arguments - listen to arguments, critique their viability, and ask questions to clarify the argument - compare effectiveness of two arguments by identifying and explaining both logical and/or flawed reasoning - recognize general mathematical truths and use statements to justify the conjectures - identify special cases or counter-examples that don't follow the mathematical rules - infer meaning from data and make arguments using its context ## Model with Mathematics. - apply mathematics to solve problems arising in everyday life and society - identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, and formulas - interpret their mathematical results in the context of the situation and reflect on whether the results make sense - make assumptions and approximations to simplify a situation, realizing the final solution will need to be revised - analyze quantitative relationships to draw conclusions - reflect on whether their results make sense - improve the model if it has not served its purpose ## Use appropriate tools strategically. - select and use tools appropriate to the task: pencil and paper, protractor, visual and physical fraction models, algebra tiles, geometric models, calculator, spreadsheet, and interactive geometry software. - use estimation and other mathematical knowledge to confirm the accuracy of their problem solving - identify relevant external and digital mathematical resources and use them to pose or solve problems - represent and compare possibilities visually with technology when solving a problem - explore and deepen their understanding of concepts through the use of technological tools ## Attend to precision. - use clear definitions in explanations - understand and use specific symbols accurately and consistently: equality, inequality, ratios, parenthesis for multiplication and division, absolute value, square root - specify units of measure, and label axes to clarify the correspondence with quantities in a problem - calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context ## Look for and make use of structure. - discern a pattern or structure - understand complex structures as single objects or as being composed of several objects - check if the answer is reasonable ## Look for and express regularity in repeated reasoning. - identify if calculations or processes are repeated - use alternative and traditional methods to solve problems - evaluate the reasonableness of their intermediate results, while attending to the details # 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. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.] ### MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.] ### MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.] ## MS. Matter and Energy in Organisms and Ecosystems Students who demonstrate understanding can: ### MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing the role of vegetation in movement of matter and flow of energy. Alaskan examples include: caribou eating lichen through the winter, forests and other ecosystems thriving with contribution of decaying salmon, and phytoplankton and seaweed in marine food chain.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.] ### MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.] ### MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources. This emphasis should include local ecosystem processes and traditional native ways of knowing.] ### MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system. Examples should include: food web, energy pyramid, cycles of water, oxygen, nitrogen, and carbon. Alaska references could include animal droppings contributing nutrients to tundra and other ecosystems.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.] ### MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data, evaluating the validity of and analyzing the evidence, and making logical inferences that explain or predict changes in population based on physical or biological changes.] ## MS. Interdependent Relationships in Ecosystems Students who demonstrate understanding can: ### MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.] ### MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.] ## MS. Growth, Development, and Reproduction of Organisms Students who demonstrate understanding can: ### MS-LS1-4. Use an evidence-based argument to support an explanation for how characteristic behaviors and/or structures of organisms affect the probability of their successful reproduction. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building and burrowing to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract pollinators, and hard shells on nuts that squirrels bury.] ### MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds. Alaskan examples include fish sizes/population in fresh vs. salt water or of varying water temperatures, deer size and color (Sitka blacktail deer), bear size and color.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.] ### MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins and that the changes can have far- reaching effects.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.] ### MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.] ### MS-LS4-5. Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.] ## MS. Natural Selection and Adaptations Students who demonstrate understanding can: ### MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.] ### MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on comparing anatomical differences, such as field experiences using dichotomous and other types of keys, in order to explain evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.] ### MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.] ### MS-LS4-4. Construct and present an evidence-based explanation of how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.] ### MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.] # 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 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Analyze the overall structure of a text: compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 6. Analyze author's purpose and how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) creates such effects as suspense or humor. ## Integration of Knowledge and Ideas 7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors (e.g., *Old Yeller, Brian's Song, The Miracle Worker*). 8. (Not applicable to literature) 9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. ## Range of Reading and Level of Complexity 10. By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 8 (from upper grade 7 to grade 9), with scaffolding as needed at the high end of the range. # Reading Standards for Informational Text 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 central idea and subtopics of a text and analyze their development over the course of the text, including their relationship to supporting ideas; restate and summarize the central idea or events, in correct sequence when necessary, after reading a text. 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). ## Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 6. Determine an author's purpose (to inform, persuade, entertain, critique, etc.) and point of view in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. ## Integration of Knowledge and Ideas 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. 8. Delineate and evaluate the argument and specific claims in a text (e.g., identifies bias and propaganda techniques, well-supported logical arguments), assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. ## Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literary nonfiction, within a complexity band appropriate to grade 8 (from upper grade 7 to grade 9), with scaffolding as needed at the high end of the range. # Writing Standards Grade 8 ## Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and accurate, relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Use narrative writing to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to advance the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. ## Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1--3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1--3 up to and including grade 8.) 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. ## Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply *grade 8 Reading standards* to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). b. Apply *grade 8 Reading standards* to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text \[e.g., identifies bias and propaganda techniques, well-supported logical arguments\], assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced"). ## Range of Writing 10\. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. # Speaking and Listening Standards Grade 8 ## Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on *grade 8 topics, texts, and issues,* building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions (e.g., establishing norms: taking turns, paraphrasing, respecting diverse viewpoints), and decision-making (e.g., coming to consensus), track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively/data-related, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. ## Presentation of Knowledge 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.) # Language Standards Grade 8 ## Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences in order to apply the conventions of English. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood.\* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly. ## Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). ## Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on *grade 8 reading and content*, choosing flexibly from a range of strategies. a. Determine meanings of unfamiliar words by using knowledge of word structure, (prefixes/suffixes, base words, common roots, or word origins), context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence), knowledge of language structure including using context clues and prior knowledge b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., *precede*, *recede*, *secede*). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, and thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret the intent or meaning of figures of speech (e.g., verbal irony, puns, mixed metaphor) as used in context. b. Use the relationship between particular words (e.g., synonyms/antonyms, analogies) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., *bullheaded*, *willful*, *firm*, *persistent*, *resolute*). 6. Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. # Reading Standards for Literacy in History/Social Studies Grades 6-8 ## Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 3. Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). ## Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 5. Describe how a text presents information (e.g., sequentially, comparatively, causally) 6. Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). ## Integration of Knowledge and Ideas 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 8. Distinguish among fact, opinion, and reasoned judgment in a text. 9. Analyze the relationship between a primary and secondary source on the same topic. ## Range of Reading and Level of Text Complexity 10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. # Reading Standards for Literacy in Science and Technical Subjects Grades 6-8 ## Key Ideas and Details 1. Cite specific textual evidence to support analysis of science and technical texts. 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. ## Craft and Structure 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. 6. Analysis the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. ## Integrating Knowledge and Ideas 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. ## Range of Reading and Level of Text Complexity 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. # Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects Grades 6-8 ## Text Types and Purposes 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings) graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Not applicable as a separate requirement. ## Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. ## Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research. ## Range of Writing 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. # 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^ = 1/3^3^ = 1/27.* - 8.EE.2. Use square root and cube root symbols to represent solutions to equations of the form *x*^2^ = *p* and *x*^3^ = *p*, where *p* is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. - 8.EE.3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. *For example, estimate the population of the United States as 3 × 10^8^ and the population of the world as 7 × 10^9^, and determine that the world population is more than 20 times larger.* - 8.EE.4. Perform operations with numbers expressed in scientific notation, including problems where both standard notation and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities. Interpret scientific notation that has been generated by technology. ### Understand the connections between proportional relationships, lines, and linear equations. - 8.EE.5. Graph linear equations such as *y=mx+b*, interpreting *m* as the slope or rate of change of the graph and *b* as the *y*-intercept or starting value. Compare two different proportional relationships represented in different ways. *For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.* - 8.EE.6. Use similar triangles to explain why the slope *m* is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation *y* = *mx* for a line through the origin and the equation *y* = *mx* + *b* for a line intercepting the vertical axis at *b*. ### Analyze and solve linear equations and pairs of simultaneous linear equations. - 8.EE.7. Solve linear equations in one variable. a) Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form *x* = *a*, *a* = *a*, or *a* = *b* results (where *a* and *b* are different numbers). b) Solve linear equations with rational coefficients, including equations whose solutions require expanding expressions using the distributive property and combining like terms. - 8.EE.8. Analyze and solve systems of linear equations. a) Show that the solution to a system of two linear equations in two variables is the intersection of the graphs of those equations because points of intersection satisfy both equations simultaneously. b) Solve systems of two linear equations in two variables and estimate solutions by graphing the equations. Simple cases may be done by inspection. *For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.* c) Solve real-world and mathematical problems leading to two linear equations in two variables. *For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.* ## Functions ### ### Define, evaluate, and compare functions. - 8.F.1. Understand that a function is a rule that assigns to each input (the domain) exactly one output (the range). The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. *For example, use the vertical line test to determine functions and non-functions*. - 8.F.2. Compare properties of two functions, each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). *For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.* - 8.F.3. Interpret the equation *y* = *mx* + *b* as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. *For example, the function A = s^2^ giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.* ### Use functions to model relationships between quantities. - 8.F.4. Construct a function to model a linear relationship between two quantities. - Determine the rate of change and initial value of the function from a description of a relationship or from two (*x*, *y*) values, including reading these from a table or from a graph. - Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. - 8.F.5. Given a verbal description between two quantities, sketch a graph. Conversely, given a graph, describe a possible real-world example. *For example, graph the position of an accelerating car or tossing a ball in the air.* ## Geometry ### ### Understand congruence and similarity using physical models, transparencies, or geometry software. - 8.G.1. Through experimentation, verify the properties of rotations, reflections, and translations (transformations) to figures on a coordinate plane). a) Lines are taken to lines, and line segments to line segments of the same length. b) Angles are taken to angles of the same measure. c) Parallel lines are taken to parallel lines. - 8.G.2. Demonstrate understanding of congruence by applying a sequence of translations, reflections, and rotations on two-dimensional figures. Given two congruent figures, describe a sequence that exhibits the congruence between them. - 8.G.3 .Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. - 8.G.4. Demonstrate understanding of similarity, by applying a sequence of translations, reflections, rotations, and dilations on two-dimensional figures. Describe a sequence that exhibits the similarity between them. - 8.G.5. Justify using informal arguments to establish facts about - the angle sum of triangles (sum of the interior angles of a triangle is 180º) - measures of exterior angles of triangles, - angles created when parallel lines are cut be a transversal (e.g., alternate interior angles) and - angle-angle criterion for similarity of triangles. ### Understand and apply the Pythagorean Theorem. - 8.G.6. Explain the Pythagorean Theorem and its converse. - 8.G.7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. - 8.G.8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. ### Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. - 8.G.9. Identify and apply the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. ## Statistics and Probability ### ### Investigate patterns of association in bivariate data. - 8.SP.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. - 8.SP.2. Explain why straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. - 8.SP.3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and y-intercept. *For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.* - 8.SP.4. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects and use relative frequencies to describe possible association between the two variables. *For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?* # # Standards for Mathematical Practice Instruction around the Standards of Mathematical Practices is delivered across all grades K-12. These eight standards define experiences that build understanding of mathematics and ways of thinking through which students develop, apply, and assess their knowledge. ## Make sense of problems and persevere in solving them. - explain correspondences between a new problem and previous problems - represent algebraic expressions numerically, graphically, concretely/with manipulatives, verbally/written - explain connections between the multiple representations - determine the question that needs to be answered - analyze a problem and make a plan for solving it - choose a reasonable strategy - identify the knowns and unknowns in a problem - use previous knowledge and skills to simplify and solve problems - break a problem into manageable parts or simpler problems - solve a problem in more than one way ## Reason abstractly and quantitatively. - represent a situation symbolically and carry out its operations - create a coherent representation of the problem - translate an algebraic problem to a real world context - explain the relationship between the symbolic abstraction and the context of the problem - compute using different properties - consider the quantitative values, including units, for the numbers in a problem ## Construct viable arguments and critique the reasoning of others. - construct arguments using both concrete and abstract explanations - justify conclusions, communicate conclusions, and respond to the arguments - listen to arguments, critique their viability, and ask questions to clarify the argument - compare effectiveness of two arguments by identifying and explaining both logical and/or flawed reasoning - recognize general mathematical truths and use statements to justify the conjectures - identify special cases or counter-examples that don't follow the mathematical rules - infer meaning from data and make arguments using its context ## Model with Mathematics. - apply mathematics to solve problems arising in everyday life and society - identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, and formulas - interpret their mathematical results in the context of the situation and reflect on whether the results make sense - make assumptions and approximations to simplify a situation, realizing the final solution will need to be revised - analyze quantitative relationships to draw conclusions - reflect on whether their results make sense - improve the model if it has not served its purpose ## Use appropriate tools strategically. - select and use tools appropriate to the task: pencil and paper, protractor, visual and physical fraction models, algebra tiles, geometric models, calculator, spreadsheet, and interactive geometry software. - use estimation and other mathematical knowledge to confirm the accuracy of their problem solving - identify relevant external and digital mathematical resources and use them to pose or solve problems - represent and compare possibilities visually with technology when solving a problem - explore and deepen their understanding of concepts through the use of technological tools ## Attend to precision. - use clear definitions in explanations - understand and use specific symbols accurately and consistently: equality, inequality, ratios, parenthesis for multiplication and division, absolute value, square root - specify units of measure, and label axes to clarify the correspondence with quantities in a problem - calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context ## Look for and make use of structure. - discern a pattern or structure - understand complex structures as single objects or as being composed of several objects - check if the answer is reasonable ## Look for and express regularity in repeated reasoning. - identify if calculations or processes are repeated - use alternative and traditional methods to solve problems - evaluate the reasonableness of their intermediate results, while attending to the details # 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 holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state.)] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.] ### MS-ESS1-3 Analyze data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.] ## MS. History of Earth Students who demonstrate understanding can: ### MS-ESS1-4 Construct and explain, using evidence from rock strata, how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.] ### MS-ESS2-2 Construct and present an evidence-based explanation of how geoscience processes have changed Earth’s surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate. Alaskan examples should include locally significant landforms including coastal or ocean sea floor structures.] ### MS-ESS2-3 Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.] ## MS. Earth's Systems Students who demonstrate understanding can: ### MS-ESS2-1 Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.] ### MS-ESS2-4 Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.] ### MS-ESS3-1 Construct an evidence-based explanation for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited and typically non- renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).] ## MS. Weather and Climate Students who demonstrate understanding can: ### MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.] ### MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.] ### MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures and chemistry (both ocean and land surface), sea ice cover, permafrost, glacial change, atmospheric levels of gases such as carbon dioxide and methane, food availability locally and worldwide, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.] ## MS. Human Impacts Students who demonstrate understanding can: ### MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts). Alaskan examples should include but are not limited to tsunamis, storm surges, landslides, and earthquakes.] ### MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).] ### MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.] ## MS. Engineering Design Students who demonstrate understanding can: ### MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. ### MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. ### MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. ### MS-ETS1-4 Develop a model to generate data for repetitive testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. # 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). 1. Demonstrate competent skills for participation in individual and dual activities (golf, Frisbee, bowling, racquet/paddle sports, Native Youth Olympics games) 1. Demonstrate competent skills for participation in non-competitive individual activities (e.g., weight training/resistance training, swimming, exercise). 1. Demonstrate competency for participation in rhythmic activities (e.g., social, folk, Native dances). 1. Demonstrate competency for participation in adventure/outdoor activities (e.g., orienteering, snowshoeing, skating). 1. Explore Alaskan cultural physical activities (e.g., Native Youth Olympics games and dances). ## Standard B Apply movement concepts to the learning and performance of physical activities: 1. Identify critical elements of skill for selected movement forms. 1. Detect and correct errors in personal performance in a variety of activities. 1. Explain at least two game tactics involved in playing team, dual, and individual activities. 1. Use offensive and defensive strategies while participating in modified team, individual and dual sports. 1. Design a game that incorporates skills and tactics that can be played by all students. 1. Implement strategies and safety procedures for success while participating in physical activity (e.g., use a spotter when lifting weights, shift gears one at a time while climbing a hill on a bicycle). 1. Identify major muscle groups utilized in a variety of movements. ## Standard C Participate regularly in physical activity: 1. Recognize and understand the significance of physical activity in the maintenance of a healthy lifestyle. 1. Set SMART goals, (specific, measurable, attainable, realistic, time sensitive) for participation in activities of own choosing. 1. Maintain a physical activity log for a designated period of time (e.g., weight training charts, steps during the day, time engaged in physical activity). 1. Use current technology (e.g., pedometers, Wii Fitness, Dance-Dance-Revolution) to monitor physical activity to meet personal goals. 1. Identify local, state, national, and international fitness and recreational organizations (e.g., YMCA, United States Cycling Federation, Special Olympics Alaska, Challenge Alaska, and Alpine Alternatives, CITC, BOYS AND GIRLS CLUBS). ## Standard D Apply fitness concepts to achieve and maintain a health-enhancing level of personal fitness: 1. Monitor heart rate before, during, and after various intensity levels of physical activity. 1. Compare the fitness benefits of a variety of activities. 1. Improve and achieve age appropriate fitness standards defined in a selected program (e.g., Fitnessgram, Brockport, President’s Fitness Test).  1. Demonstrate personal fitness by participating in activities to improve specific fitness components (cardiovascular fitness, muscular strength, muscular endurance, body composition, and flexibility). 1. Formulate meaningful personal fitness SMART goals based on the results of fitness testing.   ## Standard E Exhibit personal and social behavior that respects self and others in physical activity settings: 1. Demonstrate appropriate behavior in physical activity settings. 1. Demonstrate concern for safety of self and others during games and activities.  1. Demonstrate self-control and sportsmanship/etiquette during games and activities (e.g., accepting controversial decisions). 1. Accommodate individual differences. (e.g., ability levels, gender, ethnicity, disability among people, and physical activities of a variety of actions, culture, and ethnic origins). ## Standard F Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction: 1. Identify several reasons why participation in physical activities is enjoyable and desirable. 1. Reflect on reasons for choosing to participate in selected physical activities (e.g., health, challenge, self-expression, social interaction, personal goal). 1. Enjoy working alone or with others in a sport or physical activity to achieve a goal. HIGH SCHOOL # 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 as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.] ### HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations. Example applications include dating of rocks, carbon dating of artifacts, paleoclimate studies, medical imaging, tracking animal migrations via diet, age dating meteorites, tracking ground water flow.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.] ### HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of natural and designed materials. [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.] ## HS. Chemical Reactions Students who demonstrate understanding can: ### HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. [Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.] ### HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.] ### HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.] ### HS-PS1-6. Make arguments based on kinetic molecular theory to explain how altering conditions affects the forward and reverse rates of a reaction at equilibrium. [Clarification Statement: Emphasis is on the application of Le Chatelier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.] ### HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reactions.] ## HS. Forces and Interactions Students who demonstrate understanding can: ### HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.] ### HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] ### HS-PS2-3. Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* [Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.] ### HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] ### HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.] ## HS. Energy Students who demonstrate understanding can: ### HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model. Examples of models could include different insulation types or windows.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.] ### HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.] ### HS-PS3-3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] ### HS-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.] ### HS-PS3-5 Develop and use a model of two objects interacting through electrical or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction (Coulomb's Law). [Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.] ## HS. Waves and Electromagnetic Radiation Students who demonstrate understanding can: ### HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.] ### HS-PS4-2. Evaluate questions about the advantages and disadvantages of using digital transmission and storage of information with respect to that of forms other than digital, including analog. [Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.] ### HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. [Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.] ### HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. [Clarification Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.] ### HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.] # 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 proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level.] ### HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.] ## HS. Matter and Energy in Organisms and Ecosystems Students who demonstrate understanding can: ### HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.] ### HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.] ### HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy. [Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.] ### HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.] ### HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.] ### HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.] ## HS. Interdependent Relationships in Ecosystems Students who demonstrate understanding can: ### HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. [Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.] ### HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.] ### HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. [Clarification Statement: Examples of changes in ecosystem conditions could include hunting and fishing harvests, predation, flooding, sea ice variation, erosion, volcanic eruptions, land level changes due to earthquakes, tsunamis, changes in ocean current patterns or ocean chemistry, or sea-level rise.] ### HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* [Clarification Statement: Examples of human activities can include urbanization, pollution, building dams and roads, and dissemination of invasive species. Example lessons can include applications of Tragedy of the Commons.] ### HS-LS2-8. Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce. [Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.] ### HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* [Clarification Statement: Emphasis is on testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.] ## HS. Inheritance and Variation of Traits Students who demonstrate understanding can: ### HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. [Assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.] ### HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.] ### HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.] ### HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.] ## HS. Natural Selection and Evolution Students who demonstrate understanding can: ### HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.] ### HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.] ### HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.] ### HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.] ### HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, pollution, erosion, permafrost thawing, changes in sea ice, invasive species, land level changes due to earthquakes, changes in ocean chemistry, sea level change, volcanic eruptions, drought, flood and the rate of change of the environment affect the distribution or disappearance of traits in species. # 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 differing masses.] ### HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. [Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).] ### HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. [Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.] [Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.] ## HS. History of Earth Students who demonstrate understanding can: ### HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core of the continental plate (a result of past plate interactions).] ### HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.] ### HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.] ## HS. Earth's Systems Students who demonstrate understanding can: ### HS-ESS2-2. Analyze geoscience data to evaluate claims that one change to Earth’s surface creates feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperature that melts glacial and sea ice, which reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as feedbacks due to the effects of permafrost thawing; how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge and decrease sediment transport, and how the loss of wetlands causes a decrease in local humidity that further reduces wetland extent.] ### HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.] ### HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide evidence for the connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, beach erosion and deposition patterns in relation to substrate type and size, erosion using variations in soil moisture content, and frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering, and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).] ### HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, permafrost, and biosphere (including humans), providing the foundation for living organisms.] ### HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.] ## HS. Weather and Climate Students who demonstrate understanding can: ### HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.] ### HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, and physical and chemical characteristics of atmosphere and ocean.] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.] ## HS. Human Sustainability Students who demonstrate understanding can: ### HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals, wildlife, fish, trees, and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting, and soil erosion), and severe weather (such as hurricanes, floods, storm surge, lightning strike fires, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, changes in stream or ocean water temperatures and/or chemistry, and the types of food that can be raised, hunted, fished, harvested, or gathered.] ### HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling and reuse of resources (such as minerals and metals) where possible and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, all types of mining, extracting of fossil fuels, and collecting renewable resources. Scientific knowledge indicates what can happen in natural systems--not what should happen.] ### HS-ESS3-3. Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.] ### HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).] ### HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.] ## HS. Engineering Design Students who demonstrate understanding can: ### HS-ETS1-1. Analyze major global challenges to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. ### HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. ### HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. ### HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. High School 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. ### Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 5. Analyze how an author's choices concerning how to structure a text, use literary devices appropriate to genre (e.g., foreshadowing, imagery, allusion or symbolism), order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 6. Analyze a particular point of view or cultural experience reflected in a work of literature (e.g., mythology, colonialism, local culture), drawing on a wide reading of world literature. ### Integration of Knowledge and Ideas 7. Analyze the representation of a subject or a key scene in two different artistic media, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). 8. (Not applicable to literature) 9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or how a later author draws on a play by Shakespeare). ### Range of Reading and Level of Text Complexity 10. By the end of grade 9, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 9 (from upper grade 8 to grade 10), with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 10 (from upper grade 9 to grade 11), with scaffolding as needed at the high end of the range. ## Grades 11-12 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, including determining where the text leaves matters uncertain (ambiguity). 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; restate and summarize main ideas or events, in correct sequence, after reading a text. 3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ### Craft and Structure 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 5. Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, understatement, or attitude). ### Integration of Knowledge and Ideas 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) 8. (Not applicable to literature) 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. ### Range of Reading and Level of Text Complexity 10. By the end of grade 11, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 11 (from upper grade 10 to grade 12), with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend a range of literature from a variety of cultures, at the high end of the grades 11--12 text complexity band independently and proficiently. 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. ### Craft and Structure 4. Determine the meaning of words and phrases as they are used in various genres, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 5. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 6. Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ### Integration of Knowledge and Ideas 7. Analyze various accounts of a subject told in different media (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. 8. Delineate and evaluate the argument and specific claims in a text (e.g., bias and propaganda techniques, emotional effect of specific word choices and sentence structures, well-supported logical arguments), assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 9. Analyze seminal U.S. and world documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts. ### Range of Reading and Level of Text Complexity 10. By the end of grade 9, read and comprehend literary nonfiction, within a complexity band appropriate to grade 9 (from upper grade 8 to grade 10), with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction, within a complexity band appropriate to grade 10 (from upper grade 9 to grade 11), with scaffolding as needed at the high end of the range. ## Grades 11-12 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, including determining where the text leaves matters uncertain. 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; restate and summarize main ideas or events, in correct sequence when necessary, after reading a text. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. ### Craft and Structure 4. Determine the meaning of words and phrases as they are used in various genres, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. 6. Discern an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or aesthetic impact of the text. ### Integration of Knowledge and Ideas 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. and world documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. ### Range of Reading and Level of Text Complexity 10. By the end of grade 11, read and comprehend literary nonfiction, within a complexity band appropriate to grade 11 (from upper grade 10 to grade 12), with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11--12 text complexity band independently and proficiently. 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 the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 3. Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. ### Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, style, and features are appropriate to task, genre, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1--3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1--3 up to and including grades 9--10.) 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. ### Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9--10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work \[e.g., how Shakespeare treats a theme or topic from Ovid or how a later author draws on a play by Shakespeare\]."). b. Apply grades 9--10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text \[e.g., bias and propaganda techniques, emotional effect of specific word choices and sentence structures, well-supported logical arguments\], assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning."). ### Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ## Grades 11-12 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, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 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, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 3. Use narrative writing to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. ### Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, style, and features are appropriate to task, genre, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1--3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1--3 up to and including grades 11--12.) 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. ### Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11--12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics."). b. Apply grades 11--12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning \[e.g., in U.S. Supreme Court Case majority opinions and dissents\] and the premises, purposes, and arguments in works of public advocacy \[e.g., The Federalist, presidential addresses\]."). ### Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. # 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 issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source and noting any discrepancies among data or information. 3. Identify and evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. ### Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate and addressing intended audience needs and knowledge level. (See grades 9--10 Language standards 1 and 3 for specific expectations.) ## Grades 11-12 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 11--12 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 promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives or arguments; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data or information. 3. Identify and evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. ### Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate and addressing intended audience needs and knowledge level. (See grades 11--12 Language standards 1 and 3 for specific expectations.) 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 closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. ### Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type. ### Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. a. Determine meanings of unfamiliar words by using knowledge of derivational roots and affixes, including cultural derivations (e.g., the root of photography and photosynthesis; kayak), context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence), dialectical English (e.g., Huck Finn), idiomatic expressions (e.g., "it drives me up a wall") as clues to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotation (definition) or determine the meaning of analogies. 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ## Grades 11-12 students: ### Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. ### Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. ### Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. a. Determine meanings of unfamiliar words by using knowledge of derivational roots and affixes, including cultural derivations (e.g., the root of photography and photosynthesis; kayak), context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence), dialectical English (e.g., Huck Finn), idiomatic expressions (e.g., "it drives me up a wall") as clues to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations (definition) or determine the meaning of analogies. 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.