| AK [3]1.1.3. | AK |
3
| English | Obtaining information using text features including pictures (illustrations for text) and visual cues (e.g., bolded or italicized text, chapter titles) |
| AK [3]1.11.1. | AK |
3
| English | Identifying cultural influences in texts (e.g., dialects, customs, traditions) |
| AK [3]1.2.1. | AK |
3
| English | Locating information explicitly stated in narrative and informational text to answer literal-comprehension questions |
| AK [3]1.6.1. | AK |
3
| English | Completing a simple (1–2 step) task by following written directions |
| AK [3]1.6.2. | AK |
3
| English | Identifying the sequence of steps in simple directions |
| AK [3]E&C-1. | AK |
3
| Math | The student determines reasonable answers to real-life situations, paper/pencil computations, or calculator results by finding “how many” or “how much” to 50 |
| AK [3]E&C-2. | AK |
3
| Math | The student determines reasonable answers to real-life situations, paper/pencil computations, or calculator results by estimating the results of simple addition and subtraction problems up to 1,000 |
| AK [3]E&C-3. | AK |
3
| Math | The student accurately solves problems (including real-world situations) by recalling basic addition and subtraction facts, sums to 20, and corresponding subtraction facts efficiently |
| AK [3]E&C-4. | AK |
3
| Math | The student accurately solves problems (including real-world situations) by adding or subtracting two-digit whole numbers |
| AK [3]MEA-2. | AK |
3
| Math | The student demonstrates understanding of measurable attributes by comparing and ordering objects according to measurable attribute (calendar, length, temperature, weight, area, or volume) |
| AK [3]MEA-5. | AK |
3
| Math | The student demonstrates
understanding of measurable attributes by identifying coins, their value, or the value of a set of coins |
| AK [3]MEA-9. | AK |
3
| Math | The student demonstrates ability to use measurement techniques using pictorial representations or manipulatives in real-world contexts by counting back change from $1.00 |
| AK [3]N-1. | AK |
3
| Math | The student demonstrates conceptual understanding of whole numbers to one thousand by reading, writing, ordering, or counting |
| AK [3]N-6. | AK |
3
| Math | The student demonstrates conceptual understanding of mathematical operations by using models, explanations, number lines, or real-life situations; describing or illustrating the processes of addition and subtraction of whole numbers and their relationships |
| AK [3]PS-2. | AK |
3
| Math | The student communicates his or her mathematical thinking by representing mathematical problems using manipulatives, models, pictures, and/or everyday language; or using everyday language to explain thinking about the problem-solving strategies and solutions to problems |
| AK [3]PS-4. | AK |
3
| Math | The student demonstrates an ability to use logic and reason by explaining whether or not a prediction, estimation, or solution is reasonable |
| AK [3]PS-5. | AK |
3
| Math | The student demonstrates the ability to apply mathematical skills and processes across the content strands by using real-world contexts such as literature, self, and family |
| AK [3]S&P-1. | AK |
3
| Math | The student demonstrates an ability to classify and organize data by designing an investigation and collecting, recording, organizing, displaying, or explaining the classification of data in real-world problems (e.g., literature, self, or family), using bar graphs and Venn diagrams |
| AK [3]S&P-2. | AK |
3
| Math | The student demonstrates an ability to analyze data (comparing, explaining, interpreting, or justifying conclusions) by using information from a variety of displays (tallies, tables, pictographs, bar graphs, or Venn diagrams |
| AK [4]2.1.3. | AK |
4
| English | Obtaining information using text features including pictures, illustrations, text structure (e.g., bolded or italicized text, graphs, charts, or headings) |
| AK [4]2.11.1. | AK |
4
| English | Identifying cultural influences in texts (e.g., dialects, customs, traditions) |
| AK [4]2.2.1. | AK |
4
| English | Locating information explicitly stated in narrative and informational text to answer literal comprehension questions |
| AK [4]2.2.2. | AK |
4
| English | Writing in a variety of nonfiction forms using appropriate information and structure (i.e., personal letters, recounts, descriptions or observations) |
| AK [4]2.5.2. | AK |
4
| English | Locating information in narrative and informational text to answer questions related to main ideas or key details |
| AK [4]2.6.1. | AK |
4
| English | Completing a simple task by following written, multi-step directions (e.g., recipe) |
| AK [4]E&C-1. | AK |
4
| Math | The student determines reasonable answers to real-life situations, paper/pencil computations, or calculator results by identifying or using a variety of strategies (e.g., rounding to appropriate place value, multiplying by powers of ten, using front-end estimation) to estimate the results of whole number addition or subtraction computations to 10,000, or simple multiplication or division |
| AK [4]E&C-3. | AK |
4
| Math | The student accurately solves
problems (including real-world situations) by adding or subtracting three-digit whole numbers |
| AK [4]MEA-8. | AK |
4
| Math | The student demonstrates ability to use measurement techniques using pictorial representations or manipulatives in real-world contexts by determining possible combinations of coins and bills equal to
given amounts |
| AK [4]MEA-9. | AK |
4
| Math | The student demonstrates ability to use measurement techniques using pictorial representations or manipulatives in real-world contexts by simulating multiple
purchases and calculating the amount of
change from a given bill(s) up to $50.00 |
| AK [4]N-1. | AK |
4
| Math | The student demonstrates conceptual understanding of whole numbers to ten thousands by reading, writing, ordering, or counting |
| AK [4]N-6. | AK |
4
| Math | The student demonstrates conceptual understanding of mathematical operations by using models, explanations, number lines, or real-life situations; describing or illustrating the processes of multiplication |
| AK [4]PS-5. | AK |
4
| Math | The student demonstrates the ability to apply mathematical skills and processes across the content strands by using real-world contexts such as social studies, friends, and school |
| AK [4]S&P-1. | AK |
4
| Math | The student demonstrates an ability to classify and organize data by designing an investigation and collecting, organizing, or displaying, using appropriate scale, data in real-world problems (e.g., social studies, friends, or school), using bar graphs, tables, charts, or diagrams with whole numbers up to 25 |
| AK [4]S&P-2. | AK |
4
| Math | The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating; drawing or justifying conclusions) by using information from a variety of displays (tables, bar graphs, or Venn diagrams) |
| AK [5]2.1.3. | AK |
5
| English | Obtaining information using text features including pictures, illustrations, text structure (e.g., bolded or italicized text, graphs, charts, or headings) |
| AK [5]2.11.1. | AK |
5
| English | Identifying cultural influences in texts (e.g., dialects, customs, traditions, geography) |
| AK [5]2.2.1. | AK |
5
| English | Locating information explicitly stated in narrative and informational text to answer literal comprehension questions |
| AK [5]2.2.2. | AK |
5
| English | Writing in a variety of nonfiction forms using appropriate information and structure (i.e., step-by-step directions, descriptions, observations, or report writing) |
| AK [5]2.4.1. | AK |
5
| English | Restating and summarizing main ideas or events in correct sequence after reading a text (e.g., paraphrasing, constructing a topic outline, using graphic organizers) or identifying accurate restatements and summaries of main ideas or events or generalizations of a text |
| AK [5]2.5.2. | AK |
5
| English | Locating information in narrative and informational text to answer questions related to main ideas or key details |
| AK [5]2.6.1. | AK |
5
| English | Completing a task by following written, multi-step directions (e.g., origami) |
| AK [5]E&C-1. | AK |
5
| Math | The student determines reasonable answers to real-life situations, paper/pencil computations, or calculator results by identifying or using a variety of strategies (e.g., rounding to appropriate place value, multiplying by powers of ten, using front-end estimation to estimate the results of addition or subtraction computations from tenths to 100,000, including money), or simple multiplication or division |
| AK [5]E&C-3. | AK |
5
| Math | The student accurately solves problems (including real-world situations) by adding or subtracting four-digit whole numbers, fractions with like denominators to 12, or decimals involving money |
| AK [5]MEA-6. | AK |
5
| Math | The student demonstrates ability to use measurement techniques by determining possible combinations of coins and bills to given amounts |
| AK [5]MEA-7. | AK |
5
| Math | The student demonstrates ability to use measurement techniques by simulating multiple purchases and calculating the amount of change from given bills up to $100.00 |
| AK [5]N-1. | AK |
5
| Math | The student demonstrates conceptual understanding of whole numbers to millions by reading, writing, ordering, or counting |
| AK [5]N-5. | AK |
5
| Math | The student demonstrates conceptual understanding of positive fractions with denominators 1 through 12 and 100 with proper and mixed numbers and benchmark percents (10%, 25%, 50%, 75%, 100%) by modeling, identifying, describing with explanations, or illustrating equivalent fractions or mixed numbers |
| AK [5]N-8. | AK |
5
| Math | The student demonstrates conceptual understanding of mathematical operations by using models, explanations, number lines, or real-life situations; describing or illustrating the process of adding or subtracting decimals that represent money |
| AK [5]PS-1. | AK |
5
| Math | The student demonstrates an ability to problem-solve by selecting and applying an appropriate strategy (e.g., tables, charts, lists, or graphs; guess and check; extended patterns; making a model) to solve a variety of problems and verify the results |
| AK [5]PS-5. | AK |
5
| Math | The student demonstrates the ability to apply mathematical skills and processes across the content strands by using real-world contexts such as social studies, friends, and school |
| AK [5]S&P-1. | AK |
5
| Math | The student demonstrates an ability to classify and organize data by designing an investigation and collecting, organizing, or displaying, using appropriate scale, data in real-world problems (e.g., social studies, friends, or school), using bar graphs, tables, charts, diagrams, or line graphs with whole numbers up to 50 |
| AK [5]S&P-2. | AK |
5
| Math | The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating; drawing or justifying conclusions) by using information from a variety of displays (tables, bar graphs, line graphs, or Venn diagrams) |
| AK [5]S&P-5. | AK |
5
| Math | The student demonstrates a conceptual understanding of probability and counting techniques by solving or identifying solutions to problems involving money combinations (e.g., how many ways can you make 25 cents using nickels, dimes, or quarters?) |
| AK F. | AK |
3,4,5
| Social Studies | A student who meets the content standard should:
1) understand how the government and the economy interrelate through
regulations, incentives, and taxation;
2) be aware that economic systems determine how resources are used to
produce and distribute goods and services;
3) compare alternative economic systems;
4) understand the role of price in resource allocation;
5) understand the basic concepts of supply and demand, the market system,
and profit;
6) understand the role of economic institutions in the United States, including
the Federal Reserve Board, trade unions, banks, investors, and the stock
market;
7) understand the role of self-interest, incentives, property rights, competition,
and corporate responsibility in the market economy;
8) understand the indicators of an economy’s performance, including gross
domestic product, inflation, and the unemployment rate;
9) understand those features of the economy of the state that make it unique,
including the importance of natural resources, government ownership and
management of resources, Alaska Native regional corporations, the Alaska
Permanent Fund Corporation, the Alaska Housing Finance Corporation, and
the Alaska Industrial Development and Export Authority; and
10) understand how international trade works. A student should
understand the
economies of the
United States and
the state and their
relationships to the
global economy.
|
| AK G. | AK |
3,4,5
| Social Studies | A student who meets the content standard should:
1) apply economic principles to actual world situations;
2) understand that choices are made because resources are scarce;
3) identify and compare the costs and benefits when making choices;
4) make informed choices on economic issues;
5) understand how jobs are created and their role in the economy;
6) understand that wages and productivity depend on investment in physical
and human capital; and
7) understand that economic choices influence public and private institutional
decisions. |
| AL 1 | AL |
5
| English | Demonstrate reading vocabulary knowledge, including recognition of multiple-meaning words.
• Identifying word "chunks" or parts
Example: mark, remark, or able in remarkable
• Recognizing inflected endings
Examples: ed, ing
• Identifying possessives and contractions |
| AL 1 | AL |
3
| Math | Demonstrate number sense by comparing, ordering, and expanding whole numbers through 9999.
• Comparing numbers using the symbols
• Identifying the place value of any digit within a four-digit number
• Writing a four-digit number in words and locating it on a number line
• Determining the value of a number written in expanded notation to the ten-thousands place
Example: 3,000 + 400 + 20 + 1 = 3,421
• Rounding whole numbers to the nearest ten and hundred and money values to the nearest dollar |
| AL 1 | AL |
5
| Math | Demonstrate number sense by comparing, ordering, rounding, and expanding whole numbers through millions and decimals to thousandths.
• Relating percents to parts out of 100 by using equivalent fractions and decimals
• Determining the value of a digit to thousandths |
| AL 1 | AL |
4
| English | Demonstrate word recognition skills, including structural analysis.
Example: structural analysis--prefixes, suffixes, root words
• Producing common word parts
• Reading multisyllable words
• Reading compound words, contractions, possessives, and inflectional endings |
| AL 10 | AL |
3
| English | Apply mechanics in writing, including capitalization of proper nouns and titles of people and appropriate end marks, abbreviations, and commas with dates.
• Identifying friendly letter parts and related punctuation marks
• Using apostrophes with contractions and possessives
• Underlining or italicizing book titles
• Using commas to separate items in a series, in a physical address, and before the conjunction in a compound sentence |
| AL 10 | AL |
5
| English | Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns.
• Writing sentences without the use of double negatives
• Identifying homonyms, homophones, and homographs
Examples:
-homonym--as in a bat and a ball, a bat in a cave
-homophone--as in a bear in a forest, a bare spot in the lawn
-homograph--as in a bass in a lake, a bass singing voice
• Using irregular verbs in writing
• Using adjectives, adverbs, conjunctions, nouns, and verbs in writing
• Demonstrating correct use of prepositions and interjections |
| AL 11 | AL |
3
| English | Recognize nouns, verbs, pronouns, conjunctions, and adjectives in written texts.
• Demonstrating use of nouns, verbs, pronouns, conjunctions, adjectives, and verb tenses in writing
• Demonstrating use of subject-verb agreement in writing
• Demonstrating use of forms of adjectives in writing |
| AL 11 | AL |
4
| English | Demonstrate knowledge of subject-verb agreement with simple subjects and correct usage of regular and irregular verb forms.
Examples:
subject-verb agreement--she walks, they walk
regular verb form--like, liked, liked
irregular verb form--draw, drew, drawn
• Differentiating among helping, linking, and action verbs
• Demonstrating correct use of nouns, pronouns, conjunctions, adjectives, and adverbs |
| AL 12 | AL |
3
| Math | Recognize data as either categorical or numerical.
Examples: categorical-gender, race, languages spoken, genre; numerical-age, height, weight
• Comparing related data sets |
| AL 2 | AL |
4
| Math | Write money amounts in words and dollar-and-cent notation.
• Identifying equivalent units of money |
| AL 2 | AL |
3
| English | Demonstrate reading vocabulary knowledge of compound words.
• Using structural analysis to develop meaning
Examples: prefixes, suffixes, root words
• Drawing semantic maps
• Recognizing new synonyms and antonyms
• Spelling correctly compound words, phonetically regular words, contractions, and possessives, including using dictionary to check spelling |
| AL 2 | AL |
3
| Math | Solve addition and subtraction problems, including word problems, involving two- and three-digit numbers with and without regrouping.
• Estimating sums and differences by using compatible numbers, front-end estimation, and rounding
Example Image
• Demonstrating computational fluency in addition and subtraction |
| AL 2 | AL |
5
| English | Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres.
• Determining sequence of events in recreational reading materials
• Comparing and contrasting to extend meaning
• Distinguishing fiction and nonfiction
• Using sentence structure and context to determine meaning
• Using prior knowledge and experience to interpret meaning
• Skimming passages to obtain primary message
• Inferring motive of characters |
| AL 3 | AL |
3
| Math | Multiply whole numbers with and without regrouping using single-digit multipliers.
• Applying concepts of multiplication through the use of manipulatives, number stories, arrays, repeated addition, or problem situations
• Applying basic multiplication facts through 9x9 by using manipulatives, solving problems, and writing number stories
• Recognizing properties of multiplication |
| AL 3 | AL |
3
| English | Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade recreational reading materials in a variety of genres.
Examples: stories, trade books, poems
• Reading fluently 110-120 words per minute
• Identifying literary elements and devices
Examples: characters, similes
• Determining sequence of events
• Distinguishing fiction from nonfiction
• Using sentence structure to assist in comprehension
• Drawing conclusions to determine authors' intent
• Using self-monitoring for text understanding, including rereading and adjusting rate and speed of reading
• Using vocabulary knowledge to construct meaning
• Relating main ideas to prior knowledge and specific life experiences
• Previewing and predicting to anticipate content
• Utilizing text features to gain meaning
• Using prior knowledge and experience |
| AL 3 | AL |
4
| English | Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres.
Examples: novels, short stories, poetry, trade books
• Skimming passages to get significance of passage
• Summarizing passages to restate information
• Comparing and contrasting to extend meaning
• Using knowledge of sentence structure and context to enhance comprehension
• Using self-monitoring for text understanding, including rereading and adjusting rate and speed of reading
• Using vocabulary knowledge to enhance comprehension
• Reading fluently with expression and attention to punctuation
• Drawing conclusions to determine content not directly stated
• Asking and answering questions
• Relating events, ideas, and characters to prior knowledge and specific life experiences |
| AL 3 | AL |
5
| Math | Solve word problems that involve decimals, fractions, or money.
• Solving word problems involving elapsed time |
| AL 4 | AL |
3
| Social Studies | Locate population shifts due to geographic, economic, and historic changes in the Western Hemisphere.
Examples:
- geographic-floods, hurricanes;
- economic-crop failures
- historic-disease, war
• Identifying human and physical criteria used to define regions
Examples:
- human-city boundaries, school district lines;
physical-hemispheres, regions within continents or countries |
| AL 4 | AL |
3
| English | Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials.
• Using sentence structure to assist in comprehension
• Distinguishing main idea from details
• Summarizing passages to demonstrate understanding
• Utilizing text features to gain meaning
Examples: titles, headings, glossary, boldface, index, table of contents, maps, charts, tables
• Using vocabulary knowledge to enhance comprehension
• Using self-monitoring for text understanding
• Following simple written directions
• Ordering by importance or chronology |
| AL 4 | AL |
3
| Math | Divide whole numbers using two-digit dividends and one-digit divisors.
• Recognizing division as repeated subtraction |
| AL 4 | AL |
5
| English | Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.
• Determining sequence of events
• Determining cause and effect
• Distinguishing fact from opinion
• Using previewing and predicting skills to determine content
• Using sentence structure and context to determine word meaning
• Using prior knowledge and experience to interpret meaning
• Using self-monitoring for text understanding
Examples: rereading, accessing prior knowledge and experiences
• Using expanded vocabulary to determine word meaning
• Recognizing persuasive techniques
• Skimming passages to get significance of passage
• Using reference materials |
| AL 5 | AL |
4
| English | Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials.
• Determining sequence of events in informational and functional text
• Distinguishing fact from opinion in informational text
• Summarizing passages to demonstrate understanding
• Comparing and contrasting to extend meaning
• Using self-monitoring for text understanding, including rereading and adjusting rate and speed of reading
• Using text features to gain meaning
Examples: titles, headings, glossary, boldface, index, table of contents, tables, charts, graphs
• Previewing to anticipate content
• Using note-taking skills, including highlighting and outlining
• Detecting obvious bias in informational text
• Recognizing persuasive techniques in informational text
Examples: bandwagon, snob appeal |
| AL 5 | AL |
3
| Social Studies | Identify national and international trading patterns of the United States.
• Differentiating between producers and consumers and imports and exports
Examples:
- producers-suppliers, sellers;
- consumers-buyers;
- imports-coffee from Colombia, pineapples from Hawaii
- exports-corn from Iowa |
| AL 6 | AL |
4
| Math | Solve problems, including word problems, that involve addition and subtraction of four-digit numbers with and without regrouping.
• Estimating sums and differences of whole numbers by using appropriate strategies such as rounding, front-end estimation, and compatible numbers
• Adding and subtracting decimals and money amounts |
| AL 6 | AL |
3
| Math | Use coins to make change up to $1.00.
• Determining monetary values of sets of unlike coins and bills up to $5.00 |
| AL 7 | AL |
4
| Math | Solve problems, including word problems, involving the basic operations of multiplication and division on whole numbers through two-digit multipliers and one-digit divisors.
• Estimating products and quotients of whole numbers by using appropriate strategies such as rounding, front-end estimation, and compatible numbers
• Identifying information needed to determine the appropriate operation to solve a problem
• Demonstrating computational fluency in multiplication and division fact families through 12 |
| AL 7 | AL |
5
| Math | Write a number sentence for a problem expressed in words. |
| AL 7 | AL |
3
| English | Compare fictional characters and events to real-life experiences.
Example: relating hardships faced by early settlers in literature to hardships faced by families today |
| AL 8 | AL |
4
| Math | Recognize equivalent forms of commonly used fractions and decimals.
Examples: ¼ = .25, ¼ of a dollar = $.25 (25 cents) |
| AL 9 | AL |
4
| English | Respond in writing to open-ended questions.
• Utilizing bullets to organize major details and ideas to support a topic |
| AR A.5.4.2 | AR |
4
| Math |
Express mathematical relationships using simple equations and inequalities (>, <, =, ? ) Ex.
4 x 5 ____ 8 x 2 + 3 |
| AR A.5.5.1 | AR |
5
| Math |
Model and solve simple equations by informal methods using manipulatives and appropriate technology |
| AR A.6.3.1 | AR |
3
| Math |
Complete a chart or table to organize given information and to understand relationships and explain the results |
| AR A.6.4.1 | AR |
4
| Math |
Create a chart or table to organize given information and to understand relationships and explain the results |
| AR DAP.14.3.1 | AR |
3
| Math |
Design a survey question after being given a topic and collect, organize, display and describe simple data using frequency tables or line plots, pictographs, and bar graphs |
| AR DAP.14.4.1 | AR |
4
| Math |
Create a data collection plan after being given a topic and collect, organize, display, describe and interpret simple data using frequency tables or line plots, pictographs and bar graphs |
| AR DAP.14.5.2 | AR |
5
| Math |
Collect numerical and categorical data using surveys, observations and experiments that would result in bar graphs, line graphs, line plots and stem-and-leaf plots |
| AR DAP.14.5.3 | AR |
5
| Math |
Construct and interpret frequency tables, charts, line plots, stem-and-leaf plots and bar graphs |
| AR DAP.15.3.1 | AR |
3
| Math |
Read and interpret pictographs and bar graphs in which symbols or intervals are greater than one |
| AR DAP.15.4.1 | AR |
4
| Math |
Represent and interpret data using pictographs, bar graphs and line graphs in which symbols or intervals are greater than one |
| AR DAP.15.4.2 | AR |
4
| Math |
Match a set of data with a graphical representation of the data |
| AR DAP.17.3.3 | AR |
3
| Math |
Use physical models, pictures, and organized lists to find combinations of two sets of objects |
| AR E.7.3.1 | AR |
3
| Social Studies |
Determine that people make trade offs to get the most benefit from scarce resources |
| AR E.7.3.2 | AR |
3
| Social Studies |
Evaluate examples from the local community that illustrate scarcity |
| AR E.7.3.3 | AR |
3
| Social Studies |
Recognize that stating the problem and listing the alternatives are part of the decision making model |
| AR E.7.4.1 | AR |
4
| Social Studies |
Evaluate the priority of economic wants and consequences of the opportunity cost |
| AR E.7.4.2 | AR |
4
| Social Studies |
Analyze how scarcity caused early exploration (e.g., gold, spices, silk) |
| AR E.7.4.3 | AR |
4
| Social Studies |
Recognize and use the decision making model to make an economic decision:
· state the problem
· list the alternatives
· state the criteria
· evaluate the criteria
· make a decision |
| AR E.7.5.1 | AR |
5
| Social Studies |
Identify the basic economic wants and needs of all people |
| AR E.7.5.2 | AR |
5
| Social Studies |
Recognize that choices have both present and future consequences |
| AR E.7.5.3 | AR |
5
| Social Studies |
Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices |
| AR E.7.5.8 | AR |
5
| Social Studies |
Discuss the meaning of trade-offs |
| AR E.8.3.1 | AR |
3
| Social Studies |
Discuss human capital |
| AR E.8.3.2 | AR |
3
| Social Studies |
Recognize ways people become more skillful in the workplace |
| AR E.8.3.5 | AR |
3
| Social Studies |
Define and discuss characteristics of an entrepreneur |
| AR E.8.3.6 | AR |
3
| Social Studies |
Define profit |
| AR E.8.4.1 | AR |
4
| Social Studies |
Discuss productivity |
| AR E.8.4.2 | AR |
4
| Social Studies |
Compare the increase in productivity when improved human capital is available |
| AR E.8.4.6 | AR |
4
| Social Studies |
Describe how profit is an incentive for entrepreneurship |
| AR E.8.5.3 | AR |
5
| Social Studies |
Identify the four basic categories of earned income that are received from the four factors of production:
· wages and salaries
· rent
· interest
· profit |
| AR E.9.3.2 | AR |
3
| Social Studies |
List and explain the functions of money:
· medium of exchange
· measure of value
· store of value |
| AR E.9.3.3 | AR |
3
| Social Studies |
Discuss costs and benefits of saving in a financial institution |
| AR E.9.3.5 | AR |
3
| Social Studies |
Research goods and services provided by markets in the local community |
| AR E.9.3.7 | AR |
3
| Social Studies |
Recognize the connection between specialization and interdependence |
| AR E.9.3.8 | AR |
3
| Social Studies |
Define supply and demand |
| AR E.9.4.1 | AR |
4
| Social Studies |
Discuss the characteristics of money:
· portability
· divisibility
· durability
· uniformity |
| AR E.9.4.2 | AR |
4
| Social Studies |
Describe the reasons for saving money in a financial institution:
· interest
· safety |
| AR E.9.4.6 | AR |
4
| Social Studies |
Explain the benefits of specialization and interdependence |
| AR E.9.4.7 | AR |
4
| Social Studies |
Discuss the effect of supply and demand in a community |
| AR E.9.4.8 | AR |
4
| Social Studies |
Define inflation |
| AR E.9.5.1 | AR |
5
| Social Studies |
Describe the characteristics of money:
· portability
· divisibility
· durability
· uniformity |
| AR E.9.5.10 | AR |
5
| Social Studies |
Identify how changes in supply and demand affect prices |
| AR E.9.5.12 | AR |
5
| Social Studies |
Identify the various marketing techniques:
· advertising
· mail order catalog
· increasing demand for goods and services
|
| AR E.9.5.2 | AR |
5
| Social Studies |
Examine the reasons for using a financial institution for saving money:
· interest (rate of return)
· safety |
| AR E.9.5.3 | AR |
5
| Social Studies |
Identify methods people use to save and spend money |
| AR IR.12.5.8 | AR |
5
| English |
Use research to create an oral, written, or visual presentation /product |
| AR M.13.3.5 | AR |
3
| Math |
Determine the value of money up to $10 |
| AR M.13.3.6 | AR |
3
| Math |
Apply money concepts in contextual situations up to $10.00
Ex.
• determine change with
the least amount of
currency
• compare money |
| AR M.13.4.5 | AR |
4
| Math |
Apply money concepts in contextual situations
Ex.
• determine the better
buy
• determine change
back with the least
amount of currency
• compare money |
| AR M.13.5.1 | AR |
5
| Math |
Solve real world problems involving one elapsed time, counting forward (calendar and clock) |
| AR NO.1.3.6 | AR |
3
| Math |
Use the place value structure of the base ten number system and be able to represent and compare decimals to hundredths in money (using models, illustrations, symbols, expanded notation and problem solving)
Ex.
$193.76 ____ $139.67
|
| AR NO.1.4.6 | AR |
4
| Math |
Use the place value structure of the base ten number system and be able to represent and compare decimals to hundredths (using models, illustrations, symbols, expanded notation and problem solving)
Ex.
3.87___3.78 |
| AR NO.1.5.4 | AR |
5
| Math |
Round and compare decimals to a given place value (whole number, tenths, hundredths) |
| AR NO.2.3.4 | AR |
3
| Math |
Model, represent and explain division as measurement and partitive division including equal groups, related rates, price, rectangular arrays (area model), combinations and multiplicative comparison See Appendix for more details
Ex.
• translate contextual
situations involving
division into
conventional
mathematical
symbols
• explain how a
remainder may
impact an answer in
a real world situation |
| AR NO.2.4.3 | AR |
4
| Math |
Use conventional mathematical symbols to write equations for contextual problems involving multiplication |
| AR NO.2.4.4 | AR |
4
| Math |
Represent and explain division as measurement and partitive division including equal groups, related rates, price, rectangular arrays (area model), combinations and multiplicative comparison See Appendix for more details
Ex.
• translate contextual
situations involving
division into
conventional
mathematical
symbols
• explain how a
remainder may
impact an answer in
a real world situation |
| AR NO.3.3.1 | AR |
3
| Math |
Develop, with and without appropriate technology, computational fluency, in multi-digit addition and subtraction through 999 using contextual problems
• strategies for adding
and subtracting
numbers
• estimation of sums
and differences in
appropriate situations
• relationships
between operations
|
| AR NO.3.3.2 | AR |
3
| Math |
Develop, with and without appropriate technology, fluency with basic number combinations for multiplication and division facts (10 x 10) |
| AR NO.3.3.3 | AR |
3
| Math |
Develop, with and without appropriate technology, computational fluency in multiplication and division up to two-digit by one-digit numbers using two-digit by one-digit number contextual problems using
• strategies for
multiplying and
dividing numbers,
• performance of
operations in more
than one way,
• estimation of
products and
quotients in
appropriate
situations, and
• relationships
between operations
|
| AR NO.3.3.4 | AR |
3
| Math |
Solve simple problems using one operation involving addition and subtraction using a variety of methods and tools (e.g., objects, mental computation, paper and pencil and with and without appropriate technology) |
| AR NO.3.4.1 | AR |
4
| Math |
Demonstrate, with and without appropriate technology, computational fluency in multi-digit addition and subtraction in contextual problems |
| AR NO.3.4.2 | AR |
4
| Math |
Demonstrate fluency with combinations for multiplication and division facts (12 x 12) and use these combinations to mentally compute related problems (30 x 50) |
| AR NO.3.4.3 | AR |
4
| Math |
Attain, with and without appropriate technology, computational fluency in multiplication and division using contextual problems using
• two-digit by two-digit
multiplication (larger
numbers with
technology),
• up to three-digit by
two-digit division
(larger numbers with
technology),
• strategies for
multiplication and
dividing numbers,
• performance of
operations in more
than one way,
• estimation of
products and
quotients in
appropriate
situations, and
• relationships
between operations |
| AR NO.3.4.4 | AR |
4
| Math |
Solve simple problems using operations involving addition, subtraction, and multiplication using a variety of methods and tools
(e.g., objects, mental computation, paper and pencil and with and without appropriate technology) |
| AR NO.3.5.3 | AR |
5
| Math |
Solve, with and without appropriate technology, two-step problems using a variety of methods and tools (i.e. objects, mental computation, paper and pencil) |
| AR OV.2.3.1 | AR |
3
| English |
Demonstrate active listening behaviors (i.e., appropriate feedback and contributions of relevant information) |
| AR OV.2.3.4 | AR |
3
| English |
Follow oral directions and monitor for clarity |
| AR OV.2.4.1 | AR |
4
| English |
Demonstrate active listening behaviors (i.e., beginning note taking) |
| AR OV.2.4.3 | AR |
4
| English |
Listen to understand, organize, and remember directions for doing tasks and assignments |
| AR OV.3.4.4 | AR |
4
| English |
Interpret the role of advertising as a part of media |
| AR R.10.3.10 | AR |
3
| English |
Describe in own words new information gained from texts and relate it to prior knowledge |
| AR R.9.3.14 | AR |
3
| English |
Follow directions encountered in functional texts |
| AR R.9.3.3 | AR |
3
| English |
Make connections from text to world during reading |
| AR R.9.3.7 | AR |
3
| English |
Ask questions and support answers by connecting prior knowledge with literal and inferential information found in the text |
| AR R.9.4.2 | AR |
4
| English |
Make connections that demonstrate a deeper understanding of text related to self, text, and/or world |
| AR R.9.5.10 | AR |
5
| English |
Distinguish among facts and inferences supported by evidence and opinions in text |
| AR R.9.5.12 | AR |
5
| English |
Identify main ideas and supporting evidence in short reading passages |
| AR R.9.5.6 | AR |
5
| English |
Connect own background knowledge and personal experience to make inferences and to respond to new information presented in text |
| AR W.4.3.5 | AR |
3
| English |
Use available technology to collect information for writing |
| AR W.4.4.9 | AR |
4
| English |
Draft information collected during reading and/or research into writing |
| AR W.4.5.6 | AR |
5
| English |
Organize expository paragraphs that include a topic sentence, supporting details, and a concluding sentence |
| AR W.5.3.1 | AR |
3
| English |
Write for a specific purpose and audience |
| AR W.5.3.4 | AR |
3
| English |
Write informational pieces with at least two paragraphs |
| AR W.5.5.3 | AR |
5
| English |
Create expository, narrative, descriptive, and persuasive writings |
| AR W.6.3.1 | AR |
3
| English |
Use a variety of simple and compound sentences |
| AR W.6.4.1 | AR |
4
| English |
Use a variety of simple, compound, and complex sentences (i.e., completeness and standard word order, etc.) |
| AR W.6.5.1 | AR |
5
| English |
Use a variety of simple and compound sentences of varied lengths |
| AR W.7.3.1 | AR |
3
| English |
Use organizational structure that is useful to the reader |
| AR W.7.4.2 | AR |
4
| English |
Use logical sequence |
| AR W.7.5.6 | AR |
5
| English |
Use logical sequence |
| AZ DA.1.PO2. | AZ |
3
| Math | Formulate and answer questions by interpreting and analyzing displays of data, including frequency tables, single bar graphs, or single line graphs. |
| AZ DA.1.PO2. | AZ |
4
| Math | Formulate and answer questions by interpreting and analyzing displays of data, including double bar graphs, single line graphs, or circle graphs. |
| AZ E.1.PO1. | AZ |
5
| Social Studies | Discuss different types of jobs that people do. |
| AZ E.1.PO1. | AZ |
3
| Social Studies | Identify how scarcity requires people to make choices due to their unlimited wants and needs. |
| AZ E.1.PO1. | AZ |
4
| Social Studies | Explain the decision for a personal spending choice. |
| AZ E.1.PO2. | AZ |
3
| Social Studies | Identify opportunity costs in personal decision-making situations. |
| AZ E.1.PO2. | AZ |
5
| Social Studies | Match simple descriptions of work with the names of those jobs. |
| AZ E.1.PO3. | AZ |
5
| Social Studies | Give examples of work activities that people do at home. |
| AZ E.1.PO3. | AZ |
3
| Social Studies | Identify goods and services (e.g., fire and police protection, immunizations, library) provided by local government. |
| AZ E.1.PO3. | AZ |
4
| Social Studies | Give examples of how voluntary exchanges of goods and services can be mutually beneficial (e.g., ice cream vendor receives money, child receives ice cream; doctor receives monetary benefit, patient receives care). |
| AZ E.1.PO4. | AZ |
3
| Social Studies | Give examples of trade in the local community (e.g., farmers supply the grocer). |
| AZ E.1.PO4. | AZ |
5
| Social Studies | Discuss differences between needs and wants. |
| AZ E.1.PO5. | AZ |
5
| Social Studies | Recognize various forms of U.S. currency. |
| AZ E.1.PO5. | AZ |
3
| Social Studies | Discuss reasons (e.g., labor, raw materials, energy resources) why some goods are made locally and some are made in other parts of the United States and world. |
| AZ E.1.PO6. | AZ |
3
| Social Studies | Discuss how producers use natural, human, and capital resources to create goods and services. |
| AZ E.1.PO6. | AZ |
5
| Social Studies | Recognize that people use money to purchase goods and services. |
| AZ E.2.PO1. | AZ |
3
| Social Studies | Discuss different ways individuals can earn money. |
| AZ E.2.PO1. | AZ |
4
| Social Studies | Explain how price incentives affect peoples’ behavior and choices, such as colonial decisions about what crops to grow and which products to produce. |
| AZ E.2.PO3. | AZ |
4
| Social Studies | Describe how education, skills, and career choices affect income. |
| AZ E.2.PO4. | AZ |
4
| Social Studies | Discuss how profit is an incentive to entrepreneurs. |
| AZ E.2.PO5. | AZ |
4
| Social Studies | Describe risks that are taken by entrepreneurs. |
| AZ E.2.PO6. | AZ |
4
| Social Studies | Identify the role of financial institutions in providing services (e.g., savings accounts, loans). |
| AZ E.5.PO1. | AZ |
4
| Social Studies | Describe how interest is an incentive to saving money. |
| AZ E.5.PO1. | AZ |
3
| Social Studies | Discuss costs and benefits of personal spending and saving choices. |
| AZ LS-E4. | AZ |
5
| English | Predict, clarify, analyze and critique a speaker’s information and point of view. |
| AZ LS-E4. | AZ |
4
| English | Predict, clarify, analyze and critique a speaker’s information and point of view. |
| AZ LS-F1. | AZ |
3
| English | Use effective vocabulary and logical organization to relate or summarize ideas, events and other information. |
| AZ LS-F3. | AZ |
3
| English | Prepare and deliver information by generating topics; identifying the audience;
and organizing ideas, facts or opinions for a variety of speaking purposes such as giving
directions, relating personal experiences, telling a story or presenting a report. |
| AZ NO.1.PO1. | AZ |
3
| Math | Express whole numbers through six digits using and connecting multiple representations. |
| AZ NO.1.PO3. | AZ |
3
| Math | Count and represent money using coins and bills to $100.00. |
| AZ NO.1.PO4. | AZ |
5
| Math | Compare and order positive fractions, decimals, and percents. |
| AZ NO.1.PO4. | AZ |
4
| Math | Compare and order decimals to hundredths. |
| AZ NO.2.PO1. | AZ |
4
| Math | Add and subtract decimals through hundredths including money to $1000.00 and fractions with like denominators. |
| AZ NO.2.PO1. | AZ |
3
| Math | Add and subtract whole numbers to four digits. |
| AZ NO.2.PO2. | AZ |
3
| Math | Create and solve word problems based on addition, subtraction, multiplication, and division. |
| AZ NO.3.PO1. | AZ |
3
| Math | Make estimates appropriate to a given situation or computation with whole numbers. |
| AZ NO.3.PO1. | AZ |
5
| Math | Make estimates appropriate to a given situation or computation with whole numbers, fractions, and decimals. |
| AZ NO.3.PO2. | AZ |
4
| Math | Make estimates appropriate to a given situation or computation with whole numbers and fractions. |
| AZ PA.3.PO1. | AZ |
5
| Math | Create and solve two-step equations that can be solved using inverse operations with whole numbers. |
| AZ PA.3.PO2. | AZ |
4
| Math | Create and solve one-step equations that can be solved using addition, subtraction, multiplication, and division of whole numbers. |
| AZ PA.3.PO3. | AZ |
3
| Math | Create and solve simple one-step equations that can be solved using addition and multiplication facts. |
| AZ R-CIT.PO1. | AZ |
3
| English | Identify the main idea and supporting details in expository text. |
| AZ R-CIT.PO1. | AZ |
4
| English | Identify the main idea and supporting details in expository text. |
| AZ R-CIT.PO1. | AZ |
5
| English | Identify the main idea and supporting details in expository text. |
| AZ R-CIT.PO2. | AZ |
3
| English | Locate facts in response to questions about expository text. |
| AZ R-CIT.PO7. | AZ |
5
| English | Identify cause and effect relationships (stated and implied). |
| AZ R-CIT.PO7. | AZ |
4
| English | Distinguish cause and effect. |
| AZ R-CS.PO1. | AZ |
4
| English | Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). |
| AZ R-CS.PO1. | AZ |
5
| English | Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). |
| AZ R-CS.PO1. | AZ |
3
| English | Predict events and actions, based upon prior knowledge and text features. |
| AZ R-CS.PO4. | AZ |
3
| English | Answer clarifying questions in order to comprehend text. |
| AZ R-CS.PO6. | AZ |
5
| English | Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text. |
| AZ R-FT.PO1. | AZ |
3
| English | Follow a set of written multi-step directions. |
| AZ R-FT.PO2. | AZ |
4
| English | Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). |
| AZ R-FT.PO2. | AZ |
5
| English | Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). |
| AZ R-FT.PO4. | AZ |
3
| English | Interpret information in functional documents (e.g., maps, schedules, pamphlets) for a specific purpose. |
| AZ SL.2.PO2. | AZ |
4
| Math | Identify relevant, missing, and extraneous information related to the solution to a problem. |
| AZ SL.2.PO2. | AZ |
5
| Math | Identify relevant, missing, and extraneous information related to the solution to a problem. |
| AZ SL.2.PO2. | AZ |
3
| Math | Identify relevant, missing, and extraneous information related to the solution to a problem. |
| AZ SL.2.PO4. | AZ |
3
| Math | Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem. |
| AZ SL.2.PO4. | AZ |
5
| Math | Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem. |
| AZ SL.2.PO4. | AZ |
4
| Math | Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem. |
| AZ W-E2.PO2. | AZ |
4
| English | Write an expository paragraph that contains:
a. a topic sentence
b. supporting details
c. relevant information
|
| AZ W-E2.PO2. | AZ |
3
| English | Write an expository paragraph that contains:
a. a topic sentence
b. supporting details
c. relevant information
|
| AZ W-E2.PO2. | AZ |
5
| English | Write an expository paragraph that contains:
a. a topic sentence
b. supporting details
c. relevant information
|
| AZ W-IC.PO1. | AZ |
5
| English | Express ideas that are clear and directly related to the topic. |
| AZ W-IC.PO1. | AZ |
3
| English | Express ideas that are clear and directly related to the topic. |
| AZ W-IC.PO1. | AZ |
4
| English | Express ideas that are clear and directly related to the topic. |
| AZ W-P.PO1. | AZ |
4
| English | Write persuasive text (e.g., advertisements, paragraph) that attempts to influence the reader. |
| AZ W-P.PO1. | AZ |
3
| English | Write persuasive text (e.g., advertisements, paragraph) that attempts to influence the reader. |
| AZ W-P.PO1. | AZ |
5
| English | Write persuasive text (e.g., advertisements, paragraph) that attempts to influence the reader. |
| AZ W-P1.PO2. | AZ |
4
| English | Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a writing piece. |
| AZ W-P1.PO2. | AZ |
5
| English | Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a writing piece. |
| AZ W-P1.PO2. | AZ |
3
| English | Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a writing piece. |
| AZ W-P5.PO4. | AZ |
3
| English | Write legibly. |
| AZ W-P5.PO4. | AZ |
5
| English | Write legibly. |
| AZ W-P5.PO4. | AZ |
4
| English | Write legibly. |
| CA 1 | CA |
4
| Math | Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions.
Students use the concepts of negative numbers: |
| CA 1 | CA |
5
| Math |
Students compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents. They understand the relative magnitudes of numbers: |
| CA 1 | CA |
3
| English | Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. |
| CA 1 | CA |
3
| English | Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level. |
| CA 1 | CA |
3
| English | Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. |
| CA 1 | CA |
4
| English | Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. |
| CA 1 | CA |
5
| English | Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits the students’
awareness of the audience and purpose. Essays contain formal introductions, supporting
evidence, and conclusions. Students progress through the stages of the writing process
as needed. |
| CA 1 | CA |
5
| English | Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level. |
| CA 1 | CA |
3
| English | Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). |
| CA 1 | CA |
4
| English | Writing Strategies
Students write clear, coherent sentences and paragraphs that develop a central idea.
Their writing shows they consider the audience and purpose. Students progress through
the stages of the writing process (e.g., prewriting, drafting, revising, editing successive
versions). |
| CA 1 | CA |
4
| English | Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level. |
| CA 1 | CA |
4
| English | Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. |
| CA 1.1 | CA |
3
| English | Organization and Focus
Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details. |
| CA 1.1 | CA |
3
| English | Know and use complex word families when reading (e.g., -ight) to decode unfamiliar
words. |
| CA 1.1 | CA |
3
| Math | Count, read, and write whole numbers to 10,000. |
| CA 1.2 | CA |
5
| Math |
Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number. |
| CA 1.2 | CA |
3
| English | Decode regular multisyllabic words. |
| CA 1.2 | CA |
4
| English | Vocabulary and Concept Development
Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to
determine the meaning of words and phrases. |
| CA 1.2 | CA |
3
| English | Connect and relate prior experiences, insights, and ideas to those of a speaker. |
| CA 1.2 | CA |
4
| English | Create multiple-paragraph compositions:
a. Provide an introductory paragraph.
b. Establish and support a central idea with a topic sentence at or near the beginning of
the first paragraph.
c. Include supporting paragraphs with simple facts, details, and explanations.
d. Conclude with a paragraph that summarizes the points.
e. Use correct indention. |
| CA 1.2 | CA |
5
| English | Create multiple-paragraph expository compositions:
a. Establish a topic, important ideas, or events in sequence or chronological order.
b. Provide details and transitional expressions that link one paragraph to another in a
clear line of thought.
c. Offer a concluding paragraph that summarizes important ideas and details. |
| CA 1.4 | CA |
5
| English | Select a focus, organizational structure, and point of view for an oral presentation. |
| CA 1.6 | CA |
5
| English | Engage the audience with appropriate verbal cues, facial expressions, and gestures. |
| CA 1.6 | CA |
3
| English | Use sentence and word context to find the meaning of unknown words. |
| CA 1.8 | CA |
3
| English | Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words. |
| CA 1.8 | CA |
3
| English | Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts). |
| CA 2 | CA |
4
| English | Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).
The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the
quality and complexity of the materials to be read by students. In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). |
| CA 2 | CA |
3
| English | Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a
variety of comprehension strategies as needed (e.g., generating and responding to
essential questions, making predictions, comparing information from several sources).
The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text
(e.g., classic and contemporary literature, magazines, newspapers, online information).
In grade three, students make substantial progress toward this goal. |
| CA 2 | CA |
5
| Math |
Students perform calculations and solve problems involving addition, subtraction,
and simple multiplication and division of fractions and decimals: |
| CA 2 | CA |
4
| Math | Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals: |
| CA 2 | CA |
3
| Math | Students calculate and solve problems involving addition, subtraction, multiplication,
and division: |
| CA 2 | CA |
4
| English | Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or
interests that are organized around a coherent thesis statement. Student speaking demonstrates
a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. |
| CA 2 | CA |
5
| English | Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and
connect the essential ideas, arguments, and perspectives of the text by using their
knowledge of text structure, organization, and purpose. The selections in Recommended
Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the
materials to be read by students. In addition, by grade eight, students read one million
words annually on their own, including a good representation of grade-level-appropriate
narrative and expository text (e.g., classic and contemporary literature, magazines,
newspapers, online information). In grade five, students make progress toward this goal. |
| CA 2.1 | CA |
3
| Math | Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit). |
| CA 2.1 | CA |
3
| Math | Find the sum or difference of two whole numbers between 0 and 10,000. |
| CA 2.1 | CA |
4
| Math | Estimate and compute the sum or difference of whole numbers and positive decimals to two places. |
| CA 2.1 | CA |
5
| Math |
Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers; and verify the reasonableness of the results. |
| CA 2.2 | CA |
3
| English | Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. |
| CA 2.2 | CA |
4
| English | Comprehension and Analysis of Grade-Level-Appropriate Text
Use appropriate strategies when reading for different purposes (e.g., full comprehension,
location of information, personal enjoyment). |
| CA 2.3 | CA |
3
| English | Demonstrate comprehension by identifying answers in the text. |
| CA 2.3 | CA |
5
| English | Write research reports about important ideas, issues, or events by using the following
guidelines:
a. Frame questions that direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations. |
| CA 2.4 | CA |
3
| Math | Solve simple problems involving multiplication of multidigit numbers by one-digit
numbers (3,671 × 3 = __). |
| CA 2.5 | CA |
3
| Math | Solve division problems in which a multidigit number is evenly divided by a
one-digit number (135 ÷ 5 = __). |
| CA 2.7 | CA |
3
| English | Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game). |
| CA 2.7 | CA |
4
| English | Follow multiple-step instructions in a basic technical manual (e.g., how to use computer
commands or video games). |
| CA 3 | CA |
3
| Math | Students understand the relationship between whole numbers, simple fractions,
and decimals: |
| CA 3 | CA |
4
| Math | Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations: |
| CA 3.3 | CA |
4
| Math | Solve problems involving multiplication of multidigit numbers by two-digit numbers. |
| CA 3.3 | CA |
3
| Math | Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors. |
| CA 3.4 | CA |
3
| Math | Know and understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is 1/2 of a dollar, 75 cents is 3/4 of a dollar). |
| CA 3.4 | CA |
4
| Math | Solve problems involving division of multidigit numbers by one-digit numbers. |
| CA 3.5 | CA |
3
| Social Studies | Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region. |
| CA 3.5.1. | CA |
3
| Social Studies | Describe the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and services in the past and the present. |
| CA 3.5.2. | CA |
3
| Social Studies | Understand that some goods are made locally, some elsewhere in the United States, and some abroad. |
| CA 3.5.3. | CA |
3
| Social Studies | Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs. |
| CA 3.5.4. | CA |
3
| Social Studies | Discuss the relationship of students’ “work” in school and their personal human capital. |
| CO 1.1 | CO |
3,4,5
| English | Students read and understand a variety of materials. |
| CO 1.2 | CO |
3,4,5
| Economics | Students understand that economic incentives influence the use of scarce human, capital, and natural resources. |
| CO 1.2 | CO |
3,4,5
| Math | Read and write whole numbers and know place-value concepts and numeration through their relationships to counting, ordering, and grouping. |
| CO 1.3 | CO |
3,4,5
| Economics | Students understand that resources can be used in many ways and understand the costs of alternative uses. |
| CO 1.5 | CO |
3,4,5
| Math | Use number sense to estimate and justify the
reasonableness of solutions to problems involving whole numbers, and commonly-used fractions and decimals. |
| CO 2.1 | CO |
3,4,5
| Economics | Students understand that different economic systems employ different means to produce, distribute, and exchange goods and services. |
| CO 2.1 | CO |
3,4,5
| English | Students write and speak for a variety of purposes and audiences. |
| CO 2.2 | CO |
3,4,5
| Economics | Students understand the fundamental characteristics of the United States economic system. |
| CO 2.3 | CO |
3,4,5
| Economics | Students understand that government actions and policies, including taxes, spending, and regulations influence the operation of economies. |
| CO 3.1 | CO |
3,4,5
| Economics | Students understand that the exchange of goods and services creates economic interdependence and change. |
| CO 3.1 | CO |
3,4,5
| Math | Construct, read, and interpret displays of data including tables, charts, pictographs, and bar graphs. |
| CO 3.1 | CO |
3,4,5
| English | Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. |
| CO 3.2 | CO |
3,4,5
| Economics | Students understand how a country's monetary system facilitates the exchange of resources. |
| CO 4.1 | CO |
3,4,5
| Math | Solve problems using various strategies for making
combinations. |
| CO 4.1 | CO |
3,4,5
| English | Students apply thinking skills to their reading, writing, speaking, listening, and viewing. |
| CO 4.1.a | CO |
3,4,5
| Math | Read and construct displays of data using appropriate techniques (for example, line graphs, circle graphs, scatter plots, box plots, stem-and-leaf plots) and appropriate technology. |
| CO 4.3 | CO |
3,4,5
| Social Studies | Students understand the historical development and know the characteristics of various economic systems. |
| CO 5.1 | CO |
3,4,5
| English | Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. |
| CO 6.1 | CO |
3,4,5
| English | Students read and recognize literature as a record of human experience. |
| CO 6.2 | CO |
3,4,5
| Math | Add and subtract commonly-used fractions and decimals using physical models. |
| CO 6.3 | CO |
3,4,5
| Math | Demonstrate fluency with basic addition, subtraction, multiplication, and division facts without the use of a calculator. |
| CT 1.1 | CT |
3,4,5
| Math | Understand and describe patterns and functional relationships. |
| CT 1.1 | CT |
3,4,5
| English | Students use appropriate strategies before, during and after reading in order to construct meaning. |
| CT 1.2 | CT |
3,4,5
| English | Students interpret, analyze and evaluate text in order to extend understanding and appreciation. |
| CT 1.2 | CT |
3,4,5
| Math | Represent and analyze quantitative relationships in a variety of ways. |
| CT 1.3 | CT |
3,4,5
| Math | Use operations, properties and algebraic symbols to determine equivalence and solve problems. |
| CT 1.3 | CT |
3,4,5
| English | Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text. |
| CT 1.4 | CT |
3,4,5
| English | Students communicate with others to create interpretations of written, oral and visual texts. |
| CT 13.5-6.2 | CT |
3,4,5
| Social Studies | Explain that households, businesses, governments, and societies face scarcity just as individuals do. |
| CT 14.3-4.3 | CT |
3,4,5
| Social Studies | Describe how the price of a good or service in a market is related to how much of it there is and how many people want it. |
| CT 14.5-6.2 | CT |
3,4,5
| Social Studies | Describe the relationships among demand, supply, and price, and their roles in a market system |
| CT 15.3-4.2 | CT |
3,4,5
| Social Studies | Describe how the exchange of goods and services around the world creates interdependence among people in different places. |
| CT 2.1 | CT |
3,4,5
| Math | Understand that a variety of numerical representa-tions can be used to describe quantitative relationships. |
| CT 2.1 | CT |
3,4,5
| English | Students recognize how literary devices and conventions engage the reader. |
| CT 2.2 | CT |
3,4,5
| English | Students explore multiple responses to literature. |
| CT 2.2 | CT |
3,4,5
| Math | Use numbers and their properties to compute flexibly and fluently, and to reasonably estimate measures and quantities. |
| CT 2.4 | CT |
3,4,5
| English | Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts. |
| CT 3.1 | CT |
3,4,5
| English | Students use descriptive, narrative, expository, persuasive and poetic modes. |
| CT 3.2 | CT |
3,4,5
| English | Students prepare, publish and/or present work appropriate to audience, purpose and task. |
| CT 3.3 | CT |
3,4,5
| Math | Develop and apply units, systems, formulas and appropriate tools to estimate and measure. |
| CT 4.1 | CT |
3,4,5
| Math | Collect, organize and display data using appropriate statistical and graphical methods. |
| CT 4.1 | CT |
3,4,5
| English | Students use knowledge of their language and culture to improve competency in English. |
| CT 4.2 | CT |
3,4,5
| English | Students speak and write using standard language structures and diction appropriate to audience and task. |
| CT 4.2 | CT |
3,4,5
| Math | Analyze data sets to form hypotheses and make predictions. |
| CT 4.3 | CT |
3,4,5
| Math | Understand and apply basic concepts of probability. |
| CT 4.3 | CT |
3,4,5
| English | Students use standard English for composing and revising written text. |
| DC 3.3.1 | DC |
3
| Social Studies | Outline the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and services in the past and the present. (G, E) |
| DC 3.3.2 | DC |
3
| Social Studies | Explain what a tax is and the purposes for taxes, and with the help of their teachers and parents, provide examples of different kinds of taxes (e.g., property, sales, income). (E) |
| DC 3.3.3 | DC |
3
| Social Studies | Describe the specialization in jobs and businesses and provide examples of specialized businesses in the community. (E) |
| DC 3.3.4 | DC |
3
| Social Studies | Define what bartering is (e.g., trading baseball cards with each other) and how money makes it easier for people to get things they want. (E) |
| DC 3.DASP.1 | DC |
3
| Math | Collect and organize data using observations, measurements, surveys, or experiments. |
| DC 3.DASP.2 | DC |
3
| Math | Construct, identify the main idea, and make predictions from various representations of data sets in the forms of tables, bar graphs (horizontal and vertical forms), pictographs, and tallies. |
| DC 3.EL.4 | DC |
3
| English | Identify and employ correct usage for:
• subject-verb agreement;
• past, present, and future verb tenses; and
• elimination of sentence fragments. |
| DC 3.IT-DP.6 | DC |
3
| English | Locate specific information in graphic representations (e.g., charts, maps, diagrams, illustrations, tables, timelines) of text. |
| DC 3.IT-DP.7 | DC |
3
| English | Use information from text and text features to determine the sequence of activities needed to carry out a procedure. |
| DC 3.IT-E.1 | DC |
3
| English | Identify the purpose or main point and supporting details in text.
|
| DC 3.IT-E.2 | DC |
3
| English | Identify the facts given in a text. |
| DC 3.IT-E.5 | DC |
3
| English | Form questions about text and locate facts in response to those questions. |
| DC 3.LD-D.1 | DC |
3
| English | Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group discussions, including posing relevant questions and building on the ideas of others. |
| DC 3.M.2 | DC |
3
| English | Identify formal and informal language used in advertisements read, heard, or seen. |
| DC 3.NSO-C.11 | DC |
3
| Math | Add and subtract up to four-digit whole numbers accurately and efficiently. |
| DC 3.NSO-C.13 | DC |
3
| Math | Solve problems involving addition and subtraction of money amounts in decimal notation. |
| DC 3.NSO-C.17 | DC |
3
| Math | Solve simple problems involving multiplication of multidigit whole numbers by one-digit numbers. |
| DC 3.NSO-C.18 | DC |
3
| Math | Solve division problems in which a multidigit whole number is evenly divided by a one-digit number. |
| DC 3.NSO-C.19 | DC |
3
| Math | Multiply up to two-digit whole numbers by a one-digit whole number accurately and efficiently. |
| DC 3.NSO-E.23 | DC |
3
| Math | Estimate the sum and difference of two numbers with three digits (sums up to 1,000) and judge reasonableness of estimates. |
| DC 3.NSO-E.24 | DC |
3
| Math | Understand and use the strategies of rounding and regrouping to estimate quantities, measures, and the results of whole-number computations (addition, subtraction, and multiplication) up to two-digit whole numbers and amounts of money to $100 and to judge the reasonableness of answers. |
| DC 3.NSO-F.7 | DC |
3
| Math | Know the meaning of 0.75, 0.50, and 0.25 as they relate to money; know that fractions and decimals are two different representations of the same concept. |
| DC 3.W-E.3 | DC |
3
| English | Write up information on a topic that includes clear focus, ideas in sensible order, and sufficient supporting detail. |
| DC 4.DASP.1 | DC |
4
| Math | Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data. |
| DC 4.IT-A.8 | DC |
4
| English | Identify what the author is arguing or trying to persuade the reader to think or do. |
| DC 4.IT-DP.6 | DC |
4
| English | Interpret information in graphic representations (e.g., charts, maps, diagrams, illustrations, tables, timelines) of text. |
| DC 4.IT-DP.7 | DC |
4
| English | Locate specific information from text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms). |
| DC 4.IT-E.1 | DC |
4
| English | Identify the purpose and main points of a text and summarize its supporting details. |
| DC 4.IT-E.5 | DC |
4
| English | Ask questions and support answers by connecting prior knowledge with literal and inferential information found in texts. |
| DC 4.LD-D.1 | DC |
4
| English | Follow agreed-upon rules for class discussion and carry out assigned roles in self-run small group discussions, including posing relevant questions, building on the ideas of others, and contributing information or ideas. |
| DC 4.LD-O.7 | DC |
4
| English | Make informal presentations that have a recognizable organization (e.g., sequencing, summarizing), using clear enunciation and adequate volume. |
| DC 4.LD-Q.2 | DC |
4
| English | Summarize major ideas and supporting evidence presented in spoken messages and formal presentation. |
| DC 4.NSO-C.15 | DC |
4
| Math | Add and subtract up to five-digit numbers accurately and efficiently. |
| DC 4.NSO-C.23 | DC |
4
| Math | Multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors. |
| DC 4.NSO-C.24 | DC |
4
| Math | Determine the unit cost when given the total cost and number of units. |
| DC 4.NSO-C.25 | DC |
4
| Math | Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money. |
| DC 4.NSO-E.28 | DC |
4
| Math | Estimate and compute the sum or difference of whole numbers and positive decimals to two places. |
| DC 4.NSO-F.13 | DC |
4
| Math | Represent positive decimals to the hundredths. |
| DC 4.NSO-N.2 | DC |
4
| Math | Represent, compare, and order numbers to 100,000 using various forms, including expanded notation. |
| DC 4.NSO-N.5 | DC |
4
| Math | Read and interpret whole numbers and decimals up to two decimal places; relate to money and placevalue decomposition. |
| DC 4.PRA.4 | DC |
4
| Math | Solve problems involving proportional relationships, including unit pricing. |
| DC 4.R.1 | DC |
4
| English | Identify and apply steps in conducting and reporting research.
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Locate resources.
• Evaluate the relevance of the information.
• Use computer input devices effectively (e.g., keyboard, touch screens, glide pads, mouse, launch-and-quit applications).
• Interpret, use, and communicate the information. |
| DC 4.W-E.3 | DC |
4
| English | Create paragraphs that
• establish and support a central idea in a topic sentence at or near the beginning of the paragraph;
• include supporting sentences with simple facts, details, and explanations;
• include a concluding statement that summarizes the points; and
• are indented properly. |
| DC 5.IT-DP.6 | DC |
5
| English | Interpret details from text to complete a task, solve a problem, or perform procedures. |
| DC 5.IT-E.1 | DC |
5
| English | Identify the author's purpose and summarize the critical details of expository text, maintaining chronological or logical order. |
| DC 5.LD-D.1 | DC |
5
| English | Apply understanding of agreed-upon rules and individual roles to make decisions, including eliciting and considering suggestions from each group member and defining individuals' roles and responsibilities. |
| DC 5.LD-O.6 | DC |
5
| English | Organize ideas into presentations that provide a beginning, middle, and end, using various delivery strategies (volume, pitch, phrasing, pace, gestures) to communicate meaning. |
| DC 5.LD-Q.2 | DC |
5
| English | Interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives. |
| DC 5.LD-Q.3 | DC |
5
| English | Make inferences and draw conclusions based on the ideas presented in an oral report. |
| DC 5.M.1 | DC |
5
| English | Identify and analyze the persuasive techniques (promises, dares and flattery, glittering generalities, logical fallacies) used in media messages. |
| DC 5.NSO-C.14 | DC |
5
| Math | Add and subtract positive decimals. |
| DC 5.NSO-C.15 | DC |
5
| Math | Solve problems involving multiplication and division of any whole number. |
| DC 5.NSO-C.16 | DC |
5
| Math | Demonstrate proficiency with division, including division with positive decimals and long division with multidigit divisors. |
| DC 5.NSO-C.19 | DC |
5
| Math | Multiply positive decimals with whole numbers. |
| DC 5.NSO-E.23 | DC |
5
| Math | Estimate sums and differences of whole numbers, positive fractions, and positive decimals. Estimate products of whole numbers and products of positive decimals with whole numbers. Use a variety of strategies and judge reasonableness of answers. |
| DC 5.NSO-F.9 | DC |
5
| Math | Interpret percents as parts out of 100, use % notation, and express a part of a whole as a percentage. |
| DC 5.PRA.4 | DC |
5
| Math | Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols (e.g., input-output tables). |
| DC 5.R.1 | DC |
5
| English | Apply steps for obtaining and organizing information from a variety of sources, documenting, and presenting research in individual and group project.
• Define the need for information and formulate open-ended research questions
• Initiate a plan for searching for information.
• Locate a range of print and electronic resources.
• Evaluate the relevance of information.
• Locate specific information within resources by using indexes, tables of contents, and electronic searches of key words.
• Retrieve and save files to hard drive, disk, or other memory device.
• Demonstrate basic keyboarding skills and familiarity with technology vocabulary such as cursor, software, memory, and hard drive.
• Provide appropriate documentation in a consistent format.
• Organize and present research using the standards in the Writing strand. |
| DC 5.W-E.3 | DC |
5
| English | Create multiparagraph essays that
• present effective introductions and concluding paragraphs and
• guide and inform the reader's understanding of key ideas and evidence. |
| DE 1 | DE |
3,4,5
| Math | Students will develop Numeric Reasoning and an understanding of Number and Operations by solving problems in which there is a need to represent and model real numbers verbally, physically, and symbolically; to explain the relationship between numbers; to determine the relative magnitude of real numbers; to use operations with understanding; and to select appropriate methods of calculations from among mental math, paper-and-pencil, calculators, or computers.
|
| DE 1.1 | DE |
3,4,5
| English | Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice. |
| DE 1.2 | DE |
3,4,5
| English |
Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions. |
| DE 1.4 | DE |
3,4,5
| English | Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes. |
| DE 1.5 | DE |
3,4,5
| English | Listen to and comprehend oral communications. |
| DE 1.6 | DE |
3,4,5
| English | Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication. |
| DE 1.9 | DE |
3,4,5
| Social Studies | Demonstrate management of financial
resources to meet the goals of individuals and families across the life span. |
| DE 2.1 | DE |
3,4,5
| English | Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. |
| DE 2.5i/2.5j | DE |
3,4,5
| English | Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (i) recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.). |
| DE 3.1 | DE |
3,4,5
| Social Studies | Identify consumer rights and responsibilities. |
| DE 3.2 | DE |
3,4,5
| Social Studies | Analyze interrelationships between the
economic system and consumer actions. |
| DE 4 | DE |
3,4,5
| Math | Students will develop Quantitative Reasoning and an understanding of Data Analysis and Probability by solving problems in which
there is a need to collect, appropriately represent, and interpret data; to make inferences or predictions and to present convincing arguments; and to mathematical situations to determine the probability. |
| DE 5 | DE |
3,4,5
| Math | Students will develop their Problem Solving ability by engaging in developmentally appropriate problem-solving opportunities in which there is a need to use various approaches to investigate and understand mathematical concepts; to formulate their own problems; to find solutions to problems from everyday situations; to develop and apply strategies to solve a wide variety of problems; and to integrate mathematical reasoning, communication and connections. All students in grades K–12 will be able to:
• Build new mathematical knowledge
• Solve problems that arise in mathematics and in other contexts
• Apply and adapt a variety of appropriate strategies to solve problems
• Monitor and reflect on the process of mathematical problem solving |
| DE 7 | DE |
3,4,5
| Math | Students will develop their mathematical Communication ability by solving problems in which there is a need to obtain information from the real world through reading, listening and observing; to translate this information into mathematical language and symbols; to process this information mathematically; and to present results in written, oral, and visual formats. All students in grades K–12 will be able to:
• Organize and consolidate their mathematical thinking through communication
• Communicate their mathematical thinking coherently and clearly to peers, teachers, and others
• Analyze and evaluate the mathematical thinking and strategies of others
• Use the language of mathematics to express mathematical ideas precisely |
| DE 8 | DE |
3,4,5
| Math | Students will develop mathematical Connections by solving problems in which there is a need to view mathematics as an integrated whole and to integrate mathematics with other disciplines, while allowing the flexibility to approach problems, from within and outside mathematics, in a variety of ways. All students in grades K–12 will be able to:
• Recognize and use connections among mathematical ideas
• Understand how mathematical ideas interconnect and build on one another to produce a coherent whole
• Recognize and apply mathematics in contexts outside of mathematics |
| FL LA.3.1.6.1 | FL |
3
| English | Use new vocabulary that is introduced and taught directly |
| FL LA.3.1.6.2 | FL |
3
| English | listen to, read, and discuss familiar and conceptually challenging text |
| FL LA.3.1.7.2 | FL |
3
| English | identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences text |
| FL LA.3.1.7.3 | FL |
3
| English | determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, strongly implied message and inference, and chronological order of events |
| FL LA.3.2.2.2 | FL |
3
| English | use information from the text to answer questions related to explicitly stated main ideas or relevant details |
| FL LA.3.3.1.1 | FL |
3
| English | prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material) |
| FL LA.3.4.2.1 | FL |
3
| English | write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables, experiments, rubrics) |
| FL LA.3.4.2.2 | FL |
3
| English | record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate |
| FL LA.3.4.2.3 | FL |
3
| English | write informational/expository essays that contain at least three paragraphs and include a topic sentence, supporting details, and relevant information |
| FL LA.3.4.2.4 | FL |
3
| English | write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) |
| FL LA.3.4.3.1 | FL |
3
| English | The student will write persuasive text (e.g., advertisement, paragraph) that attempts to influence the reader. |
| FL LA.3.5.2.2 | FL |
3
| English | plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion |
| FL LA.3.6.1.1 | FL |
3
| English | The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.
|
| FL LA.3.6.2.1 | FL |
3
| English | determine information needed for a search by narrowing or broadening a topic, identify key words |
| FL LA.3.6.3.1 | FL |
3
| English | determine main content and supporting details, including distinguishing fact from opinion, in a print media message |
| FL LA.4.1.5.1 | FL |
4
| English | demonstrate the ability to read grade level text |
| FL LA.4.1.6.1 | FL |
4
| English | use new vocabulary that is introduced and taught directly |
| FL LA.4.1.6.2 | FL |
4
| English | listen to, read, and discuss familiar and conceptually challenging text |
| FL LA.4.1.7.2 | FL |
4
| English | identify the author’s purpose (e.g., to inform, entertain, explain) in text and how an author’s perspective influences text |
| FL LA.4.1.7.3 | FL |
4
| English | determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing |
| FL LA.4.2.2.1 | FL |
4
| English | locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations) |
| FL LA.4.2.2.2 | FL |
4
| English | use information from the text to answer questions related to explicitly stated main ideas or relevant details |
| FL LA.4.3.1.1 | FL |
4
| English | prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion) based upon teacher-directed topics and personal interests |
| FL LA.4.4.2.2 | FL |
4
| English | record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate |
| FL LA.4.4.2.3 | FL |
4
| English | write informational/expository essays that contain introductory, body, and concluding paragraphs |
| FL LA.4.4.2.4 | FL |
4
| English | write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature |
| FL LA.4.4.3.2 | FL |
4
| English | include persuasive techniques (e.g., word choice, repetition, emotional appeal) |
| FL LA.4.5.2.5 | FL |
4
| English | make formal and informal oral presentations for a variety of purposes, audiences, and occasions, demonstrating appropriate language choices, body language, eye contact, gestures, and appropriate use of available technologies |
| FL LA.4.6.1.1 | FL |
4
| English | The student will read informational text and text features (e.g., format, graphics, legends, illustrations, diagrams) to organize information for different purposes (e.g., being informed, following multi-step directions, creating a report, conducting interviews, preparing to take a test, performing a task). |
| FL LA.4.6.2.2 | FL |
4
| English | apply evaluative criteria (e.g., readability, currency, accuracy) for selecting and using a variety of appropriate resources, gather and record information, noting the difference between opinions and fact |
| FL LA.5.1.5.1 | FL |
5
| English | demonstrate the ability to read grade level text |
| FL LA.5.1.6.1 | FL |
5
| English | use new vocabulary that is introduced and taught directly |
| FL LA.5.1.6.2 | FL |
5
| English | listen to, read, and discuss familiar and conceptually challenging text |
| FL LA.5.1.7.2 | FL |
5
| English | identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how an author’s perspective influences text,
|
| FL LA.5.2.2.1 | FL |
5
| English | locate, explain, and use information from text features (e.g., table of contents, glossary, index, transition words/phrases, headings, subheadings, charts, graphs, illustrations) |
| FL LA.5.2.2.2 | FL |
5
| English | use information from the text to answer questions related to explicitly stated main ideas or relevant details
|
| FL LA.5.3.1.1 | FL |
5
| English | prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material) based upon teacher-directed topics and personal interests |
| FL LA.5.4.2.2 | FL |
5
| English | record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate |
| FL LA.5.4.2.3 | FL |
5
| English | write informational/expository essays that state a thesis with a narrow focus, contain introductory, body, and concluding paragraphs |
| FL LA.5.4.2.4 | FL |
5
| English | write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature |
| FL LA.5.4.3.2 | FL |
5
| English | include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole) |
| FL LA.5.5.2.1 | FL |
5
| English | listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic and poetic recitations, and formal presentations |
| FL LA.5.6.1.1 | FL |
5
| English | The student will read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions). |
| FL LA.5.6.3.1 | FL |
5
| English | examine how ideas are presented in a variety of print and nonprint media and recognize differences between logical reasoning and propaganda |
| FL MA.3.A.1.1 | FL |
3
| Math | Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning. |
| FL MA.3.A.1.2 | FL |
3
| Math | Solve multiplication and division fact problems by using strategies that result from applying number properties. |
| FL MA.3.A.4.1 | FL |
3
| Math | Create, analyze, and represent patterns and relationships using words, variables, tables and graphs. |
| FL MA.3.A.6.2 | FL |
3
| Math | Solve non-routine problems by making a table, chart, or list and searching for patterns. |
| FL MA.3.S.7.1 | FL |
3
| Math | Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations, surveys, and experiments. |
| FL MA.4.A.1.1 | FL |
4
| Math | Use and describe various models for multiplication in problem-solving situations, and demonstrate recall of basic multiplication and related division facts with ease. |
| FL MA.5.A.1.2 | FL |
5
| Math | Estimate quotients or calculate them mentally depending on the context and numbers involved. |
| FL MA.5.A.1.4 | FL |
5
| Math | Divide multi-digit whole numbers fluently, including solving real-world problems, demonstrating understanding of the standard algorithm and checking the reasonableness of results. |
| FL MA.5.A.2.1 | FL |
5
| Math | Represent addition and subtraction of decimals and fractions with like and unlike denominators using models, place value or properties. |
| FL SS.D.1.2 | FL |
3,4,5
| Social Studies | The student understands how scarcity requires individuals and institutions to make choices about how to use resources. |
| FL SS.D.2.2 | FL |
3,4,5
| Social Studies | The student understands the characteristics of different economic systems and institutions. |
| GA ELA | GA |
3
| English | The student produces informational writing (e.g., procedures, report, correspondence) that:
a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Sustains a focused topic.
c. Includes the appropriate purpose, expectations, and length for the audience and the genre.
d. Includes relevant examples, facts, anecdotes, and details.
e. Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers).
f. Uses a variety of resources (encyclopedia, Internet, books) to research and share
information on a topic.
g. Provides a sense of closure.
h. May include prewriting.
i. May include a draft that is revised and edited.
j. May be published. |
| GA ELA | GA |
3
| English | The student produces a persuasive piece of writing that:
a. Captures a reader’s interest by stating a clear position/opinion and developing a point
of view.
b. Sustains a focus.
c. Includes the appropriate purpose, expectations, and length for audience and the genre.
d. Adds supportive details throughout the paper that may include relevant examples,
facts, and anecdotes.
e. Uses appropriate organizational structures to ensure coherence (introduction, body,
conclusion) and appropriate formats (speech, brochure, advertisement, movie and
book reviews).
f. Provides a sense of closure.
g. May include pre-writing.
h. May include a revised and edited draft.
i. May be published. |
| GA ELA3C1 | GA |
3
| English | The student demonstrates understanding and control of the rules of the
English language, realizing that usage involves the appropriate application of
conventions and grammar in both written and spoken formats. The student
a. Correctly identifies and uses subject/verb agreement and adjectives.
b. Identifies and uses nouns (singular, plural, possessive) correctly.
c. Identifies and uses contractions correctly.
d. Identifies and uses personal and possessive pronouns.
e. Speaks and writes in complete and coherent sentences.
f. Identifies and uses increasingly complex sentence structure.
g. Distinguishes between complete and incomplete sentences.
h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g.,
slang, colloquialisms, idioms).
i. When appropriate, determines the meaning of a word based on how it is used in an
orally presented sentence.
j. Uses resources (encyclopedias, Internet, books) to research and share information
about a topic.
k. Uses the dictionary and thesaurus to support word choices.
l. Uses common rules of spelling and corrects words using dictionaries and other
resources.
m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes,
quotation marks).
n. Writes legibly in cursive, leaving space between letters in a word and between words
in a sentence. |
| GA ELA3R1 | GA |
3
| English | The student demonstrates the ability to read orally with speed, accuracy,
and expression. The student
a. Applies letter-sound knowledge to decode quickly and accurately.
b. Reads familiar text with expression.
c. Reads third-grade texts at a target rate of 120 words correct per minute.
d. Uses self-correction when subsequent reading indicates an earlier misreading within
grade-level text. |
| GA ELA3R2 | GA |
3
| English | The student acquires and uses grade-level words to communicate
effectively. The student
a. Reads literary and informational texts and incorporates new words into oral and written
language.
b. Uses grade-appropriate words with multiple meanings.
c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms.
d. Identifies the meaning of common idioms and figurative phrases and incorporates
them into oral and written language.
e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -ous, -ly).
f. Determines the meaning of unknown words on the basis of context. |
| GA ELA3R3 | GA |
3
| English | The student uses a variety of strategies to gain meaning from grade-level
text. The student
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text content.
c. Generates questions before, during, and after reading.
d. Distinguishes fact from opinion.
e. Recognizes plot, setting, and character within text, and compares and contrasts these
elements between texts..
f. Makes judgments and inferences about setting, characters, and events and supports
them with evidence from the text.
g. Summarizes text content.
h. Interprets information from illustrations, diagrams, charts, graphs, and graphic
organizers.
i. Makes connections between texts and/or personal experiences.
j. Identifies and infers main idea and supporting details.
k. Self-monitors comprehension to clarify meaning.
l. Identifies and infers cause-and-effect relationships and draws conclusions.
m. Recalls explicit facts and infers implicit facts.
n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and
poetry).
o. Uses titles, tables of contents, and chapter headings to locate information quickly and
accurately and to preview text.
p. Recognizes the author’s purpose.
q. Formulates and defends an opinion about a text.
r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.
|
| GA ELA3W1 | GA |
3
| English | The student demonstrates competency in the writing process. The student
a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Begins to select a focus and an organizational pattern based on purpose, genre,
expectations, audience, and length.
c. Writes text of a length appropriate to address the topic or tell the story.
d. Uses organizational patterns for conveying information (e.g., chronological order,
cause and effect, similarity and difference, questions and answers).
e. Begins to use appropriate structures to ensure coherence (e.g., transition words and
phrases, bullets, subheadings, numbering).
f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance
descriptive effect.
g. Begins to develop characters through action and dialogue.
h. Begins to use descriptive adjectives and verbs to communicate setting, character, and
plot.
i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the
audience.
j. Uses a variety of resources to research and share information on a topic.
k. Writes a response to literature that demonstrates understanding of the text, formulates
an opinion, and supports a judgment.
l. Writes a persuasive piece that states a clear position.
m. Pre-writes to generate ideas, develops a rough draft, rereads to revise, and edits to
correct.
n. Publishes by presenting an edited piece of writing to others.
|
| GA ELA4C1 | GA |
4
| English | The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats. The student
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
c. Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence
structure (elimination of sentence fragments).
d. Uses and identifies words or word parts from other languages that have been adopted into the English language.
e. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence.
f. Uses knowledge of letter sounds, word parts, word segmentation, and syllabication
to monitor and correct spelling.
g. Spells most commonly used homophones correctly (there, they’re, their; two, too, to).
h. Varies the sentence structure by kind (declarative, interrogative, imperative,
and exclamatory sentences and functional fragments), order, and complexity (simple, compound). |
| GA ELA4LSV2 | GA |
4
| English | The student listens to and views various forms of text and media in
order to gather and share information, persuade others, and express and
understand ideas.
When responding to visual and oral texts and media (e.g., television, radio,
film productions, and electronic media), the student:
a. Demonstrates an awareness of the presence of the media in the daily lives of
most people.
b. Evaluates the role of the media in focusing attention and in forming an opinion.
c. Judges the extent to which the media provides a source of entertainment as well as a source of information.
When delivering or responding to presentations, the student:
a. Shapes information to achieve a particular purpose and to appeal to the interests
and background knowledge of audience members.
b. Uses notes, multimedia, or other memory aids to structure the presentation.
c. Engages the audience with appropriate verbal cues and eye contact.
d. Projects a sense of individuality and personality in selecting and organizing
content and in delivery.
e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials. |
| GA ELA4R1 | GA |
4
| English | The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:
a. Locates facts that answer the reader’s questions.
b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary).
c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, illustrations).
d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect).
e. Distinguishes cause from effect in context.
f. Summarizes main ideas and supporting details.
g. Makes perceptive and well-developed connections.
h. Distinguishes fact from opinion or fiction.
|
| GA ELA4R3 | GA |
4
| English | The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
a. Reads a variety of texts and incorporates new words into oral and written language.
b. Determines the meaning of unknown words using their context.
c. Identifies the meaning of common root words to determine the meaning of unfamiliar words.
d. Determines meanings of words and alternate word choices using a dictionary or thesaurus.
e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).
f. Identifies the meaning of common idioms and figurative phrases.
g. Identifies playful uses of language (e.g., puns, jokes, palindromes).
h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence.
i. Identifies and applies the meaning of the terms antonym, synonym, and homophone. |
| GA ELA4W1 | GA |
4
| English | The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order,
cause and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements). |
| GA ELA4W3 | GA |
4
| English | The student uses research and technology to support writing. The
student
a. Acknowledges information from sources.
b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables of contents).
c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic
information, almanac, atlas, magazines, newspapers, and key words).
d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). |
| GA ELA5C1 | GA |
5
| English | The student demonstrates understanding and control of the rules of the
English language, realizing that usage involves the appropriate application of
conventions and grammar in both written and spoken formats. The student
a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).
b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences).
c. Uses and identifies verb phrases and verb tenses.
d. Recognizes that a word performs different functions according to its position in the sentence.
e. Varies the sentence structure by kind (declarative, interrogative, imperative,
and exclamatory sentences and functional fragments), order, and complexity (simple, compound, complex, and compound-complex).
f. Uses and identifies correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations) and correct sentence structure (e.g., elimination of sentence fragments and run-ons).
g. Uses additional knowledge of correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations), correct sentence structure (e.g., elimination of fragments and run-ons), and correct Standard English spelling (e.g., commonly used homophones) when writing, revising, and editing. |
| GA ELA5LSV2 | GA |
5
| English | The student listens to and views various forms of text and media in
order to gather and share information, persuade others, and express and
understand ideas.
When responding to visual and oral texts and media (e.g., television, radio, film
productions, and electronic media), the student:
a. Demonstrates an awareness of the presence of the media in the daily lives of most people.
b. Evaluates the role of the media in focusing attention and in forming an opinion.
c. Judges the extent to which media provide a source of entertainment as well as a source of information.
When delivering or responding to presentations, the student:
a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members.
b. Uses notes, multimedia, or other memory aids to structure the presentation.
c. Engages the audience with appropriate verbal cues and eye contact.
d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.
e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials.
f. Uses technology or other memory aids to structure the presentation. |
| GA ELA5R1 | GA |
5
| English | The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
For informational texts, the student reads and comprehends in order to
develop understanding and expertise and produces evidence of reading that:
a. Locates facts that answer the reader’s questions.
b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary).
c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, captions, and illustrations).
d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, logical order, cause and effect, classification schemes).
e. Distinguishes cause from effect in context.
f. Identifies and analyzes main ideas, supporting ideas, and supporting details.
g. Makes perceptive and well-developed connections.
h. Relates new information to prior knowledge and experience and makes connections to related topics or information. |
| GA ELA5R3 | GA |
5
| English | The student understands and acquires new vocabulary and uses it
correctly in reading and writing. The student
a. Reads a variety of texts and incorporates new words into oral and written language.
b. Determines the meaning of unfamiliar words using context clues (e.g., definition, example).
c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes.
d. Determines pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses.
e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).
f. Identifies the meaning of common idioms and figurative phrases.
g. Identifies playful uses of language (e.g., puns, jokes, palindromes).
h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence.
i. Identifies and applies the meaning of the terms antonym, synonym, and homophone.
|
| GA ELA5W1 | GA |
5
| English | The student produces writing that establishes an appropriate
organizational structure, sets a context and engages the reader, maintains a
coherent focus throughout, and signals a satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements). |
| GA ELA5W2 | GA |
5
| English | The student demonstrates competence in a variety of genres.
The student produces informational writing (e.g., report, procedures, correspondence)
that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.
b. Develops a controlling idea that conveys a perspective on a subject.
c. Creates an organizing structure appropriate to a specific purpose, audience, and context.
d. Includes appropriate facts and details.
e. Excludes extraneous details and inappropriate information.
f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote.
g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.
h. Provides a sense of closure to the writing.
i. Lifts the level of language using appropriate strategies including word choice.
|
| GA ELA5W3 | GA |
5
| English | The student uses research and technology to support writing. The
student
a. Acknowledges information from sources.
b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information.
c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing.
d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/numerical order) to obtain and organize information and thoughts.
e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).
f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check).
g. Uses a thesaurus to identify alternative word choices and meanings. |
| GA M3D1 | GA |
3
| Math | Students will create and interpret simple tables and graphs.
a. Solve problems by organizing and displaying data in bar graphs and tables.
b. Construct and interpret bar graphs using scale increments of 1, 2, 5, and 10.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof. |
| GA M3N2 | GA |
3
| Math | Students will further develop their skills of addition and subtraction and apply them in problem solving.
a. Use the properties of addition and subtraction to compute and verify the results of computation.
b. Use mental math and estimation strategies to add and subtract.
c. Solve problems requiring addition and subtraction. |
| GA M3N3 | GA |
3
| Math | Students will further develop their understanding of multiplication of whole numbers and develop the ability to apply it in problem solving.
a. Describe the relationship between addition and multiplication, i.e., multiplication is defined as repeated addition.
b. Know the multiplication facts with understanding and fluency to 10 x 10.
c. Use arrays and area models to develop understanding of the distributive property and to determine partial products for multiplication of 2- or 3-digit numbers by a 1-digit number.
d. Understand the effect on the product when multiplying by multiples of 10.
e. Apply the identity, commutative and associative properties of multiplication and verify the results.
f. Use mental math and estimation strategies to multiply.
g. Solve problems requiring multiplication.
|
| GA M3N4 | GA |
3
| Math | Students will understand the meaning of division and develop the ability to apply it in problem solving.
a. Understand the relationship between division and multiplication and between division and subtraction.
b. Recognize that division may be two situations: the first is determining how many equal parts of a given size or amount may be taken away from the whole as in repeated subtraction, and the second is determining the size of the parts when the whole is separated into a given number of equal parts as in a sharing model.
c. Recognize problem-solving situations in which division may be applied and write corresponding mathematical expressions.
d. Explain the meaning of a remainder in division in different circumstances.
e. Divide a 2- and 3-digit number by a 1-digit divisor.
f. Solve problems requiring division. |
| GA M3N5 | GA |
3
| Math | Students will understand the meaning of decimal fractions and common fractions in simple cases and apply them in problem-solving situations.
a. Understand a decimal fraction (i.e., 0.1) and a common fraction (i.e., 1/10) represent parts of a whole.
b. Understand the fraction a/b represents a equal sized parts of a whole that is divided into b equal sized parts.
c. Understand a one place decimal fraction represents tenths, i.e., 0.3 = 3/10.
d. Know and use decimal fractions and common fractions to represent the size of parts created by equal divisions of a whole.
e. Understand the concept of addition and subtraction of decimal fractions and common fractions with like denominators.
f. Model addition and subtraction of decimal fractions and common fractions.
g. Solve problems involving fractions. |
| GA M3P1 | GA |
3
| Math | Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving. |
| GA M4D1 | GA |
4
| Math | Students will gather, organize, and display data according to the situation and compare related features.
a. Represent data in bar, line and pictographs.
b. Investigate the features and tendencies of graphs.
c. Compare different graphical representations for a given set of data.
d. Identify missing information and duplications in data. |
| GA M4N2 | GA |
4
| Math | Students will understand and apply the concept of rounding numbers.
a. Round numbers to the nearest ten, hundred, or thousand.
b. Describe situations in which rounding numbers would be appropriate and determine whether to round to the nearest ten, hundred, or thousand.
c. Understand the meaning of rounding a decimal fraction to the nearest whole number.
d. Represent the results of computation as a rounded number when appropriate and estimate a sum or difference by rounding numbers.
|
| GA M4N3 | GA |
4
| Math | Students will solve problems involving multiplication of 2-3 digit numbers by 1-2 digit numbers. |
| GA M4N4 | GA |
4
| Math | Students will further develop their understanding of division of whole numbers and divide in problem solving situations without calculators.
a. Know the division facts with understanding and fluency.
b. Solve problems involving division by a 2-digit number (including those that generate a remainder).
c. Understand the relationship between dividend, divisor, quotient, and remainder.
d. Understand and explain the effect on the quotient of multiplying or dividing both the divisor and dividend by the same number. (2050 ÷ 50 yields the same answer as 205 ÷ 5).
|
| GA M4N5 | GA |
4
| Math | Students will further develop their understanding of the meaning of decimal fractions and use them in computations.
a. Understand decimal fractions are a part of the base-ten system.
b. Understand the relative size of numbers and order two digit decimal fractions.
c. Add and subtract both one and two digit decimal fractions.
d. Model multiplication and division of decimal fractions by whole numbers.
e. Multiply and divide both one and two digit decimal fractions by whole numbers. |
| GA M4P1 | GA |
4
| Math | Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving. |
| GA M5N3 | GA |
5
| Math | Students will further develop their understanding of the meaning of multiplication and division with decimal fractions and use them.
a. Model multiplication and division of decimal fractions by another decimal fraction.
b. Explain the process of multiplication and division, including situations in which the multiplier and divisor are both whole numbers and decimal fractions.
c. Multiply and divide with decimal fractions including decimal fractions less than one and greater than one.
d. Understand the relationships and rules for multiplication and division of whole numbers also apply to decimal fractions.
|
| GA M5N5 | GA |
5
| Math | Students will understand the meaning of percentage.
a. Model percent on 10 by 10 grids.
b. Apply percentage to circle graphs. |
| GA M5P1 | GA |
5
| Math | Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving. |
| GA SS3E1 | GA |
3
| Social Studies | The student will describe the four types of productive resources:
a. Natural (land)
b. Human (labor)
c. Capital (capital goods)
d. Entrepreneurship (used to create goods and services) |
| GA SS3E3 | GA |
3
| Social Studies | The student will give examples of interdependence and trade and will
explain how voluntary exchange benefits both parties.
a. Describe the interdependence of consumers and producers of goods and services.
b. Describe how goods and services are allocated by price in the marketplace.
c. Explain that some things are made locally, some elsewhere in the country, and
some in other countries.
d. Explain that most countries create their own currency for use as money. |
| GA SS3E4 | GA |
3
| Social Studies | The student will describe the costs and benefits of personal spending and
saving choices. |
| GA SS4E2 | GA |
4
| Social Studies | The student will identify the elements of a personal budget and explain why
personal spending and saving decisions are important. |
| GA SS5E3 | GA |
5
| Social Studies | The student will describe how consumers and businesses interact in the
United States economy across time.
a. Describe how competition, markets, and prices influence people’s behavior.
b. Describe how people earn income by selling their labor to businesses.
c. Describe how entrepreneurs take risks to develop new goods and services to start
a business. |
| GA SS5E4 | GA |
5
| Social Studies | The student will identify the elements of a personal budget and explain why
personal spending and saving decisions are important. |
| HI LA.3.1.3 | HI |
3
| English | Use new grade-appropriate vocabulary, including homophones and homographs, introduced in stories, informational texts, word study, and reading |
| HI LA.3.1.6 | HI |
3
| English | Locate information in a variety of grade-appropriate sources |
| HI LA.3.2.3 | HI |
3
| English | Identify the main idea or problem and solution in a text |
| HI LA.3.3.1 | HI |
3
| English | Explain main ideas or events that develop the author’s message or underlying theme |
| HI LA.3.4.1 | HI |
3
| English | Write in a variety of grade-appropriate formats for a
variety of purposes and audiences, such as:
• stories with a beginning, middle, and end and poems with sensory details
• short reports on content area topics
• pieces related to completing tasks
• friendly letters
• responses to literature
• pieces to reflect on learning and to solve problems |
| HI LA.3.4.2 | HI |
3
| English | Form and use the following grammatical constructions correctly when editing writing:
• imperative sentences
• past, present, and future verb tenses
• subject-verb agreement with single-word subject
• plural forms of irregular nouns
• adverbs |
| HI LA.3.4.6 | HI |
3
| English | Write legibly, adhering to margins and correct spacing between letters in a word and words in a sentence |
| HI LA.3.5.1 | HI |
3
| English | Add details, descriptions, and information from different sources to elaborate meaning |
| HI LA.3.6.2 | HI |
3
| English | Give a planned speech to share information with peers |
| HI LA.4.1.1 | HI |
4
| English | Use new grade-appropriate vocabulary, including homophones and homographs, learned through reading and word study, including root words, affixes, and word origins |
| HI LA.4.2.4 | HI |
4
| English | Distinguish fact from opinion and cause from effect when reading informational texts |
| HI LA.4.2.5 | HI |
4
| English | Summarize main points found in informational texts |
| HI LA.4.4.1 | HI |
4
| English | Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as:
• narratives that follow a plot and describe a setting and characters
• poems that provide insight into why the topic is memorable
• responses to literature
• reports that focus on a central question and incorporate summaries from research
• accounts based on personal experience that have a clear focus and supporting details
• pieces to reflect on learning and to solve problems |
| HI LA.4.4.2 | HI |
4
| English | Form and use the following grammatical constructions
correctly when editing writing:
• compound sentences
• dialogue
• forms of common irregular nouns and verbs • subject-verb agreement with compound subjects
• plural possessives
• transitional words |
| HI LA.4.4.6 | HI |
4
| English | Write legibly and fluently in print or cursive |
| HI LA.4.5.2 | HI |
4
| English | Use paragraphs and transitions to organize related information and move the reader from one idea to the next |
| HI LA.4.5.4 | HI |
4
| English | Use a variety of simple and compound sentence structures for fluency and to support meaning |
| HI LA.4.6.2 | HI |
4
| English | Give short, informal presentations to inform or persuade |
| HI LA.4.7.1 | HI |
4
| English | Use prior knowledge, input from others, and text resources to develop ideas for speaking |
| HI LA.5.1.1 | HI |
5
| English | Use new grade-appropriate vocabulary learned through reading print and online resources and word study, including meanings of roots, affixes, word origins |
| HI LA.5.1.2 | HI |
5
| English | Use a variety of grade-appropriate print and online resources to research a topic |
| HI LA.5.3.1 | HI |
5
| English | Cite specific information or ideas in the text that support and develop the author’s message or theme |
| HI LA.5.4.1 | HI |
5
| English | Write in a variety of grade-appropriate formats for a
variety of purposes and audiences, such as:
• narratives that include plot, setting, characters, and a conflict
• poems that use figurative language to convey a theme or
impression
• reports incorporating a framing question and including research from two or more sources
• responses to literature
• pieces related to completing tasks
• notes summarizing what they have read or heard
• pieces to reflect on learning and to solve problems |
| HI LA.5.4.2 | HI |
5
| English | Form and use the following grammatical constructions
correctly when editing writing:
• complex sentences
• introductory phrases and subordinate clauses
• noun-pronoun agreement with intervening words or phrases
• appositives
• relative clauses |
| HI LA.5.5.1 | HI |
5
| English | Use information from appropriate sources: self, peers, and a variety of grade-appropriate sources |
| HI LA.5.6.2 | HI |
5
| English | Give informal presentations or reports to inform |
| HI LA.5.6.8 | HI |
5
| English | Describe how advertising techniques are used in various media |
| HI LA.5.7.1 | HI |
5
| English | Combine ideas from prior knowledge, input from others, and text resources to elaborate on and support ideas |
| HI MA.3.10.1 | HI |
3
| Math | Model situations that involve multiplication and division of whole numbers using objects/pictures and number sentences |
| HI MA.3.10.2 | HI |
3
| Math | Identify situations involving change and describe the change numerically and verbally |
| HI MA.3.12.1 | HI |
3
| Math | Interpret data (e.g., tallies, chart, tables, bar graphs, line plots) and state what the representation shows about the set of data |
| HI MA.3.14.1 | HI |
3
| Math | Make reasonable predictions concerning the likelihood of an event occurring (e.g., certain, likely, unlikely, impossible) |
| HI MA.3.2.1 | HI |
3
| Math | Recognize situations involving multiplication and division of whole numbers and represent the situation with a number sentence |
| HI MA.3.2.2 | HI |
3
| Math | Select and apply various meanings and representations of multiplication and division |
| HI MA.3.3.1 | HI |
3
| Math | Recall multiplication facts from 0 x 0 to 10 x 10 |
| HI MA.3.3.2 | HI |
3
| Math | Use a variety of strategies to solve problems involving addition and subtraction of two- and three-digit numbers |
| HI MA.3.3.3 | HI |
3
| Math | Estimate the results of whole-number computations |
| HI MA.4.13.1 | HI |
4
| Math | Propose and justify conclusions/predictions based on data |
| HI MA.4.2.1 | HI |
4
| Math | Describe situations involving addition and subtraction of fractions and decimals |
| HI MA.4.3.1 | HI |
4
| Math | Recall all multiplication facts and the corresponding division facts up to 12 x 12 |
| HI MA.4.3.2 | HI |
4
| Math | Select and use appropriate strategies and/or tools (e.g., mental math, calculators, paper/pencil, standard algorithms) for computing whole numbers |
| HI MA.4.3.4 | HI |
4
| Math | Add and subtract decimals to 3 places |
| HI MA.5.2.2 | HI |
5
| Math | Describe situations involving multiplication and division of fractions and decimals |
| HI MA.5.3.1 | HI |
5
| Math | Multiply decimals up to 3 places and divide decimals by whole numbers |
| HI SS.3.8.2 | HI |
3
| Social Studies | Explain that goods and resources are limited because there are not enough natural, human, and capital resources to satisfy everyone’s wants |
| HI SS.3.8.3 | HI |
3
| Social Studies | Describe how money makes it easy to trade goods and services |
| IA Standard1; BenchmarkA | IA |
3
| Math | Students can understand and apply number properties and operations.
Grade Level Indicator: Represent, compare, and order numbers
Grade Level Indicator: Describe and apply properties of numbers
Grade Level Indicator: Classify numbers by divisibility
Grade Level Indicator: Demonstrate ways of performing operations
Grade Level Indicator: Use place value; write numbers in standard, expanded,
and exponential form
Grade Level Indicator: Use and interpret operational and relational symbols |
| IA Standard1; BenchmarkA | IA |
3
| Math | Students can understand and apply concepts and procedures of
algebra.
Grade Level Indicator: Solve equations and inequalities
Grade Level Indicator: Use variable expressions to model situations
Grade Level Indicator: Explore numerical patterns
Benchmark C: Students can understand and apply concepts of geometry.
Grade Level Indicator: Identify, classify, and compare geometric figures
Grade Level Indicator: Describe geometric properties, patterns, and
relationships
Grade Level Indicator: Apply the concepts of perimeter, area, and volume
Benchmark D: Students can understand and apply concepts of measurement.
Grade Level Indicator: Measure length/distance, time, temperature, weight,
mass, and volume
Grade Level Indicator: Estimate measurements with appropriate precision
Grade Level Indicator: Identify and use appropriate units of measurement |
| IA Standard1; BenchmarkA | IA |
4
| Math | Students can understand and apply number properties and operations.
Grade Level Indicator: Represent, compare, and order numbers
Grade Level Indicator: Describe and apply properties of numbers
Grade Level Indicator: Classify numbers by divisibility
Grade Level Indicator: Demonstrate ways of performing operations
Grade Level Indicator: Use place value; write numbers in standard, expanded,
and exponential form
Grade Level Indicator: Use and interpret operational and relational symbols |
| IA Standard1; BenchmarkA | IA |
5
| English | Students can understand stated information they have read.
Grade Level Indicator: Understand stated information |
| IA Standard1; BenchmarkA | IA |
5
| Math | Students can understand and apply number properties and operations.
Grade Level Indicator: Represent, compare, and order numbers
Grade Level Indicator: Describe and apply properties of numbers
Grade Level Indicator: Classify numbers by divisibility
Grade Level Indicator: Demonstrate ways of performing operations
Grade Level Indicator: Use place value; write numbers in standard, expanded,
and exponential form
Grade Level Indicator: Use and interpret operational and relational symbols |
| IA Standard1; BenchmarkA | IA |
3
| English | Students can understand stated information they have read.
Grade Level Indicator: Understand stated information |
| IA Standard1; BenchmarkA | IA |
4
| English | Students can understand stated information they have read.
Grade Level Indicator: Understand stated information |
| IA Standard1; BenchmarkB | IA |
4
| English | Students can determine the meaning of new words from their context.
Grade Level Indicator: Determine the meaning of new words from their
context |
| IA Standard1; BenchmarkB | IA |
3
| English | Students can determine the meaning of new words from their context.
Grade Level Indicator: Determine the meaning of new words from their
context |
| IA Standard1; BenchmarkB | IA |
5
| Math | Students can understand and apply concepts and procedures of
algebra.
Grade Level Indicator: Solve equations and inequalities
Grade Level Indicator: Use variable expressions to model situations
Grade Level Indicator: Explore numerical patterns |
| IA Standard1; BenchmarkB | IA |
5
| English | Students can determine the meaning of new words from their context.
Grade Level Indicator: Determine the meaning of new words from their
context |
| IA Standard1; BenchmarkB | IA |
4
| Math | Students can understand and apply concepts and procedures of
algebra.
Grade Level Indicator: Solve equations and inequalities
Grade Level Indicator: Use variable expressions to model situations
Grade Level Indicator: Explore numerical patterns |
| IA Standard1; BenchmarkE | IA |
5
| English | Students can interpret information in new contexts.
Grade Level Indicator: Interpret information in new contexts |
| IA Standard1; BenchmarkE | IA |
3
| English | Students can interpret information in new contexts.
Grade Level Indicator: Interpret information in new contexts |
| IA Standard1; BenchmarkE | IA |
4
| English | Students can interpret information in new contexts.
Grade Level Indicator: Interpret information in new contexts |
| IA Standard1; BenchmarkG | IA |
4
| English | Students can determine the main idea of a text.
Grade Level Indicator: Determine the main idea of a text |
| IA Standard1; BenchmarkG | IA |
3
| English | Students can determine the main idea of a text.
Grade Level Indicator: Determine the main idea of a text |
| IA Standard1; BenchmarkG | IA |
5
| English | Students can determine the main idea of a text.
Grade Level Indicator: Determine the main idea of a text |
| IA Standard1; BenchmarkH | IA |
5
| English | Students can identify the writer’s views or purpose.
Grade Level Indicator: Identify the author’s views or purpose |
| IA Standard1; BenchmarkH | IA |
3
| English | Students can identify the writer’s views or purpose.
Grade Level Indicator: Identify the author’s views or purpose |
| IA Standard1; BenchmarkH | IA |
4
| English | Students can identify the writer’s views or purpose.
Grade Level Indicator: Identify the author’s views or purpose |
| IA Standard2; BenchmarkA | IA |
5
| Math | Students can understand and apply concepts and procedures of
standard rounding, order of magnitude, and number sense.
Grade Level Indicator: Use standard rounding to estimate
Grade Level Indicator: Use order of magnitude to estimate
Grade Level Indicator: Use number sense to estimate |
| IA Standard2; BenchmarkA | IA |
4
| Math | Students can understand and apply concepts and procedures of
standard rounding, order of magnitude, and number sense.
Grade Level Indicator: Use standard rounding to estimate
Grade Level Indicator: Use order of magnitude to estimate
Grade Level Indicator: Use number sense to estimate |
| IA Standard2; BenchmarkA | IA |
3
| Math | Students can understand and apply concepts and procedures of
standard rounding, order of magnitude, and number sense.
Grade Level Indicator: Use standard rounding to estimate
Grade Level Indicator: Use order of magnitude to estimate
Grade Level Indicator: Use number sense to estimate |
| IA Standard3; BenchmarkA | IA |
3
| Math | Students can solve math problems
Grade Level Indicator: Solve single-step and multiple-step math problems
Grade Level Indicator: Identify extraneous or insufficient information in
problems |
| IA Standard3; BenchmarkA | IA |
4
| Math | Students can solve math problems
Grade Level Indicator: Solve single-step and multiple-step math problems
Grade Level Indicator: Identify extraneous or insufficient information in
problems |
| IA Standard3; BenchmarkA | IA |
5
| Math | Students can solve math problems
Grade Level Indicator: Solve single-step and multiple-step math problems
Grade Level Indicator: Identify extraneous or insufficient information in
problems |
| IA Standard3; BenchmarkB | IA |
5
| Math | Students can understand and apply problem-solving approaches and
procedures.
Grade Level Indicator: Choose a method for solving a problem |
| IA Standard3; BenchmarkB | IA |
4
| Math | Students can understand and apply problem-solving approaches and
procedures.
Grade Level Indicator: Choose a method for solving a problem |
| IA Standard3; BenchmarkB | IA |
3
| Math | Students can understand and apply problem-solving approaches and
procedures.
Grade Level Indicator: Choose a method for solving a problem |
| IA Standard4; BenchmarkA | IA |
3
| Math | Students can use tables and graphs to locate and read information.
Grade Level Indicator: Locate amounts in specific cells of a table |
| IA Standard4; BenchmarkA | IA |
4
| Math | Students can use tables and graphs to locate and read information.
Grade Level Indicator: Locate amounts in specific cells of a table |
| IA Standard4; BenchmarkA | IA |
5
| Math | Students can use tables and graphs to locate and read information.
Grade Level Indicator: Locate amounts in specific cells of a table |
| IA Standard4; BenchmarkB | IA |
5
| Math | Students can interpret data from a variety of sources.
Grade Level Indicator: Read amounts on scales of bar and line graphs
Grade Level Indicator: Compare quantities to determine ranks, sums, or
differences and to find ratios
Grade Level Indicator: Use tables and graphs to determine rates or identify
trends, understand underlying or functional relationships, and generalize or
draw conclusions |
| IA Standard4; BenchmarkB | IA |
4
| Math | Students can interpret data from a variety of sources.
Grade Level Indicator: Read amounts on scales of bar and line graphs
Grade Level Indicator: Compare quantities to determine ranks, sums, or
differences and to find ratios
Grade Level Indicator: Use tables and graphs to determine rates or identify
trends, understand underlying or functional relationships, and generalize or
draw conclusions |
| IA Standard4; BenchmarkB | IA |
3
| Math | Students can interpret data from a variety of sources.
Grade Level Indicator: Read amounts on scales of bar and line graphs
Grade Level Indicator: Compare quantities to determine ranks, sums, or
differences and to find ratios
Grade Level Indicator: Use tables and graphs to determine rates or identify
trends, understand underlying or functional relationships, and generalize or
draw conclusions |
| ID 3.LA.1.2.3 | ID |
3
| English | Use graphics, graphs, tables, diagrams, parenthesis, italics and bold print to understand text. |
| ID 3.LA.1.8.3 | ID |
3
| English | Use words and concepts necessary for comprehending math, science, social studies, literature and other Grade 3 content area text. |
| ID 3.LA.2.2.4 | ID |
3
| English | Follow simple multi-step written directions. |
| ID 3.LA.3.1.5 | ID |
3
| English | Plan writing to produce a piece of writing within a set time period. |
| ID 3.LA.3.2.1 | ID |
3
| English | Use ideas generated and organized in prewriting to write a draft that includes a main idea and details. |
| ID 3.LA.4.2.2 | ID |
3
| English | Write an expository paragraph that contains a main idea and supporting details. |
| ID 3.M.1.1.3 | ID |
3
| Math | Count the value of a collection of bills and coins up to $10.00. |
| ID 3.M.1.1.5 | ID |
3
| Math | Recognize mathematical information and select strategies appropriate for solving a multi-step problem. |
| ID 3.M.1.2.2 | ID |
3
| Math | Add and subtract whole numbers with and without regrouping through 999. |
| ID 3.M.1.2.3 | ID |
3
| Math | Add three one- and two- digit addends. |
| ID 3.M.1.2.4 | ID |
3
| Math | Multiply whole numbers through 10 x 10. |
| ID 3.M.1.2.5 | ID |
3
| Math | Select and use an appropriate method of computation from mental math, paper and pencil, calculator, or a combination of the three. |
| ID 3.M.1.2.6 | ID |
3
| Math | Use appropriate operations to solve word problems and show or explain work. |
| ID 3.M.1.2.6 | ID |
3
| Math | Interpret information found in tables, bar graphs, and charts. |
| ID 3.M.5.1.1 | ID |
3
| Math | Collect, organize, and display data in tables, charts, or bar graphs in order to answer a question. |
| ID 3.M.5.5.1 | ID |
3
| Math | Make predictions based on data. |
| ID 3.SS.3.1.1 | ID |
3
| Social Studies | Explain the concepts of supply and demand and the role of the consumer and producer. |
| ID 3.SS.3.1.3 | ID |
3
| Social Studies | Describe the purposes and benefits of savings. |
| ID 4.LA.1.2.3 | ID |
4
| English | Identify and use graphic features that support text meaning (e.g., diagrams, maps, charts, illustrations). |
| ID 4.LA.1.8.3 | ID |
4
| English | Use words and concepts necessary for comprehending math, science, social studies, literature and other Grade 4 content area text. |
| ID 4.LA.2.2.1 | ID |
4
| English | Distinguish between facts and opinions in expository text to support comprehension. |
| ID 4.LA.2.2.3 | ID |
4
| English | Identify main ideas and signal words to summarize information from expository text. |
| ID 4.LA.2.2.4 | ID |
4
| English | Follow multi-step written directions. |
| ID 4.LA.3.1.5 | ID |
4
| English | Plan writing to produce a piece of writing within a set time period. |
| ID 4.LA.3.2.1 | ID |
4
| English | Use ideas generated and organized in prewriting to write a draft that includes a main idea and details. |
| ID 4.LA.4.2.2 | ID |
4
| English | Write a report with a main idea that includes facts and details about the topic. |
| ID 4.M.1.1.3 | ID |
4
| Math | Count the value of a collection of bills and coins up to $100.00. |
| ID 4.M.1.1.5 | ID |
4
| Math | Use decimal numbers with money. |
| ID 4.M.1.1.6 | ID |
4
| Math | Select strategies appropriate for solving a problem. |
| ID 4.M.1.2.1 | ID |
4
| Math | Recall multiplication facts through 10 x 10. |
| ID 4.M.1.2.2 | ID |
4
| Math | Add and subtract whole numbers. |
| ID 4.M.1.2.3 | ID |
4
| Math | Multiply up to two-digit by two-digit whole numbers and divide whole numbers by one-digit divisors. |
| ID 4.M.1.2.5 | ID |
4
| Math | Add and subtract decimals using money. |
| ID 4.M.1.2.6 | ID |
4
| Math | Select and use an appropriate method of computation from mental math, paper and pencil, calculator, or a combination of the three. |
| ID 4.M.1.2.7 | ID |
4
| Math | Select and use appropriate operations to solve word problems and show or explain work. |
| ID 4.M.5.1.1 | ID |
4
| Math | Read and interpret simple tables, charts, bar graphs, and line graphs. |
| ID 4.M.5.2.1 | ID |
4
| Math | Collect, organize, and display data in tables and charts to answer a question. |
| ID 4.M.5.5.1 | ID |
4
| Math | Make predictions based on data. |
| ID 4.SS.3.1.2 | ID |
4
| Social Studies | Explain the concepts of supply and demand and scarcity. |
| ID 5.LA.1.2.3 | ID |
5
| English | Use the features of texts, such as formats, graphics diagrams, illustrations, charts, maps, and organization to find information and support understanding. |
| ID 5.LA.1.8.3 | ID |
5
| English | Use words and concepts necessary for comprehending math, science, social studies, literature and other Grade 5 content area text. |
| ID 5.LA.2.2.4 | ID |
5
| English | Follow multi-step written directions. |
| ID 5.LA.3.1.5 | ID |
5
| English | Plan writing to produce a piece of writing within a set time period. |
| ID 5.LA.3.2.1 | ID |
5
| English | Use ideas generated and organized in prewriting to write a draft with a main idea. |
| ID 5.LA.4.2.2 | ID |
5
| English | Write a report using multiple sources that includes a main idea and facts and details about the topic. |
| ID 5.LA.4.3.1 | ID |
5
| English | Write a persuasive letter or composition that states and supports a position. |
| ID 5.M.1.1.7 | ID |
5
| Math | Select strategies appropriate for solving a problem. |
| ID 5.M.1.2.2 | ID |
5
| Math | Add and subtract decimal numbers through thousandths. |
| ID 5.M.1.2.3 | ID |
5
| Math | Multiply and divide whole numbers. |
| ID 5.M.1.2.6 | ID |
5
| Math | Select and use an appropriate method of computation from mental math, paper and pencil, calculator or a combination of the three. |
| ID 5.M.1.2.7 | ID |
5
| Math | Use a variety of strategies to solve real life problems. |
| ID 5.M.3.1.2 | ID |
5
| Math | Translate simple word statements for addition and multiplication into numeric expressions. |
| ID 5.M.5.1.1 | ID |
5
| Math | Read and interpret tables, charts, bar graphs, and line graphs. |
| ID 5.M.5.2.1 | ID |
5
| Math | Collect, organize, and display the data with appropriate notation in tables, charts, bar graphs, and line graphs. |
| ID 5.M.5.5.1 | ID |
5
| Math | Make predictions and decisions based on data. |
| IL 1.A.2b | IL |
3,4,5
| English | Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. |
| IL 1.C.2f | IL |
3,4,5
| English | Connect information presented in tables, maps and charts to printed or electronic text. |
| IL 10.A.2a | IL |
3,4,5
| Math | Organize and display data using pictures, tallies, tables, charts, bar graphs, line graphs, line plots and stem-and-leaf graphs. |
| IL 10.A.2c | IL |
3,4,5
| Math | Make predictions and decisions based on data and communicate their reasoning. |
| IL 15.A.2a | IL |
3,4,5
| Social Studies | Explain how economic systems decide what goods and services are produced, how they are produced and who consumes them. |
| IL 15.B.2a | IL |
3,4,5
| Social Studies | Identify factors that affect how consumers make their choices. |
| IL 15.B.2b | IL |
3,4,5
| Social Studies | Explain the relationship between the quantity of goods/services purchased and their price. |
| IL 15.C.2b | IL |
3,4,5
| Social Studies | Describe the relationship between price and quantity supplied of a good or service. |
| IL 15.C.2b | IL |
3,4,5
| Social Studies | Identify and explain examples of competition in the economy. |
| IL 15.C.2c | IL |
3,4,5
| Social Studies | Describe how entrepreneurs take risks in order to produce goods or services. |
| IL 15.D.2b | IL |
3,4,5
| Social Studies | Describe the relationships among specialization, division of labor, productivity of workers and interdependence among producers and consumers. |
| IL 3.A.2 | IL |
3,4,5
| English | Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation. |
| IL 3.C.2a | IL |
3,4,5
| English | Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements). |
| IL 4.B.2a | IL |
3,4,5
| English | Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format. |
| IL 5.B.2a | IL |
3,4,5
| English | Determine the accuracy, currency and reliability of materials from various sources. |
| IL 5.C.2b | IL |
3,4,5
| English | Prepare and deliver oral presentations based on inquiry or research. |
| IL 6.A.2 | IL |
3,4,5
| Math | Compare and order whole numbers, fractions and decimals using concrete materials, drawings and mathematical symbols. |
| IL 6.B.2 | IL |
3,4,5
| Math | Solve one- and two-step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division. |
| IL 6.C.2b | IL |
3,4,5
| Math | Show evidence that computational results using whole numbers, fractions and decimals are correct and/or that estimates are reasonable. |
| IL 7.A.2b | IL |
3,4,5
| Math | Solve addition, subtraction, multiplication and division problems using currency. |
| IL 8.D.2 | IL |
3,4,5
| Math | Solve linear equations involving whole numbers. |
| IN 3.1.1 | IN |
3
| Math | Count, read, and write whole numbers up to 1,000. |
| IN 3.1.11 | IN |
3
| Math | Given a set of objects or a picture, name and write a decimal to represent tenths and hundredths. |
| IN 3.1.13 | IN |
3
| Math | Interpret data displayed in a circle graph and answer questions about the situation. |
| IN 3.1.14 | IN |
3
| Math | Identify whether everyday events are certain, likely, unlikely, or impossible. |
| IN 3.1.2 | IN |
3
| Math | Identify and interpret place value in whole numbers up to 1,000. |
| IN 3.1.2 | IN |
3
| English | Read words with several syllables. |
| IN 3.1.3 | IN |
3
| Math | Use words, models, and expanded form to represent numbers up to 1,000. |
| IN 3.1.9 | IN |
3
| English | Identify more difficult multiple-meaning words (such as puzzle or fire). |
| IN 3.2.1 | IN |
3
| English | Use titles, tables of contents, chapter headings, a glossary, or an index to locate information in text. |
| IN 3.2.1 | IN |
3
| Math | Add and subtract whole numbers up to 1,000 with or without regrouping, using relevant properties of the number system. |
| IN 3.2.2 | IN |
3
| Math | Represent the concept of multiplication as repeated addition. |
| IN 3.2.2 | IN |
3
| English | Ask questions and support answers by connecting prior knowledge with literal information from the text. |
| IN 3.2.3 | IN |
3
| English | Show understanding by identifying answers in the text. |
| IN 3.2.3 | IN |
3
| Math | Represent the concept of division as repeated subtraction, equal sharing, and forming equal groups. |
| IN 3.2.4 | IN |
3
| English | Recall major points in the text and make and revise predictions about what is read. |
| IN 3.2.5 | IN |
3
| English | Distinguish the main idea and supporting details in expository (informational) text. |
| IN 3.2.6 | IN |
3
| English | Locate appropriate and significant information from the text, including problems and solutions. |
| IN 3.2.7 | IN |
3
| English | Follow simple multiple-step written instructions. |
| IN 3.2.7 | IN |
3
| Math | Use estimation to decide whether answers are reasonable in addition and subtraction problems. |
| IN 3.2.8 | IN |
3
| Math | Use mental arithmetic to add or subtract with numbers less than 100. |
| IN 3.2.9 | IN |
3
| English | Identify text that uses sequence or other logical order (alphabetical, time, categorical). |
| IN 3.3.1 | IN |
3
| Math | Represent relationships of quantities in the form of a numeric expression or equation. |
| IN 3.3.2 | IN |
3
| Math | Solve problems involving numeric equations. |
| IN 3.3.4 | IN |
3
| Math | Understand and use the commutative and associative properties of multiplication. |
| IN 3.3.6 | IN |
3
| Math | Solve simple problems involving a functional relationship between two quantities. |
| IN 3.3.8 | IN |
3
| English | Identify the problem and solutions in a story. |
| IN 3.4.1 | IN |
3
| Social Studies | Give examples from the local community that illustrate the scarcity of productive resources. Explain how this scarcity requires people to make choices and incur opportunity costs. |
| IN 3.4.2 | IN |
3
| Social Studies | Give examples of goods and services provided by local business and industry. |
| IN 3.4.3 | IN |
3
| Social Studies | Give examples of trade in the local community and explain how trade benefits both parties. |
| IN 3.4.3 | IN |
3
| English | Create single paragraphs with topic sentences and simple supporting facts and details. |
| IN 3.4.4 | IN |
3
| Social Studies | Define interdependence and give examples of how people in the local community depend on each other for goods and services. |
| IN 3.4.5 | IN |
3
| Social Studies | List the characteristics of money and explain how money makes trade easier. |
| IN 3.4.5 | IN |
3
| Social Studies | Identify different ways people save their income and explain advantages and disadvantages of each. |
| IN 3.4.6 | IN |
3
| Math | Round numbers less than 1,000 to the nearest ten and the nearest hundred. |
| IN 3.4.6 | IN |
3
| English | Use sentence and word context to find the meaning of unknown words. |
| IN 3.4.7 | IN |
3
| Social Studies | Explain that buyers and sellers interact to determine the prices of goods and services in markets. |
| IN 3.4.8 | IN |
3
| Social Studies | llustrate how people compare benefits and costs when making choices and decisions as consumers and producers. |
| IN 3.4.8 | IN |
3
| English | Revise writing for others to read, improving the focus and progression of ideas. |
| IN 3.4.9 | IN |
3
| English | Organize related ideas together within a paragraph to maintain a consistent focus. |
| IN 3.4.9 | IN |
3
| Social Studies | Gather data from a variety of information resources about a change that will have an economic impact on the community. |
| IN 3.5.1 | IN |
3
| English | Write narratives that:
* provide a context within which an action takes place.
* include details to develop the plot. |
| IN 3.5.10 | IN |
3
| Math | Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts in decimal notation using the $ symbol. |
| IN 3.5.11 | IN |
3
| Math | Use play or real money to decide whether there is enough money to make a purchase. |
| IN 3.5.12 | IN |
3
| Math | Carry out simple unit conversions within a measurement system (e.g., centimeters to meters, hours to minutes). |
| IN 3.5.4 | IN |
3
| English | Use varied word choices to make writing interesting. |
| IN 3.5.5 | IN |
3
| English | Write for different purposes and to a specific audience or person. |
| IN 3.5.6 | IN |
3
| English | Write persuasive pieces that ask for an action or response. |
| IN 3.6.1 | IN |
3
| Math | Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. |
| IN 3.6.2 | IN |
3
| Math | Decide when and how to break a problem into simpler parts. |
| IN 3.6.2 | IN |
3
| English | Write correctly complete sentences of statement, command, question, or exclamation, with final punctuation. |
| IN 3.6.3 | IN |
3
| English | Identify and use subjects and verbs that are in agreement (we are instead of we is). |
| IN 3.6.3 | IN |
3
| Math | Apply strategies and results from simpler problems to solve more complex problems. |
| IN 3.6.4 | IN |
3
| Math | Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work. |
| IN 3.6.4 | IN |
3
| English | Identify and use past (he danced), present (he dances), and future (he will dance) verb tenses properly in writing. |
| IN 3.6.5 | IN |
3
| English | Identify and correctly use pronouns (it, him, her), adjectives (brown eyes, two younger sisters), compound nouns (summertime, snowflakes), and articles (a, an, the) in writing. |
| IN 3.6.7 | IN |
3
| Math | Make precise calculations and check the validity of the results in the context of the problem. |
| IN 3.6.8 | IN |
3
| Math | Decide whether a solution is reasonable in the context of the original situation. |
| IN 3.6.8 | IN |
3
| English | Spell correctly one-syllable words that have blends (walk, play, blend), contractions (isn't, can't), compounds, common spelling patterns (qu-; changing win to winning; changing the ending of a word from -y to -ies to make a plural, such as cherry/cherries), and common homophones (words that sound the same but have different spellings, such as hair/hare). |
| IN 3.6.9 | IN |
3
| Math | Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems. |
| IN 3.7.10 | IN |
3
| English | Compare ideas and points of view expressed in broadcast and print media or on the Internet. |
| IN 3.7.15 | IN |
3
| English | Follow three- and four-step oral directions. |
| IN 3.7.16 | IN |
3
| English | Evaluate different evidence (facts, statistics, quotes, testimonials) used to support claims. |
| IN 3.7.2 | IN |
3
| English | Connect and relate experiences and ideas to those of a speaker. |
| IN 3.7.3 | IN |
3
| English | Answer questions completely and appropriately. |
| IN 3.7.6 | IN |
3
| English | Provide a beginning, a middle, and an end to oral presentations, including details that develop a central idea. |
| IN 3.7.7 | IN |
3
| English | Use clear and specific vocabulary to communicate ideas and establish the tone. |
| IN 3.7.8 | IN |
3
| English | Clarify and enhance oral presentations through the use of appropriate props, including objects, pictures, and charts. |
| IN 4.1.1 | IN |
4
| English | Read aloud grade-level-appropriate literary and informational texts with fluency and accuracy and with appropriate timing, changes in voice, and expression. |
| IN 4.1.1 | IN |
4
| Math | Read and write whole numbers up to 1,000,000. |
| IN 4.1.2 | IN |
4
| Math | Identify and write whole numbers up to 1,000,000, given a place-value model. |
| IN 4.1.3 | IN |
4
| English | Use knowledge of root words (nation, national, nationality) to determine the meaning of unknown words within a passage. |
| IN 4.1.4 | IN |
4
| Math | Order and compare whole numbers using symbols for "less than" (<), "equal to" (=), and "greater than" (>). |
| IN 4.1.6 | IN |
4
| English | Distinguish and interpret words with multiple meanings (quarters) by using context clues (the meaning of the text around a word). |
| IN 4.1.7 | IN |
4
| English | Use context to determine the meaning of unknown words. |
| IN 4.1.9 | IN |
4
| Math | Round two-place decimals to tenths or to the nearest whole number. |
| IN 4.2.1 | IN |
4
| Math | Understand and use standard algorithms for addition and subtraction. |
| IN 4.2.1 | IN |
4
| English | Use the organization of informational text to strengthen comprehension. |
| IN 4.2.10 | IN |
4
| Math | Use a standard algorithm to add and subtract decimals (to hundredths). |
| IN 4.2.11 | IN |
4
| Math | Know and use strategies for estimating results of any whole-number computations. |
| IN 4.2.2 | IN |
4
| English | Use appropriate strategies when reading for different purposes. |
| IN 4.2.2 | IN |
4
| Math | Represent as multiplication any situation involving repeated addition. |
| IN 4.2.3 | IN |
4
| Math | Represent as division any situation involving the sharing of objects or the number of groups of shared objects. |
| IN 4.2.3 | IN |
4
| English | Draw conclusions or make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, foreshadowing clues (clues that indicate what might happen next), and direct quotations. |
| IN 4.2.5 | IN |
4
| Math | Use a standard algorithm to multiply numbers up to 100 by numbers up to 10, using relevant properties of the number system. |
| IN 4.2.6 | IN |
4
| Math | Use a standard algorithm to divide numbers up to 100 by numbers up to 10 without remainders, using relevant properties of the number system. |
| IN 4.2.8 | IN |
4
| English | Identify informational texts written in narrative form (sometimes with undeveloped characters and minimal dialogue) using sequence or chronology. |
| IN 4.2.9 | IN |
4
| English | Recognize main ideas and supporting details presented in expository (informational texts). |
| IN 4.2.9 | IN |
4
| Math | Add and subtract decimals (to hundredths), using objects or pictures. |
| IN 4.3.5 | IN |
4
| Math | Continue number patterns using multiplication and division. |
| IN 4.3.7 | IN |
4
| Math | Relate problem situations to number sentences involving multiplication and division. |
| IN 4.4.1 | IN |
4
| Social Studies | Give examples of the kinds of goods and services produced in Indiana in different historical periods. |
| IN 4.4.10 | IN |
4
| Social Studies | Explain how people save, and develop a savings plan in order to make a future purchase. |
| IN 4.4.2 | IN |
4
| Social Studies | Define productivity and provide examples of how productivity has changed in Indiana during the past 100 years. |
| IN 4.4.2 | IN |
4
| English | Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements for a piece of writing. |
| IN 4.4.3 | IN |
4
| English | Write informational pieces with multiple paragraphs that:
* provide an introductory paragraph.
* establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.
* include supporting paragraphs with simple facts, details, and explanations.
* present important ideas or events in sequence or in chronological order.
* provide details and transitions to link paragraphs.
* conclude with a paragraph that summarizes the points.
* use correct indention at the beginning of paragraphs. |
| IN 4.4.3 | IN |
4
| Social Studies | Explain how both parties can benefit from trade and give examples of how people in Indiana engaged in trade in different time periods. |
| IN 4.4.4 | IN |
4
| Social Studies | Explain that prices change as a result of changes in supply and demand for specific products. |
| IN 4.4.4 | IN |
4
| English | Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and posing and answering a question. |
| IN 4.4.5 | IN |
4
| Social Studies | Describe Indiana's emerging global connections. |
| IN 4.4.6 | IN |
4
| Social Studies | List the functions of money and compare and contrast things that have been used as money in the past in Indiana, the United States and the world. |
| IN 4.4.6 | IN |
4
| English | Locate information in reference texts by using organizational features, such as prefaces and appendixes. |
| IN 4.4.7 | IN |
4
| Social Studies | Identify entrepreneurs who have influenced Indiana and the local community. |
| IN 4.4.8 | IN |
4
| Social Studies | Define profit and describe how profit is an incentive for entrepreneurs. |
| IN 4.4.9 | IN |
4
| Social Studies | Identify important goods and services provided by state and local governments by giving examples of how state and local tax revenues are used. |
| IN 4.5.10 | IN |
4
| Math | Determine the amount of change from a purchase. |
| IN 4.5.5 | IN |
4
| English | Use varied word choices to make writing interesting. |
| IN 4.5.6 | IN |
4
| English | Write for different purposes (information, persuasion, description) and to a specific audience or person. |
| IN 4.6.1 | IN |
4
| English | Write smoothly and legibly in cursive, forming letters and words that can be read by others. |
| IN 4.6.1 | IN |
4
| Math | Represent data on a number line and in tables, including frequency tables. |
| IN 4.6.2 | IN |
4
| Math | Interpret data graphs to answer questions about a situation. |
| IN 4.6.2 | IN |
4
| English | Use simple sentences (Dr. Vincent Stone is my dentist.) and compound sentences (His assistant cleans my teeth, and Dr. Stone checks for cavities.) in writing. |
| IN 4.6.3 | IN |
4
| English | Create interesting sentences by using words that describe, explain, or provide additional details and connections, such as verbs, adjectives, adverbs, appositives, participial phrases, prepositional phrases, and conjunctions. |
| IN 4.6.4 | IN |
4
| English | Identify and use in writing regular (live/lived, shout/shouted) and irregular verbs (swim/swam, ride/rode, hit/hit), adverbs (constantly, quickly), and prepositions (through, beyond, between). |
| IN 4.6.7 | IN |
4
| English | Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations, when appropriate. |
| IN 4.6.8 | IN |
4
| English | Spell correctly roots (bases of words, such as unnecessary, cowardly), inflections (words like care/careful/caring), words with more than one acceptable spelling (like advisor/adviser), suffixes and prefixes (-ly, -ness, mis-, un-), and syllables (word parts each containing a vowel sound, such as sur•prise or e•col•o•gy). |
| IN 4.7.1 | IN |
4
| English | Ask thoughtful questions and respond orally to relevant questions with appropriate elaboration. |
| IN 4.7.1 | IN |
4
| Math | Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. |
| IN 4.7.10 | IN |
4
| English | Evaluate the role of the media in focusing people's attention on events and in forming their opinions on issues. |
| IN 4.7.10 | IN |
4
| Math | Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems. |
| IN 4.7.12 | IN |
4
| English | Make informational presentations that:
* focus on one main topic.
* include facts and details that help listeners focus.
* incorporate more than one source of information (including speakers, books, newspapers, television broadcasts, radio reports, or Web sites). |
| IN 4.7.17 | IN |
4
| English | Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences. |
| IN 4.7.2 | IN |
4
| Math | Decide when and how to break a problem into simpler parts. |
| IN 4.7.3 | IN |
4
| Math | Apply strategies and results from simpler problems to solve more complex problems. |
| IN 4.7.4 | IN |
4
| Math | Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, tools, and models to solve problems, justify arguments, and make conjectures. |
| IN 4.7.4 | IN |
4
| English | Give precise directions and instructions. |
| IN 4.7.5 | IN |
4
| English | Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and details. |
| IN 4.7.6 | IN |
4
| English | Use logical structures for conveying information, including cause and effect, similarity and difference, and posing and answering a question. |
| IN 4.7.6 | IN |
4
| Math | Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. |
| IN 4.7.7 | IN |
4
| English | Emphasize points in ways that help the listener or viewer follow important ideas and concepts. |
| IN 4.7.8 | IN |
4
| English | Use details, examples, anecdotes (stories of a specific event), or experiences to explain or clarify information. |
| IN 4.7.8 | IN |
4
| Math | Make precise calculations and check the validity of the results in the context of the problem. |
| IN 4.9.9 | IN |
4
| Math | Decide whether a solution is reasonable in the context of the original situation. |
| IN 5.1.1 | IN |
5
| English | Read aloud grade-level-appropriate narrative text (stories) and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression. |
| IN 5.1.1 | IN |
5
| Math | Convert between numbers in words and numbers in figures, for numbers up to millions and decimals to thousandths. |
| IN 5.1.13 | IN |
5
| Math | Arrange in numerical order and compare whole numbers or decimals to two decimal places by using the symbols for less than (<), equals (=), and greater than (>). |
| IN 5.1.2 | IN |
5
| English | Use word origins to determine the meaning of unknown words. |
| IN 5.1.2 | IN |
5
| Math | Round whole numbers and decimals to any place value. |
| IN 5.1.6 | IN |
5
| English | Understand unknown words by using word, sentence, and paragraph clues to determine meaning. |
| IN 5.2.1 | IN |
5
| English | Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding. |
| IN 5.2.1 | IN |
5
| Math | Solve problems involving multiplication and division of any whole numbers. |
| IN 5.2.2 | IN |
5
| English | Analyze text that is organized in sequential or chronological order. |
| IN 5.2.3 | IN |
5
| English | Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas. |
| IN 5.2.4 | IN |
5
| English | Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. |
| IN 5.2.5 | IN |
5
| English | Distinguish among facts, supported inferences, evidence, and opinions in text. |
| IN 5.2.5 | IN |
5
| Math | Add and subtract decimals and verify the reasonableness of the results. |
| IN 5.2.6 | IN |
5
| Math | Use estimation to decide whether answers are reasonable in addition, subtraction, multiplication, and division problems. |
| IN 5.3.2 | IN |
5
| Math | Write simple algebraic expressions in one or two variables and evaluate them by substitution. |
| IN 5.3.4 | IN |
5
| English | Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether they are implied or stated directly. |
| IN 5.4.1 | IN |
5
| Social Studies | Describe the economic activities within and among Native American Indian cultures prior to contact with Europeans. Examine the economic incentives that helped motivate European exploration and colonization. |
| IN 5.4.11 | IN |
5
| English | Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and stating and supporting a hypothesis with data. |
| IN 5.4.2 | IN |
5
| Social Studies | Summarize a market economy and give examples of how the colonial and early American economy exhibited these characteristics. |
| IN 5.4.3 | IN |
5
| Social Studies | Define types of trade barriers. |
| IN 5.4.3 | IN |
5
| English | Write informational pieces with multiple paragraphs that:
* present important ideas or events in sequence or in chronological order.
* provide details and transitions to link paragraphs.
* offer a concluding paragraph that summarizes important ideas and details. |
| IN 5.4.4 | IN |
5
| Social Studies | Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States. |
| IN 5.4.5 | IN |
5
| Social Studies | Explain how education and training, specialization and investment in capital resources increase productivity. |
| IN 5.4.6 | IN |
5
| Social Studies | Use economic reasoning to explain why certain careers are more common in one region than in another and how specialization results in more interdependence. |
| IN 5.4.7 | IN |
5
| Social Studies | Predict the effect of changes in supply and demand on price. |
| IN 5.4.7 | IN |
5
| Social Studies | Analyze how the causes and effects of changes in price of certain goods and services had significant influence on events in United States history. |
| IN 5.4.9 | IN |
5
| Social Studies | Identify the elements of a personal budget and explain why personal spending and saving decisions are important. |
| IN 5.5.3 | IN |
5
| English | Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
* uses information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors).
* demonstrates that information that has been gathered has been summarized.
* organizes information by categorizing and sequencing. |
| IN 5.5.4 | IN |
5
| English | Write persuasive letters or compositions that:
* state a clear position in support of a proposal.
* support a position with relevant evidence and effective emotional appeals.
* follow a simple organizational pattern, with the most appealing statements first and the least powerful ones last.
* address reader concerns. |
| IN 5.5.5 | IN |
5
| English | Use varied word choices to make writing interesting. |
| IN 5.5.6 | IN |
5
| English | Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as appropriate. |
| IN 5.5.7 | IN |
5
| Math | Add and subtract with money in decimal notation. |
| IN 5.6.1 | IN |
5
| English | Identify and correctly use prepositional phrases (for school or In the beginning), appositives (We played the Cougars, the team from Newport), main clauses (words that express a complete thought), and subordinate clauses (clauses attached to the main clause in a sentence). |
| IN 5.6.2 | IN |
5
| English | Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas. |
| IN 5.6.3 | IN |
5
| English | Identify and correctly use appropriate tense (present, past, present participle, past participle) for verbs that are often misused (lie/lay, sit/set, rise/raise). |
| IN 5.6.4 | IN |
5
| English | Identify and correctly use modifiers (words or phrases that describe, limit, or qualify another word) and pronouns (he/his, she/her, they/their, it/its). |
| IN 5.6.6 | IN |
5
| English | Use correct capitalization. |
| IN 5.6.7 | IN |
5
| English | Spell roots or bases of words, prefixes (understood/misunderstood, excused/unexcused), suffixes (final/finally, mean/meanness), contractions (will not/won't, it is/it's, they would/they'd), and syllable constructions (in•for•ma•tion, mol•e•cule) correctly. |
| IN 5.6.8 | IN |
5
| English | Use simple sentences (Dr. Vincent Stone is my dentist.) and compound sentences (His assistant cleans my teeth, and Dr. Stone checks for cavities.) in writing. |
| IN 5.7.1 | IN |
5
| English | Ask questions that seek information not already discussed. |
| IN 5.7.1 | IN |
5
| Math | Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. |
| IN 5.7.10 | IN |
5
| English | Deliver informative presentations about an important idea, issue, or event by the following means:
* frame questions to direct the investigation.
* establish a controlling idea or topic.
* develop the topic with simple facts, details, examples, and explanations. |
| IN 5.7.12 | IN |
5
| English | Give precise directions and instructions. |
| IN 5.7.13 | IN |
5
| English | Emphasize points in ways that help the listener or viewer follow important ideas and concepts. |
| IN 5.7.14 | IN |
5
| English | Identify claims in different kinds of text (print, image, multimedia) and evaluate evidence used to support these claims. |
| IN 5.7.15 | IN |
5
| English | Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences. |
| IN 5.7.2 | IN |
5
| English | Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives. |
| IN 5.7.2 | IN |
5
| Math | Decide when and how to break a problem into simpler parts. |
| IN 5.7.3 | IN |
5
| English | Make inferences or draw conclusions based on an oral report. |
| IN 5.7.6 | IN |
5
| Math | Know and apply appropriate methods for estimating results of rational-number computations. |
| IN 5.7.7 | IN |
5
| Math | Make precise calculations and check the validity of the results in the context of the problem. |
| IN 5.7.7 | IN |
5
| English | Identify, analyze, and critique persuasive techniques, including promises, dares, flattery, and generalities; identify faulty reasoning used in oral presentations and media messages. |
| IN 5.7.8 | IN |
5
| English | Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture. |
| IN 5.7.8 | IN |
5
| Math | Decide whether a solution is reasonable in the context of the original situation. |
| IN 5.7.9 | IN |
5
| Math | Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems. |
| KS E3B1: | KS |
3
| Social Studies | The student understands how limited resources require choices. |
| KS E3B2: | KS |
3
| Social Studies | The student understands how the market economy works in the United States. |
| KS E3B3: | KS |
3
| Social Studies | The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people. |
| KS E3B4: | KS |
3
| Social Studies | The student analyzes the role of the government in the economy. |
| KS E3B5: | KS |
3
| Social Studies | The student makes effective decisions as a consumer, producer, saver, investor, and citizen. |
| KS E4B1: | KS |
4
| Social Studies | The student understands how limited resources require choices. |
| KS E4B2: | KS |
4
| Social Studies | The student understands how the market economy works in the United States. |
| KS E4B3: | KS |
4
| Social Studies | The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people. |
| KS E4B4: | KS |
4
| Social Studies | The student analyzes the role of the government in the economy. |
| KS E4B5: | KS |
4
| Social Studies | The student makes effective decisions as a consumer, producer, saver, investor, and citizen. |
| KS E5B1: | KS |
5
| Social Studies | The student understands how limited resources require choices. |
| KS E5B2: | KS |
5
| Social Studies | The student understands how the market economy works in the United States. |
| KS E5B3: | KS |
5
| Social Studies | The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people. |
| KS E5B4: | KS |
5
| Social Studies | The student analyzes the role of the government in the economy. |
| KS E5B5: | KS |
5
| Social Studies | The student makes effective decisions as a consumer, producer, saver, investor, and citizen. |
| KS M3B1.1 | KS |
3
| Math | Number Sense – The student demonstrates number sense for whole numbers, fractions, decimals, and money using concrete objects in a variety of situations. |
| KS M3B1.2 | KS |
3
| Math | Number Systems and Their Properties – The student demonstrates an understanding of whole numbers with a special emphasis on place value and recognizes, uses, and explains the concepts of properties as they relate to whole numbers, fractions, decimals, and money in a variety of situations. |
| KS M3B1.3 | KS |
3
| Math | Estimation – The student uses computational estimation with whole numbers, fractions, and money in a variety of situations. |
| KS M3B1.4 | KS |
3
| Math | Computation – The student models, performs, and explains computation with whole numbers and money including the use of concrete objects in a variety of situations. |
| KS M3B2.1 | KS |
3
| Math | Patterns – The student recognizes, describes, extends, develops, and explains relationships in patterns using concrete objects in a variety of situations. |
| KS M3B2.2 | KS |
3
| Math | Variables, Equations, and Inequalities – The student uses symbols and whole numbers to solve equations including the use of concrete objects in a variety of situations. |
| KS M3B2.3 | KS |
3
| Math | Functions – The student recognizes and describes whole number relationships using concrete objects in a variety of situations. |
| KS M3B2.4 | KS |
3
| Math | Models – The student develops and uses mathematical models including the use of concrete objects to represent and show mathematical relationships in a variety of situations. |
| KS M3B4.1 | KS |
3
| Math | Probability – The student applies the concepts of probability to draw conclusions and to make predictions and decisions including the use of concrete objects in a variety of situations. |
| KS M3B4.2 | KS |
3
| Math | Statistics – The student collects, organizes, displays, explains, and interprets numerical (whole numbers) and non-numerical data sets including the use of concrete objects in a variety of situations. |
| KS M4B1.1 | KS |
4
| Math | Number Sense – The student demonstrates number sense for whole numbers, fractions (including mixed numbers), decimals, and money including the use of concrete objects in a variety of situations. |
| KS M4B1.2 | KS |
4
| Math | Number Systems and Their Properties – The student demonstrates an understanding of whole numbers with a special emphasis on place value; recognizes, uses, and explains the concepts of properties as they relate to whole numbers; and extends these properties to fractions (including mixed numbers), decimals, and money. |
| KS M4B1.3 | KS |
4
| Math | Estimation – The student uses computational estimation with whole numbers, fractions (including mixed numbers) and money in a variety of situations. |
| KS M4B1.4 | KS |
4
| Math | Computation – The student models, performs, and explains computation with whole numbers, fractions, and money including the use of concrete objects in a variety of situations. |
| KS M4B2.1 | KS |
4
| Math | Patterns – The student recognizes, describes, extends, develops, and explains relationships in patterns using concrete objects in a variety of situations. |
| KS M4B2.2 | KS |
4
| Math | Variables, Equations, and Inequalities – The student uses variables, symbols, and whole numbers to solve equations including the use of concrete objects in a variety of situations. |
| KS M4B2.3 | KS |
4
| Math | Functions – The student recognizes and describes whole number relationships including the use of concrete objects in a variety of situations. |
| KS M4B2.4 | KS |
4
| Math | Models – The student develops and uses mathematical models including the use of concrete objects to represent and explain mathematical relationships in a variety of situations. |
| KS M4B4.1 | KS |
4
| Math | Probability – The student applies the concepts of probability to draw conclusions and to make predictions and decisions including the use of concrete objects in a variety of situations. |
| KS M5B1.1 | KS |
5
| Math | Number Sense – The student demonstrates number sense for integers, fractions, decimals, and money in a variety of situations. |
| KS M5B1.2 | KS |
5
| Math | Number Systems and Their Properties – The student demonstrates an understanding of the whole number system; recognizes, uses, and explains the concepts of properties as they relate to the whole number system; and extends these properties to integers, fractions (including mixed numbers), and decimals. |
| KS M5B1.3 | KS |
5
| Math | Estimation – The student uses computational estimation with whole numbers, fractions, decimals, and money in a variety of situations. |
| KS M5B1.4 | KS |
5
| Math | Computation – The student models, performs, and explains computation with whole numbers, fractions including mixed numbers, and decimals including the use of concrete objects in a variety of situations. |
| KS M5B2.1 | KS |
5
| Math | Patterns – The student recognizes, describes, extends, develops, and explains relationships in patterns in a variety of situations. |
| KS M5B2.2 | KS |
5
| Math | Variables, Equations, and Inequalities – The student uses variables, symbols, whole numbers, and algebraic expressions in one variable to solve linear equations in a variety of situations. |
| KS M5B2.3 | KS |
5
| Math | Functions – The student recognizes, describes, and examines whole number relationships in a variety of situations. |
| KS M5B2.4 | KS |
5
| Math | Models – The student develops and uses mathematical models including the use of concrete objects to represent and explain mathematical relationships in a variety of situations. |
| KS M5B4.1 | KS |
5
| Math | Probability – The student applies the concepts of probability to draw conclusions and to make predictions and decisions including the use of concrete objects in a variety of situations. |
| KS M5B4.2 | KS |
5
| Math | Statistics – The student collects, organizes, displays, explains, and interprets numerical (rational numbers) and non-numerical data sets in a variety of situations with a special emphasis on measures of central tendency. |
| KS R3B1.1 | KS |
3
| English | The student uses skills in alphabetics to construct meaning from text. |
| KS R3B1.2 | KS |
3
| English | The student reads fluently. |
| KS R3B1.4 | KS |
3
| English | The student comprehends a variety of texts (narrative, expository, technical, and persuasive). |
| KS R4B1.1 | KS |
4
| English | The student uses skills in alphabetics to construct meaning from text. |
| KS R4B1.2 | KS |
4
| English | The student reads fluently. |
| KS R4B1.3 | KS |
4
| English | The student expands vocabulary. |
| KS R4B1.4 | KS |
4
| English | The student comprehends a variety of texts (narrative, expository, technical, and persuasive). |
| KS R5B1.1 | KS |
5
| English | The student uses skills in alphabetics to construct meaning from text. |
| KS R5B1.2 | KS |
5
| English | The student reads fluently. |
| KS R5B1.3 | KS |
5
| English | The student expands vocabulary. |
| KS R5B1.4 | KS |
5
| English | The student comprehends a variety of texts (narrative, expository, technical, and persuasive). |
| KS W3B1.1 | KS |
3
| English | The student writes narrative text using the writing process. |
| KS W3B1.2 | KS |
3
| English | The student writes expository text using the writing process. |
| KS W3B1.3 | KS |
3
| English | The student writes technical text using the writing process. |
| KS W4B1.1 | KS |
4
| English | The student writes narrative text using the writing process. |
| KS W4B1.2 | KS |
4
| English | The student writes expository text using the writing process. |
| KS W4B1.3 | KS |
4
| English | The student writes technical text using the writing process. |
| KS W4B1.4 | KS |
4
| English | The student writes persuasive text using the writing process. |
| KS W5B1.1 | KS |
5
| English | The student writes narrative text using the writing process. |
| KS W5B1.2 | KS |
5
| English | The student writes expository text using the writing process. |
| KS W5B1.3 | KS |
5
| English | The student writes technical text using the writing process. |
| KS W5B1.4 | KS |
5
| English | The student writes persuasive text using the writing process. |
| KY AE1.11 | KY |
3,4,5
| English | Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. |
| KY AE1.12 | KY |
3,4,5
| English | Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. |
| KY AE1.2 | KY |
3,4,5
| English | Students make sense of the variety of materials they read. |
| KY AE1.4 | KY |
3,4,5
| English | Students make sense of the various messages to which they listen. |
| KY AE1.5-1.9 | KY |
3,4,5
| Math | Students use mathematical ideas and procedures to communicate, reason, and solve problems. |
| KY AE2.16 | KY |
5
| Social Studies | Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. |
| KY AE2.18 | KY |
5
| Social Studies | Students understand economic principles and are able to make economic decisions that have consequences in daily living. |
| KY AE2.22 | KY |
5
| Social Studies | Students create works of art and make presentations to convey a point of view. |
| KY AE2.30 | KY |
5
| Social Studies | Students evaluate consumer products and services and make effective consumer decisions. |
| KY AE2.36 | KY |
5
| Social Studies | Students use strategies for choosing and preparing for a career. |
| KY AE2.7 | KY |
3,4,5
| Math | Students understand number concepts and use numbers appropriately and accurately. |
| KY AE2.8 | KY |
3,4,5
| Math | Students understand various mathematical procedures and use them appropriately and accurately. |
| KY AE5.1 | KY |
5
| Social Studies | Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. |
| KY AE5.2 | KY |
5
| Social Studies | Students use creative thinking skills to develop or invent novel, constructive ideas or products. |
| KY AE5.4 | KY |
5
| Social Studies | Students use a decision-making process to make informed decisions among options. |
| LA §1103. Benchmarks K-4-1.D-1-E: | LA |
3,4
| Math | Collecting, organizing, and describing data based on real-life situations |
| LA §1103. Benchmarks K-4-1.ELA-5-E1 | LA |
3,4
| English | recognizing and using organizational features of printed text, other media, and electronic information (e.g., parts of a text, alphabetizing, captions, legends, pull-down menus, keyword searches, icons, passwords, entry menu features) |
| LA §1103. Benchmarks K-4-2.ELA-5-E2 | LA |
3,4
| English | locating and evaluating information sources (e.g., print materials, databases, CD-ROM references, Internet information, electronic reference works, community and government data, television and radio resources, audio and visual materials) |
| LA §1103. Benchmarks K-4-3.ELA-5-E3 | LA |
3,4
| English | locating, gathering, and selecting information using graphic organizers, simple outlining, note taking, and summarizing to produce texts and graphics |
| LA §1103. Benchmarks K-4-3.ELA-5-E6 | LA |
3,4
| English | recognizing and using graphic organizers (e.g., charts/graphs, tables/schedules, diagrams /maps) |
| LA §1105. Benchmarks 5-8-1.D-1-M: | LA |
5
| Math | Systematically collecting, organizing, describing, and displaying data in charts, tables, plots,
graphs, and/or spreadsheets
|
| LA §1105. Benchmarks 5-8-1.ELA-7-M1 | LA |
5
| English | using comprehension strategies (e.g., summarizing, recognizing literary devices, paraphrasing)* to analyze oral, written, and visual texts |
| LA §1105. Benchmarks 5-8-2.D-2-M: | LA |
5
| Math | Analyzing, interpreting, evaluating, drawing inferences, and making estimations, predictions, decisions, and convincing arguments based on organized data (e.g., analyze data using concepts of mean, median, mode, range, random samples, sample size, bias, and data extremes) |
| LA §1105. Benchmarks 5-8-2.ELA-7-M2 | LA |
5
| English | using reasoning skills (e.g., categorizing, prioritizing),* life experiences, accumulated knowledge, and relevant available information resources to solve problems in oral, written, and visual texts |
| LA §1105. Benchmarks 5-8-3.ELA-5-M3 | LA |
5
| English | locating, gathering, and selecting information using formal outlining, paraphrasing, interviewing, and surveying to produce documented texts and graphics |
| LA §1105. Benchmarks 5-8-5-8-4.ELA-7-M4 | LA |
5
| English | using inductive and deductive reasoning skills across oral, written, and visual texts |
| LA §1105. Benchmarks 5-8-6.ELA-5-M6 | LA |
5
| English | identifying and interpreting graphic organizers (e.g., flowcharts, timelines, tree diagrams) |
| LA §1303. Benchmarks K-4-2.P-2-E: | LA |
3,4
| Math | Representing and describing mathematical relationships using tables, variables, open sentences, and graphs |
| LA §1305. Benchmarks 5-8-2.P-2-M: | LA |
5
| Math | Describing and representing relationships using tables, rules, simple equations, and graphs |
| LA §1305. Benchmarks 5-8-3.P-3-M: | LA |
5
| Math | Analyzing relationships to explain how a change in one quantity results in a change in another (e.g., change in the dimensions of a rectangular solid affects the volume) |
| LA §1503. Benchmarks K-4-1.ELA-7-E1 | LA |
3,4
| English | using comprehension strategies (e.g., sequencing, predicting, drawing conclusions, comparing and contrasting, making inferences, determining main ideas) to interpret oral, written, and visual texts |
| LA §1503. Benchmarks K-4-2.ELA-7-E2 | LA |
3,4
| English | using basic reasoning skills, life experiences, and available information to solve problems in oral, written, and visual texts |
| LA §1503. Benchmarks K-4-4.ELA-7-E4 | LA |
3,4
| English | using basic reasoning skills to distinguish fact from opinion, skim and scan for facts, determine cause and effect, generate inquiry, and make connections with real-life situations |
| LA §303. Benchmarks K-4-5.ELA-1-E5 | LA |
3,4
| English | reading, comprehending, and responding to written, spoken, and visual texts in extended passages (e.g., range for fiction passages?45-1,000 words;range for nonfiction?450-850 words) |
| LA §303. Benchmarks K-4-6.ELA-1-E6 | LA |
3,4
| English | interpreting (e.g., retelling, summarizing) texts to generate connections to real-life situations |
| LA §303. Benchmarks K-4-6.N-6-E: | LA |
3,4
| Math | Applying a knowledge of basic math facts and arithmetic operations to real-life situations |
| LA §303. Benchmarks K-4-7.ELA-1-E7 | LA |
3,4
| English | reading with fluency (natural sequencing of words) for various purposes (e.g., enjoying, learning, problem solving) |
| LA §303. Benchmarks K-4-8.N-8-E: | LA |
3,4
| Math | Selecting and using appropriate computational methods and tools for given situations involving whole numbers (e.g., estimation, mental arithmetic, calculator, or paper and pencil) |
| LA §305. Benchmarks 5-8-1.ELA-1-M1 | LA |
5
| English | using knowledge of word meaning and developing basic and technical vocabulary using various strategies (e.g., context clues, idioms, affixes, etymology, multiple-meaning words |
| LA §305. Benchmarks 5-8-4.ELA-1-M4 | LA |
5
| English | interpreting (e.g., paraphrasing, comparing, contrasting) texts with supportive explanations to generate connections to real-life situations and other texts (e.g., business, technical, scientific) |
| LA §305. Benchmarks 5-8-4.N-4-M: | LA |
5
| Math | Demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply and divide) and their relationships to each other |
| LA §305. Benchmarks 5-8-5.N-5-M: | LA |
5
| Math | Applying an understanding of rational numbers and arithmetic operations to real-life situations |
| LA §305. Benchmarks 5-8-7.N-7-M: | LA |
5
| Math | Selecting and using appropriate computational methods and tools for given situations involving rational numbers (e.g., estimation, or exact computation using mental arithmetic, calculator, computer, or paper and pencil) |
| LA §503. Benchmarks K-4-2.ELA-2-E2 | LA |
3,4
| English | focusing on language (vocabulary), concepts, and ideas that show an awareness of the intended audience and/or purpose (e.g., classroom, real-life, workplace) in developing compositions |
| LA §503. Benchmarks K-4-6.ELA-2-E6 | LA |
3,4
| English | writing as a response to texts and life experiences (e.g., journals, letters, lists) |
| LA §505. Benchmarks 5-8-4.A-4-M: | LA |
5
| Math | Analyzing tables and graphs to identify relationships exhibited by the data and making generalizations based upon these relationships |
| LA §505. Benchmarks 5-8-6.ELA-2-M6 | LA |
5
| English | writing as a response to texts and life experiences (e.g., personal and business letters) |
| LA §703. Benchmarks K-4-1.M-1-E: | LA |
3,4
| Math | Applying (measure or solve measurement problem) the concepts of length (inches, feet, yards, miles, millimeters, centimeters, decimeters, meters, kilometers), area, volume, capacity (cups, liquid pints and quarts, gallons, milliliters, liters), weight (ounces, pounds, tons, grams, kilograms), mass, time, seconds, minutes, hours, days, weeks, months, years), money, and temperature (Celsius and Fahrenheit) to real-world experiences |
| LA §703. Benchmarks K-4-a.E-1A-E1: | LA |
3,4
| Social Studies | Recognizing that limited resources require people to make decisions |
| LA §703. Benchmarks K-4-a.E-1B-E1: | LA |
3,4
| Social Studies | Describing how prices are determined by the interactions of buyers and sellers |
| LA §703. Benchmarks K-4-b.E-1B-E2: | LA |
3,4
| Social Studies | Explaining how the changes in prices affect incentives to produce, consume, and save |
| LA §703. Benchmarks K-4-c.E-1A-E3: | LA |
3,4
| Social Studies | Demonstrating how economic wants affect decisions about using goods and services |
| LA §703. Benchmarks K-4-c.E-1B-E3: | LA |
3,4
| Social Studies | Identifying and explaining economic concepts, such as profit as an incentive for people to take economic risk |
| LA §703. Benchmarks K-4-d.E-1A-E4: | LA |
3,4
| Social Studies | Discussing and determining the process for making economic decisions |
| LA §703. Benchmarks K-4-e.E-1A-E5: | LA |
3,4
| Social Studies | Explaining the relationships among producers and consumers |
| LA §703. Benchmarks K-4-g.E-1A-E7: | LA |
3,4
| Social Studies | Describing how specialization affects productivity and contributes to the need for interdependence among producers and consumers |
| LA §703. Benchmarks K-4-h.E-1A-E8: | LA |
3,4
| Social Studies | Determining how the development of skills and knowledge relates to career opportunity and economic well-being |
| LA §703. Benchmarks K-4-i.E-1A-E9: | LA |
3,4
| Social Studies | Identifying different methods for the distribution of goods and services, including the concept of markets |
| LA §703. Benchmarks K-4-j.E-1A-E10: | LA |
3,4
| Social Studies | Identifying some of the economic institutions, such as households and banks, that make up the economy |
| LA §703. Benchmarks K-4-k.E-1A-E11: | LA |
3,4
| Social Studies | Explaining and demonstrating why people participate in voluntary exchanges and how money helps in the process
|
| LA §705. Benchmarks 5-8-1.M-1-M: | LA |
5
| Math | Applying the concepts of length, area, surface area, volume, capacity, weight, mass, money, time, temperature, and rate to real-world experiences |
| LA §705. Benchmarks 5-8-a.E-1A-M1: | LA |
5
| Social Studies | Describing how the scarcity of resources necessitates decision making at both person and societal levels
|
| LA §705. Benchmarks 5-8-a.E-1B-M1: | LA |
5
| Social Studies | Explaining the role of supply and demand in a competitive market system |
| LA §705. Benchmarks 5-8-b.E-1A-M2: | LA |
5
| Social Studies | Analyzing consequences of economic decisions in terms of additional benefits and additional costs |
| LA §705. Benchmarks 5-8-b.E-1B-M2: | LA |
5
| Social Studies | Explaining the factors that affect the production and distribution of goods and services |
| LA §705. Benchmarks 5-8-c.E-1A-M3: | LA |
5
| Social Studies | Analyzing the consequences and opportunity cost of economic decisions |
| LA §705. Benchmarks 5-8-d.E-1A-M4: | LA |
5
| Social Studies | Analyzing the role of specialization in the economic process |
| LA §705. Benchmarks 5-8-e.E-1A-M5: | LA |
5
| Social Studies | Giving examples of how skills and knowledge increase productivity and career opportunities |
| LA §705. Benchmarks 5-8-g.E-1A-M7: | LA |
5
| Social Studies | Describing the various institutions, such as business firms and government agencies, that make up economic systems |
| LA §705. Benchmarks 5-8-h.E-1A-M8: | LA |
5
| Social Studies | Differentiating among various forms of exchange and money |
| LA §903. Benchmarks K-4-5.ELA-4-E5 | LA |
3,4
| English | speaking and listening for a variety of audiences (e.g., classroom, real-life, workplace) and purposes (e.g., awareness, concentration, enjoyment, information, problem solving) |
| LA §903. Benchmarks K-4-7.ELA-4-E7 | LA |
3,4
| English | participating in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader) |
| LA §905. Benchmarks 5-8-4.ELA-4-M4 | LA |
5
| English | speaking and listening for a variety of audiences (e.g., classroom, real-life, workplace) and purposes (e.g., awareness, concentration, enjoyment, information, problem solving) |
| LA §905. Benchmarks 5-8-6.ELA-4-M6 | LA |
5
| English | participating in a variety of roles in group discussions (e.g., facilitator, recorder) |
| MA 10 | MA |
3
| Social Studies | Define barter, give examples of bartering (e.g., trading baseball cards with each other), and explain how money makes it easier for people to get things they want. (E) |
| MA 11 | MA |
5
| Social Studies | Give examples of the ways people save their money and explain the advantages and disadvantages of each. (E) |
| MA 12 | MA |
5
| Social Studies | Define what an entrepreneur is (a person who has started a business seeking a profit) and give examples from colonial history of an entrepreneur (e.g., Peter Faneuil and Benjamin Franklin). (E) |
| MA 13 | MA |
5
| Social Studies | Define profit and describe how profit is an incentive for entrepreneurs. (E) |
| MA 13.1 | MA |
3,4
| English | Distinguish cause from effect. |
| MA 13.11 | MA |
3,4
| English | Distinguish fact from opinion or fiction. |
| MA 13.12 | MA |
3,4
| English | Summarize main ideas and supporting details. |
| MA 13.13 | MA |
5
| English | Identify and use knowledge of common textual features (paragraphs, topic sentences, concluding sentences, glossary, index). |
| MA 13.14 | MA |
5
| English | Identify and use knowledge of common graphic features (charts, maps, diagrams, captions, illustrations). |
| MA 13.15 | MA |
5
| English | Identify and use knowledge of common organizational structures (chronological order, logical order, cause and effect, classification schemes). |
| MA 13.17 | MA |
5
| English | Identify and analyze main ideas, supporting ideas, and supporting details. |
| MA 13.7 | MA |
3,4
| English | Identify and use knowledge of common graphic features (charts, maps, diagrams, illustrations). |
| MA 13.9 | MA |
3,4
| English | Locate facts that answer the reader’s questions. |
| MA 19.11 | MA |
3,4
| English | Write brief summaries of information gathered through research. |
| MA 19.12 | MA |
3,4
| English | Write a brief interpretation or explanation of a literary or informational text using evidence from the text as support. |
| MA 19.13 | MA |
3,4
| English | Write an account based on personal experience that has a clear focus and sufficient supporting detail. |
| MA 19.17 | MA |
5
| English | Write a short explanation of a process that includes a topic statement, supporting details, and a conclusion. |
| MA 2.3 | MA |
5
| English | Gather relevant information for a research project or composition through interviews. |
| MA 23.4 | MA |
3,4
| English | Organize ideas for a brief response to a reading. |
| MA 23.5 | MA |
3,4
| English | Organize ideas for an account of personal experience in a way that makes sense. |
| MA 23.7 | MA |
5
| English | Group related ideas and place them in logical order when writing summaries or reports. |
| MA 23.8 | MA |
5
| English | Organize information about a topic into a coherent paragraph with a topic sentence, sufficient supporting detail, and a concluding sentence. |
| MA 24.2 | MA |
3,4
| English | Identify and apply steps in conducting and reporting research:
• Define the need for information and formulate open-ended research questions.
• Initiate a plan for searching for information.
• Locate resources.
• Evaluate the relevance of the information.
• Interpret, use, and communicate the information.
• Evaluate the research project as a whole.
|
| MA 24.3 | MA |
5
| English | Apply steps for obtaining information from a variety of sources, organizing information, documenting sources, and presenting research in individual and group projects:
• use an expanded range of print and non-print sources (atlases, data bases, electronic, on-line resources);
• follow established criteria for evaluating information;
• locate specific information within resources by using indexes, tables of contents, electronic search key words;
• organize and present research using the grades 5–6 Learning Standards in the Composition Strand as a guide for writing; and
• provide appropriate documentation in a consistent format.
|
| MA 3.4 | MA |
3,4
| English | Give oral presentations about experiences or interests using eye contact, proper place, adequate volume, and clear pronunciation. |
| MA 3.8 | MA |
5
| English | Give oral presentations for various purposes, showing appropriate changes in delivery (gestures, vocabulary, pace, visuals) and using language for dramatic effect. |
| MA 4.14 | MA |
3,4
| English | Recognize and use words with multiple meanings (sentence, school, hard) and be able to determine which meaning is intended from the context of the sentence. |
| MA 4.D.1 | MA |
3,4
| Math | Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data. |
| MA 4.D.3 | MA |
3,4
| Math | Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies. |
| MA 4.P.4 | MA |
3,4
| Math | Use pictures, models, tables, charts, graphs, words, number sentences, and mathematical notations to interpret mathematical relationships. |
| MA 4.P.5 | MA |
3,4
| Math | Solve problems involving proportional relationships, including unit pricing (e.g., four apples cost 80¢, so one apple costs 20¢) and map interpretation (e.g., one inch represents five miles, so two inches represent ten miles). |
| MA 4.P.6 | MA |
3,4
| Math | Determine how change in one variable relates to a change in a second variable, e.g., input-output tables. |
| MA 6.3 | MA |
3,4
| English | Identify formal and informal language use in advertisements read, heard, and/or seen. |
| MA 6.N.13 | MA |
5
| Math | Accurately and efficiently add, subtract, multiply, and divide (with double-digit divisors) whole numbers and positive decimals. |
| MA 6.P.4 | MA |
5
| Math | Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols, e.g., input-output tables. |
| MA 6.P.6 | MA |
5
| Math | Produce and interpret graphs that represent the relationship between two variables in everyday situations. |
| MA 7 | MA |
4
| Social Studies | Give examples of limited and unlimited resources and explain how scarcity compels people and communities to make choices about goods and services, giving up some things to get other things. (E) |
| MA 8 | MA |
4
| Social Studies | Give examples of how the interaction of buyers and sellers influences the prices of goods and services in markets. (E) |
| MA 8 | MA |
3
| Social Studies | Define what a tax is and the purposes for taxes, and with the help of their teachers and parents, give examples of different kinds of taxes (e.g., property, sales, or income taxes). (E) |
| MA 9 | MA |
3
| Social Studies | Define specialization in jobs and businesses and give examples of specialized businesses in the community. (E) |
| MD 1.0.B.1 | MD |
5
| Math | Write and identify expressions
a) Represent unknown quantities with one unknown and one operation (+, -, x, ÷ with no remainders)
b) Determine the value of algebraic expressions with one unknown and one-operation
c) Use parenthesis to evaluate a numeric expression |
| MD 1.0.B.1 | MD |
3
| Math | Write and identify expressions
a) Represent numeric quantities using operational symbols (+, -, x, ÷) |
| MD 1.0.B.1 | MD |
4
| Math | Write and identify expressions
a) Represent numeric quantities using operational symbols (+, - , x, ÷ with no remainders)
b) Determine equivalent expressions |
| MD 1.0.B.2 | MD |
4
| Math | Identify, write, solve, and apply equations and inequalities
a) Represent relationships using relational symbols (>, <, =) and operational symbols (+, -, ×, ÷) on either side
b) Find the unknown in an equation with one operation |
| MD 1.0.B.2 | MD |
3
| Math | Identify, write, solve, and apply equations and inequalities
a) Represent relationships using appropriate relational symbols (<, >, or =) and operational symbols (+, -, x, ÷) on either side
b) Find the missing number (unknown) in a number sentence (equation) using operational symbols (+, -, x, ÷)
c) Find the missing number(s) (unknown) on one or both sides of a number sentence (equation) |
| MD 1.0.B.2 | MD |
3
| English | Decode words in grade-level texts
a. Sound out common word parts
b. Break words into familiar parts
c. Use word meanings and order in sentences to confirm decoding efforts |
| MD 1.0.B.2 | MD |
5
| Math | Identify, write, solve, and apply equations and inequalities
a) Represent relationships using the appropriate relational symbols (>, <, =) and one operational symbol (+, -, ×, ÷ with no remainders) on either side
b) Find the unknown in an equation using one operation (+, -, ×, ÷ with no remainders) |
| MD 1.0.C.1 | MD |
3
| English | Read orally from familiar text at an appropriate rate
a. Listen to models of fluent reading
b. Read familiar text at a rate that is conversational and consistent |
| MD 1.0.C.1 | MD |
4
| English | Read orally at an appropriate rate
a. Read familiar text at a rate that is conversational and consistent |
| MD 1.0.C.1 | MD |
5
| English | Read orally at an appropriate rate
a. Read familiar text at a rate that is conversational and consistent |
| MD 1.0.C.2 | MD |
5
| English | Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression
a. Apply knowledge of word structures and patterns to read with automaticity
b. Demonstrate appropriate use of phrasing
• Attend to sentence patterns and structures that signal meaning in text
• Use punctuation cues to guide meaning and expression
• Use pacing and intonation to convey meaning and expression
• Adjust intonation and pitch appropriately
c. Increase sight words read fluently |
| MD 1.0.C.2 | MD |
4
| English | Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression
a. Apply knowledge of word structures and patterns to read with automaticity
b. Demonstrate appropriate use of phrasing
• Attend to sentence patterns and structures that signal meaning in text
• Use punctuation cues to guide meaning and expression
• Use pacing and intonation to convey meaning and expression
• Adjust intonation and pitch appropriately
c. Increase sight words read fluentl |
| MD 1.0.C.2 | MD |
3
| English | Read grade-level text accurately
a. Reread and self-correct while reading
b. Decode words automatically
c. Use word context clues, sentence structure, and visual clues to guide self-correction
d. Increase sight words read fluently |
| MD 1.0.C.3 | MD |
3
| English | Read grade level text with expression
a. Demonstrate appropriate use of phrasing
• Attend to sentence patterns and structures that signal meaning in text
• Use punctuation cues to guide meaning and expression
• Use pacing and intonation to convey meaning and expression
• Adjust intonation and pitch appropriately to convey meaning and expression |
| MD 1.0.E.2 | MD |
3
| English | Use strategies to prepare for reading (before reading)
a. Survey and preview the text by examining features such as the title, pictures, illustrations, photographs, charts, and graphs
b. Set a purpose for reading the text
c. Make predictions and ask questions about the text
d. Make connections to the text from prior knowledge and experiences |
| MD 1.0.E.2 | MD |
4
| English | Use strategies to prepare for reading (before reading)
a. Survey and preview the text by examining features such as the title, illustrations, photographs, charts, and graphs
b. Set a purpose for reading the text
c. Make predictions and ask questions about the text
d. Make connections to the text from prior knowledge and experiences |
| MD 1.0.E.2 | MD |
5
| English | Use strategies to prepare for reading (before reading)
a. Survey and preview the text by examining features such as the title, illustrations, photographs, charts, and graphs
b. Set a purpose for reading the text
c. Make predictions and ask questions about the text
d. Make connections to the text from prior knowledge and experiences |
| MD 1.0.E.3 | MD |
5
| English | Use strategies to make meaning from text (during reading)
a. Reread the difficult parts slowly and carefully
b. Use own words to restate the difficult part
c. Read on and revisit the difficult part
d. Skim the text to search for connections between and among ideas
e. Make, confirm, or adjust predictions
f. Periodically summarize while reading
g. Periodically paraphrase important ideas or information
h. Visualize what was read for deeper understanding
i. Use a graphic organizer or another note-taking technique to record important ideas or information
j. Explain personal connections to the ideas or information in the text |
| MD 1.0.E.3 | MD |
4
| English | Use strategies to make meaning from text (during reading)
a. Reread the difficult parts slowly and carefully
b. Use own words to restate the difficult part
c. Read on and revisit the difficult part
d. Skim the text to search for connections between and among ideas
e. Make, confirm, or adjust predictions
f. Periodically summarize while reading
g. Periodically paraphrase important ideas or information
h. Visualize what was read for deeper understanding
i. Use a graphic organizer or another note-taking technique to record important ideas or information
j. Explain personal connections to the ideas or information in the text |
| MD 1.0.E.3 | MD |
3
| English | Use strategies to make meaning from text (during reading)
a. Reread the difficult parts slowly and carefully
b. Use own words to restate the difficult part
c. Read on and revisit the difficult part
d. Look back through the text to search for connections between and among ideas
e. Make, confirm, or adjust predictions
f. Periodically summarize while reading
g. Periodically paraphrase important ideas or information
h. Visualize what was read for deeper understanding
i. Explain personal connections to the ideas or information in the text |
| MD 1.0.E.4 | MD |
3
| English | Use strategies to demonstrate understanding of the text (after reading)
a. Identify and explain the main idea
b. Identify and explain what is directly stated in the text
c. Identify and explain what is not directly stated in the text by drawing inferences
d. Draw conclusions based on the text and prior knowledge
e. Confirm, refute, or make predictions and form new ideas
f. Paraphrase the main idea
g. Summarize
h. Connect the text to prior knowledge or personal experience |
| MD 1.0.E.4 | MD |
4
| English | Use strategies to demonstrate understanding of the text (after reading)
a. Identify and explain the main idea
b. Identify and explain what is directly stated in the text
c. Identify and explain what is not directly stated in the text by drawing inferences
d. Draw conclusions or make generalizations about the text
e. Confirm, refute, or make predictions and form new ideas
f. Paraphrase the main idea
g. Summarize
h. Connect the text to prior knowledge or personal experience |
| MD 2.0.A.2 | MD |
4
| English | Identify and use text features to facilitate understanding of informational texts
a. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, and other print features encountered in informational texts
b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend), graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts
c. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation key, transition words, boxed text
d. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words
e. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages, site maps
f. Identify and explain the contributions of text features to meaning |
| MD 2.0.A.2 | MD |
5
| English | Identify and use text features to facilitate understanding of informational texts
a. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, and other appropriate content-specific texts
b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend), graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts
c. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation key, and transition words, other informational aids encountered in informational texts
d. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words, other organizational aids encountered in organizational texts
e. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages, site maps, other features characteristic of online texts
f. Identify and explain the contributions of text features to meaning |
| MD 2.0.A.2 | MD |
3
| English | Identify and use text features to facilitate understanding of informational texts
a. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, and underlining
b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend), graphs, charts/tables, and diagrams
c. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, pronunciation key, transition words, boxed text
d. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words
e. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages
f. Identify and explain the contributions of text features to meaning |
| MD 2.0.A.3 | MD |
3
| English | Develop knowledge of organizational structure of informational text to understand what is read
a. Identify and analyze the
organization of texts such as sequential and/or chronological order, main idea and supporting details, cause/effect, and problem solution,
b. Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside); cause and effect (because, as a result); and sequence (next, then, finally) |
| MD 2.0.A.3 | MD |
5
| English | Develop and apply knowledge of organizational structure of informational text to understand what is read
a. Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, cause/effect, problem/solution, similarities/differences, description, main idea and supporting details
b. Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside); cause and effect (because, as a result); and sequence (next, then, finally) |
| MD 2.0.A.3 | MD |
4
| English | Develop knowledge of organizational structure of informational text to understand what is read
a. Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, similarities/differences, main idea and supporting details, cause/effect, and problem/solution,
b. Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside); cause and effect (because, as a result); and sequence (next, then, finally) |
| MD 2.0.A.4 | MD |
4
| English | Determine important ideas and messages in informational texts
a. Identify and explain the author’s/text’s purpose
b. Identify and explain the author’s opinion
c. State and support main ideas and messages
d. Summarize or paraphrase
e. Identify and explain information not related to the main idea
f. Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
g. Draw conclusions and inferences and make generalizations and predictions from text
h. Distinguish between a fact and an opinion
i. Identify and explain how someone might use the text
j. Connect the text to prior knowledge or experience |
| MD 2.0.A.4 | MD |
5
| English | Determine and analyze important ideas and messages in informational texts
a. Identify and explain the author’s/text’s purpose and intended audience
b. Identify and explain the author’s opinion
c. State and support main ideas and messages
d. Summarize or paraphrase
e. Identify and explain information not related to the main idea
f. Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
g. Draw conclusions and inferences and make generalizations and predictions from text
h. Distinguish between a fact and an opinion
i. Identify and explain how someone might use the text
j. Connect the text to prior knowledge or experience
|
| MD 2.0.A.4 | MD |
3
| English | Determine important ideas and messages in informational texts
a. Identify and explain the author’s/text’s purpose
b. Identify and explain the author’s opinion
c. State and support main ideas and messages
d. Summarize or paraphrase
e. Identify and explain information not related to the main idea
f. Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
g. Draw conclusions and inferences and make generalizations and predictions from text
h. Distinguish between a fact and an opinion
i. Identify and explain how someone might use the text
j. Connect the text to prior knowledge or experience |
| MD 4.0.A.1 | MD |
4
| Social Studies | Explain that people must make choices because resources are limited relative to economic wants for goods and services in Maryland, past and present
a. Identify opportunity cost of economic decisions made by individuals, businesses, and governments |
| MD 4.0.A.1 | MD |
3
| Social Studies | Explain that people must make choices because resources are limited relative to unlimited wants for goods and services
a. Explain why people must make economic choices
b. Identify and apply the steps in the decision-making process
c. Identify the opportunity cost of a choice or decision |
| MD 4.0.A.2 | MD |
3
| Social Studies | Examine the production process
a. Explain how producers make choices because of limited natural, human, and capital resources
b. Give examples of when limited resources affect the decisions producers make
c. Describe steps in the production process to produce a product
d. Explain how specialized work results in increased production |
| MD 4.0.A.2 | MD |
4
| Social Studies | Explain how limited economic resources are used to produce goods and services to satisfy economic wants in Maryland
a. Describe how scarcity and the availability of economic resources determine what is produced and the effects on consumers |
| MD 4.0.A.2 | MD |
3
| English | Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
a. Compose to express personal ideas to develop fluency using a variety of forms, such as, journals, narratives, letters, reports, and paragraphs
b. Describe in prose and poetry by using sensory details and vivid language with active verbs and colorful adjectives
c. Compose to inform using summary and selection of major points and examples to support a main idea
d. Compose to persuade using significant reasons and relevant support
• Agree or disagree with an idea and generate convincing reasons with relevant support
• Consider effective forms
e. Use writing-to-learn strategies such as journals, admit/exit slips, diagrams, drawings, graphic organizers, and “think-aloud’s on paper” to connect ideas and thinking about lesson content
f. Manage time and process when writing for a given purpose |
| MD 4.0.A.2 | MD |
5
| English | Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
a. Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose
b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using vivid language such as imagery and figurative language
c. Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within a paragraph
d. Compose to persuade using significant reasons and relevant support to agree or disagree with an idea
• Take a position and generate convincing reasons to support it
• Consider the effectiveness of form, diction, audience appeal, and organization
e. Use writing-to-learn strategies such as learning logs, dialogue journals, and quickwrites to connect ideas and thinking about lesson content
f. Manage time and process when writing for a given purpose |
| MD 4.0.A.2 | MD |
4
| English | Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
a. Compose to express personal ideas to develop fluency using a variety of forms suited to topic, audience, and purpose
b. Describe in prose and poetry by using purposeful imagery and sensory details with active verbs and colorful adjectives
c. Compose to inform using a structure with a clear beginning, middle, and end and a selection of major points, examples, and facts to support a main idea
d. Compose to persuade using significant reasons and relevant support
• Agree or disagree with an idea and generate convincing reasons with relevant support
• Consider effective forms and word choice
e. Use writing-to-learn strategies such as diagrams, flow charts, freewriting, learning logs, and “think-aloud’s on paper” to connect ideas and thinking about lesson content
f. Manage time and process when writing for a given purpose |
| MD 4.0.A.3 | MD |
4
| English | Compose texts using the revising and editing strategies of effective writers and speakers
a. Revise texts for clarity, completeness, and effectiveness
• Eliminate words and ideas that do not support the main idea
• Clarify meaning by adding modifiers and sensory words within a sentence
• Clarify meaning by rearranging sentences within a text for a clear beginning, middle, and end
• Provide sentence variety and length by combining sentences and correcting rambling sentences
b. Use suitable traditional and electronic resources to edit final copies of text for correctness in language usage and conventions such as capitalization, punctuation, and spelling
• Self edit
• Peer edit
• Dictionary
• Thesaurus
• Spell checker
• Language handbook
c. Prepare the final product for presentation to an audience |
| MD 4.0.A.3 | MD |
5
| English | Compose texts using the revising and editing strategies of effective writers and speakers
a. Revise texts for clarity, completeness, and effectiveness
• Eliminate words and ideas that do not support the main idea
• Clarify meaning by rearranging words within a sentence
• Clarify meaning by rearranging sentences within a text
• Provide sentence variety and length by combining sentences and correcting rambling sentences
b. Use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions such as capitalization, punctuation, spelling, and pronunciation
• Self edit
• Peer edit
• Dictionary
• Thesaurus
• Spell checker
• Language handbook
• Grammar checker
c. Prepare the final product for presentation to an audience |
| MD 4.0.A.3 | MD |
3
| English | Compose texts using the revising and editing strategies of effective writers and speakers
a. Revise texts for clarity, completeness, and effectiveness
• Eliminate words and ideas that do not support the main idea
• Clarify meaning by rearranging words within a sentence
• Clarify meaning by rearranging sentences within a text for a clear beginning, middle, and end
b. Use suitable traditional and electronic resources to edit final copies of text for correctness in language usage and conventions such as capitalization, punctuation, and spelling
• Self edit
• Peer edit
• Dictionary
c. Prepare the final product for presentation to an audience |
| MD 4.0.A.3 | MD |
3
| Social Studies | Examine how technology affects the way people live, work, and play
a. Describe how changes in technology have affected the lives of consumers, such as UPC bar codes, and online shopping
b. Describe how changes in technology have affected lives of producers, such as robot-powered assembly lines |
| MD 4.0.A.4 | MD |
5
| Social Studies | Analyze the consequences of specialized work on interdependence, trade, and economic growth
a. Analyze examples of regional specialization and how it contributed to economic growth through the colonies
b. Explain specialization and interdependence using the triangular trade routes |
| MD 4.0.A.5 | MD |
3
| English | Assess the effectiveness of choice of details, word choice, and use of figurative language in the student’s own composing
a. Assess the effectiveness of choice of details and words/phrases that extend meaning in student’s own composing
b. Explain how specific words/phrases used by the writer affects reader response
c. Examine and use basic transitions such as “and,” “but,” “or,” “first,” “second,” and “last” |
| MD 4.0.A.5 | MD |
5
| English | Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student’s own composing
a. Assess the effectiveness of word choice that reveals a student’s purpose for writing
• Language appropriate for a particular audience
• Language suitable for a given purpose
• Words/phrases/sentences that extend meaning in a given context
b. Explain how specific words/phrases/sentences affect reader/listener response
c. Examine and use transitions showing importance and relation such as “because,” “additionally,” “unless,” “although,” and “so” |
| MD 4.0.A.5 | MD |
4
| English | Assess the effectiveness of choice of details, organizational pattern, word choice, and use of figurative language in the student’s own composing
a. Assess the effectiveness of word choice in student’s own composing
• Language suitable for a given purpose
• Words/phrases that extend meaning
b. Explain how specific words/phrases used by the writer affects reader response
c. Examine and use spatial transitions such as “near,” “far,” “on the left,” and “in the distance” |
| MD 4.0.B.1 | MD |
3
| Math | Analyze data
a) Interpret data contained in tables using a variety of categories and intervals
b) Interpret data contained in pictographs using a variety of categories and intervals
c) Interpret data contained in single bar graphs using a variety of categories and intervals
d) Interpret data contained in line plots using a variety of intervals |
| MD 4.0.B.1 | MD |
3
| Social Studies | Describe different types of markets
a. Identify markets that are not face-to-face meetings, such as Internet shopping or catalog shopping
b. Describe how countries around the world trade in the global market |
| MD 4.0.B.2 | MD |
3
| Social Studies | Identify goods and services provided by the government and paid for by taxes
a. Classify goods and services according to who produces them, such as the government, business, or both |
| MD 4.0.B.2 | MD |
4
| Social Studies | Describe the role of government in regulating economic activity and providing goods and services
a. Give examples of how governments’
decision making affect economic
growth and the ability to provide
jobs and provide services
b. Explain how local and state
governments in Maryland provide
goods and services and are paid for
by taxes
c. Give examples of government’s
rules and laws that affect how
people in businesses work such as,
requiring licenses to drive and
regulating resources |
| MD 4.0.B.3 | MD |
3
| Social Studies | Describe how consumers acquire goods and services
a. Develop a budget indicating income and expenses
b. Develop a plan that shows how money is obtained, such as selling things, getting a gift, and getting allowance |
| MD 5.0.A.1 | MD |
3
| English | Recognize elements of grammar in personal and academic reading |
| MD 5.0.A.2 | MD |
3
| English | Recognize, recall, and use basic elements of grammar to express ideas clearly
a. Identify and use parts of speech such as nouns, pronouns, verbs, adverbs, adjectives (including articles)
b. Identify and incorporate subjects and verbs when composing simple sentences
c. Compose complete and correct declarative, interrogative, imperative, and exclamatory sentences
d. Identify and use verb forms such as singular/plural, regular/irregular
e. Identify and use verb tenses such as present, past, and future |
| MD 5.0.A.2 | MD |
4
| English | Recognize, recall, and use basic elements of grammar to express ideas clearly
a. Identify and use parts of speech such as prepositions, conjunctions, and interjections
b. Combine short, related sentences using a series, compound subjects, and key words
c. Compose simple and compound sentences using coordinating conjunctions
d. Identify and use verb forms such as singular/plural, regular/irregular
e. Identify and use verb tenses such as present, past, and future |
| MD 5.0.A.2 | MD |
5
| English | Recognize, recall, and use basic elements of grammar to express ideas clearly
a. Recognize the meaning, position, form, and function of words when identifying grammatical concepts such as concrete, collective, and abstract nouns; demonstrative and relative pronouns; subordinating conjunctions
b. Combine sentences using appositives, participial phrases, adjectives, adverbs, and prepositional phrases
c. Differentiate between a phrase and a clause and between grammatically complete sentences and non-sentences, such as, sentence fragments and stringy/rambling sentences
d. Compose simple, compound, and complex sentences using independent and dependent clauses, transitions, and conjunctions to connect ideas |
| MD 5.0.B.2 | MD |
5
| English | Comprehend and apply standard English usage in oral and written language
a. Apply appropriate subject/verb agreement such as in compound subjects and with phrases that interrupt the subject and the verb
b. Apply consistent and appropriate use of the principal parts of regular and irregular verbs; person, number, and case of pronouns; pronoun/antecedent agreement; and degrees of comparison of modifiers
c. Recognize and correct common usage errors such as misplaced modifiers and incorrect use of verbs such as lie - lay, rise - raise, sit - set
d. Use available resources to correct or confirm editorial choices
e. Explain editorial choices |
| MD 5.0.B.2 | MD |
4
| English | Comprehend and apply standard English usage in oral and written language
a. Use singular subjects with singular verbs and plural subjects with plural verbs
b. Apply consistent and appropriate use of verb tenses such as past, present, and future; pronouns such as personal, possessive, and pronoun/antecedent agreement; and modifiers
c. Recognize and correct common usage errors such as homophones, contractions, and commonly confused words
d. Use available resources to correct or confirm editorial choices
e. Explain editorial choices |
| MD 5.0.B.2 | MD |
3
| English | Comprehend and apply standard English usage in oral and written language
a. Use singular subjects with singular verbs and plural subjects with plural verbs
b. Apply consistent and appropriate use of verb tenses such as past, present, and future; pronouns such as personal and possessive; and modifiers
c. Recognize and correct common usage errors such as homophones, contractions, and commonly confused words
d. Use available resources to correct or confirm editorial choices
e. Explain editorial choices |
| MD 5.0.C.2 | MD |
3
| English | Apply standard English punctuation and capitalization in written language
a. Use end punctuation correctly
b. Use commas correctly in dates, addresses, city and state, salutations and closings, and items in a series
c. Use underlining for titles of books
d. Use apostrophes in contractions and singular possessives
e. Use quotation marks in simple dialogue
f. Use capital letters to begin a sentence and identify a proper noun
g. Indent for paragraphs |
| MD 5.0.C.2 | MD |
4
| English | Apply standard English punctuation and capitalization in written language
a. Use correct and varied end punctuation
b. Use commas correctly in appositives, items in a series, and before a coordinating conjunction in a compound sentence
c. Use underlining, quotation marks, or italics to identify titles of documents
d. Use apostrophes in contractions and possessives
e. Use quotation marks and commas in simple dialogue and for direct quotations
f. Use capital letters correctly in titles and the first word in a direct quotation
g. Indent for paragraphs |
| MD 5.0.C.2 | MD |
5
| English | Apply standard English punctuation and capitalization in written language
a. Use commas correctly in direct address and to separate adjectives and parenthetical expressions such as on the other hand, for example, by the way
b. Use apostrophes in plural possessives and nouns that end in –s
c. Use quotation marks and commas in dialogue
d. Use a colon to introduce a list
e. Use quotation marks and commas in simple dialogue and for direct quotations |
| MD 5.0.D.2 | MD |
5
| English | Apply conventional spelling in written language
a. Spell grade-appropriate high frequency and content words
b. Spell multi-syllabic words with complex spelling patterns
c. Use suitable traditional and electronic resources as a spelling aid
d. Use mnemonic devices to recall frequently misspelled words |
| MD 5.0.D.2 | MD |
4
| English | Apply conventional spelling in written language
a. Spell grade-appropriate high frequency and content words
b. Modify spellings when adding inflectional endings and suffixes
c. Spell one-syllable and multi-syllabic words with complex spelling patterns such as –tion, -ous, ph-, kn-, etc.
d. Access resources as a spelling aid (word wall, dictionary, technology)
e. Use mnemonic devices to recall frequently misspelled words |
| MD 5.0.D.2 | MD |
3
| English | Apply conventional spelling in written language
a. Spell non-phonetic high frequency words
b. Spell words with common prefixes and suffixes
c. Modify spellings when adding inflectional endings and suffixes
d. Spell words that follow regular spelling patterns in multi-syllabic words
e. Spell previously studied contractions and possessives
f. Access resources as a spelling aid (word wall, dictionary, technology) |
| MD 5.0.E.1 | MD |
4
| English | Produce writing that is legible to the audience
a. Maintain accuracy and automaticity in manuscript and cursive writing
b. Use word processing technology when appropriate |
| MD 5.0.E.1 | MD |
5
| English | Produce writing that is legible to the audience
a. Write fluidly and legibly in manuscript and cursive
b. Use word processing technology when appropriate |
| MD 6.0.A.1 | MD |
5
| English | Demonstrate active listening strategies
a. Attend to the speaker
b. Ask appropriate questions
c. Contribute relevant comments
d. Relate prior knowledge |
| MD 6.0.A.1 | MD |
4
| English | Demonstrate active listening strategies
a. Attend to the speaker
b. Ask appropriate questions
c. Contribute relevant comments
d. Relate prior knowledge |
| MD 6.0.A.1 | MD |
3
| English | Demonstrate active listening strategies
a. Attend to the speaker
b. Ask appropriate questions
c. Respond appropriately to clarify and understand |
| MD 6.0.A.1 | MD |
3
| Math | Apply knowledge of whole numbers and place value
a) Read, write, and represent whole numbers using symbols, words, and models
b) Express whole numbers in expanded form
c) Identify the place value of a digit in a whole number
d) Compare, order, and describe whole numbers with or without using relational symbols (<, >, =) |
| MD 6.0.A.1 | MD |
4
| Math | Apply knowledge of whole numbers and place value
a) Read, write, and represent whole numbers using symbols, words, and models
b) Express whole numbers in expanded form
c) Identify the place value of a digit in a number
d) Compare, order, and describe whole numbers |
| MD 6.0.A.1 | MD |
5
| Math | Apply knowledge of fractions, decimals, and place value
a) Read, write, and represent fractions or mixed numbers using symbols, models, and words
b) Read, write, and represent decimals using symbols, words, or models
c) Identify and determine equivalent forms of proper fractions
d) Compare and order fractions with or without using the symbols (<, >, or =)
e) Compare, order, and describe decimals with or without using the symbols (<, >, or =) |
| MD 6.0.A.2 | MD |
4
| Math | Apply knowledge of fractions and decimals
a) Read, write, and represent proper fractions of a single region using symbols, words, and models
b) Read, write, and represent proper fractions of a set which has the same number of items as the denominator using symbols, words, and models
c) Find equilvalent fractions
d) Read, write, and represent mixed numbers using symbols, words, and models
e) Read, write, and represent decimals using symbols, words and models
f) Express decimals in expanded form
g) Compare and order fractions and mixed numbers with or without using the symbols (<, >, or =)
h) Compare, order, and describe decimals with or without using the symbols (<, >, or =) |
| MD 6.0.A.2 | MD |
3
| English | Comprehend and analyze what is heard
a. Determine whether a speaker’s general purpose is to inform, to persuade, or to entertain
b. Identify rhythms and patterns of language, including alliteration, onomatopoeia, rhyme, and repetition
c. Demonstrate an understanding of what is heard by retelling, asking questions, relating prior knowledge, and summarizing
d. Follow a set of multi-step directions
e. Listen carefully to expand and enrich vocabulary
f. Make judgments based on information from the speaker |
| MD 6.0.A.2 | MD |
4
| English | Comprehend and analyze what is heard
a. Determine speaker’s purpose
b. Identify how the language of the presentation contributes to effect and meaning
c. Demonstrate an understanding of what is heard by retelling, asking questions, relating prior knowledge, and summarizing
d. Follow a set of multi-step directions
e. Listen carefully to expand and enrich vocabulary
f. Make judgments based on information from the speaker |
| MD 6.0.A.2 | MD |
5
| English | Comprehend and analyze what is heard
a. Determine speaker’s purpose
b. Identify how the language of the presentation contributes to effect and meaning
c. Elaborate on the information and ideas presented
d. Draw conclusions based on the information presented
e. Determine speaker’s attitude through verbal and non-verbal cues such as tone of voice, inflections, and facial expressions |
| MD 6.0.A.3 | MD |
4
| Math | Apply knowledge of money
a) Compare the value of sets of mixed currency
b) Determine the change from $100 |
| MD 6.0.A.3 | MD |
3
| Math | Apply knowledge of money
a) Represent money amounts in different ways
b) Determine the value of a given set of mixed currency
c) Compare the value of two sets of mixed currency |
| MD 6.0.C.1 | MD |
3
| Math | Analyze number relations and compute
a) Add numbers using a variety of strategies
b) Subtract numbers using a variety of strategies
c) Solve addition and subtraction word problems
d) Add and subtract money amounts
e) Identify and apply the concept of inverse operations to addition and subtraction
f) Represent multiplication and division basic facts using number sentences, pictures, and drawings
g) Identify and use properties of multiplication
h) Multiply a one-digit factor by a two-digit factor using models, pictures, and drawings
i) Divide a two-digit dividend by a one-digit divisor using models, pictures, and drawings
j) Identify and apply the concept of inverse operations to multiplication and division
k) Write a word problem based on multiplication or division number sentences |
| MD 6.0.C.1 | MD |
4
| Math | Analyze number relations and compute
a) Add whole numbers
b) Subtract whole numbers
c) Multiply whole numbers
d) Divide whole numbers
e) Add and subtract proper fractions and mixed numbers
f) Add 2 decimals
g) Subtract decimals |
| MD 6.0.C.1 | MD |
5
| Math | Analyze number relations and compute
a) Multiply whole numbers
b) Divide whole numbers
c) Interpret quotients and remainders mathematically and in the context of a problem
d) Add and subtract proper fractions and mixed numbers with answers in simplest form
e) Add decimals including money
f) Subtract decimals including money
g) Multiply decimals
h) Divide decimals by whole numbers |
| MD 6.0.C.2 | MD |
4
| Math | Estimation
a) Determine the approximate sum and difference of 2 numbers
b) Determine the approximate product or quotient of 2 numbers |
| MD 6.0.C.2 | MD |
3
| Math | Estimation
a) Determine the reasonableness of sums and differences |
| MD 7.0.A.1 | MD |
3
| Math | Apply a variety of concepts, processes, and skills to solve problems
a. Identify the question in the problem
b. Decide if enough information is present to solve the problem
c. Make a plan to solve a problem
d. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
f. Identify alternative ways to solve a problem
g. Show that a problem might have multiple solutions or no solution
h. Extend the solution of a problem to a new problem situation |
| MD 7.0.A.1 | MD |
4
| Math | Apply a variety of concepts, processes, and skills to solve problems
a. Identify the question in the problem
b. Decide if enough information is present to solve the problem
c. Make a plan to solve a problem
d. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
f. Identify alternative ways to solve a problem
g. Show that a problem might have multiple solutions or no solution
h. Extend the solution of a problem to a new problem situation |
| MD 7.0.A.1 | MD |
3
| English | Use organization and delivery strategies at an appropriate level
a. Speak clearly enough to be heard and understood in a variety of situations for a variety of purposes
b. Use appropriate non-verbal techniques to enhance communication
• Posture
• Eye contact
• Facial expressions
• Gestures |
| MD 7.0.A.1 | MD |
5
| English | Use organization and delivery strategies at an appropriate level
a. Demonstrate appropriate volume, articulation, enunciation, intonation, pacing, timing, and stress
b. Demonstrate appropriate timing
• Fluency
• Pacing
• Rate
c. Use appropriate non-verbal techniques to enhance communication
• Posture
• Eye contact
• Facial expressions
• Gestures |
| MD 7.0.A.1 | MD |
4
| English | Use organization and delivery strategies at an appropriate level
a. Demonstrate appropriate volume, articulation, enunciation, intonation, pacing, timing, and stress
b. Demonstrate appropriate timing
• Fluency
• Pacing
• Rate
c. Use appropriate non-verbal techniques to enhance communication
• Posture
• Eye contact
• Facial expressions
• Gestures |
| MD 7.0.A.1 | MD |
5
| Math | Apply a variety of concepts, processes, and skills to solve problems
a. Identify the question in the problem
b. Decide if enough information is present to solve the problem
c. Make a plan to solve a problem
d. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
f. Identify alternative ways to solve a problem
g. Show that a problem might have multiple solutions or no solution
h. Extend the solution of a problem to a new problem situation |
| MD 7.0.A.2 | MD |
4
| English | Make oral presentations
a. Speak in a variety of situations to inform and/or relate experiences, including retelling stories
b. State a position and support it with reasons
c. Participate in dramatic presentations
d. Plan and deliver effective oral presentations
e. Use props when appropriate |
| MD 7.0.A.2 | MD |
5
| English | Make oral presentations
a. Speak in a variety of situations to inform and/or relate experiences, including retelling stories
b. State a position and support it with reasons
c. Participate in dramatic presentations
d. Plan and deliver effective oral presentations
e. Use props when appropriate |
| MD 7.0.A.2 | MD |
3
| English | Make oral presentations
a. Speak in a variety of situations to inform and/or relate experiences, including retelling stories
b. State a position and support it with reasons
c. Participate in dramatic presentations
d. Plan and deliver effective oral presentations
e. Use props when appropriate |
| ME A1 | ME |
5
| English | Students read and draw conclusions from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
a. Use a range of strategies as they read including constant monitoring, searching, connecting, and inferring to deepen their understanding of text (s).
b. Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.
c. Determine the meaning of unknown words by using a variety of strategies including using the context of the text, word connections, and a dictionary.
d. Use phonics including syllable types, word parts, word families and common prefixes and suffixes to read fluently and build meaning as they read.
e. Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation, and expression.
f. Demonstrate comprehension of text(s) by stating connections or inferences made.
Students read and draw conclusions from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. |
| ME A1 | ME |
3
| English | Students read and draw conclusions from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
a. Use a range of strategies as they read including constant monitoring, searching, connecting, and inferring to deepen their understanding of text (s).
b. Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.
c. Determine the meaning of unknown words by using a variety of strategies including using the context of the text, word connections, and a dictionary.
d. Use phonics including syllable types, word parts, word families and common prefixes and suffixes to read fluently and build meaning as they read.
e. Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation, and expression.
f. Demonstrate comprehension of text(s) by stating connections or inferences made.
Students read and draw conclusions from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. |
| ME A1 | ME |
4
| English | Students read and draw conclusions from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
a. Use a range of strategies as they read including constant monitoring, searching, connecting, and inferring to deepen their understanding of text (s).
b. Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.
c. Determine the meaning of unknown words by using a variety of strategies including using the context of the text, word connections, and a dictionary.
d. Use phonics including syllable types, word parts, word families and common prefixes and suffixes to read fluently and build meaning as they read.
e. Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation, and expression.
f. Demonstrate comprehension of text(s) by stating connections or inferences made.
Students read and draw conclusions from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. |
| ME A1 | ME |
3
| Math | Students understand and use number notation and place value to 10,000 in numerals.
a. Read and write numbers up to 10,000 in numerals and words.
b. Recognize the place values of digits in numbers up to 10,000.
c. Compare and order numbers with up to four digits. |
| ME A1 | ME |
4
| Math | Students understand and use number notation and place value to 10,000 in numerals.
a. Read and write numbers up to 10,000 in numerals and words.
b. Recognize the place values of digits in numbers up to 10,000.
c. Compare and order numbers with up to four digits. |
| ME A1 | ME |
5
| Math | Students understand and use number notation and place value to 10,000 in numerals.
a. Read and write numbers up to 10,000 in numerals and words.
b. Recognize the place values of digits in numbers up to 10,000.
c. Compare and order numbers with up to four digits. |
| ME A2 | ME |
5
| Math | Students understand and use procedures to add and subtract whole numbers with up to four digits.
a. Display an understanding of the base ten place value system.
b. Use an operation appropriate to a given situation. |
| ME A2 | ME |
4
| Math | Students understand and use procedures to add and subtract whole numbers with up to four digits.
a. Display an understanding of the base ten place value system.
b. Use an operation appropriate to a given situation. |
| ME A2 | ME |
3
| Math | Students understand and use procedures to add and subtract whole numbers with up to four digits.
a. Display an understanding of the base ten place value system.
b. Use an operation appropriate to a given situation. |
| ME A3 | ME |
3
| Math | Students understand and apply meanings of multiplication and division.
a. Multiply single-digit numbers and divide using single-digit divisors and up to two-digit dividends (division facts only, but remainders may be present).
b. Use an operation appropriate to a given situation.
c. Recognize and use models for multiplication and division situations.
d. Use multiple strategies for multiplication and division. |
| ME A3 | ME |
4
| Math | Students understand and apply meanings of multiplication and division.
a. Multiply single-digit numbers and divide using single-digit divisors and up to two-digit dividends (division facts only, but remainders may be present).
b. Use an operation appropriate to a given situation.
c. Recognize and use models for multiplication and division situations.
d. Use multiple strategies for multiplication and division. |
| ME A3 | ME |
5
| Math | Students understand and apply meanings of multiplication and division.
a. Multiply single-digit numbers and divide using single-digit divisors and up to two-digit dividends (division facts only, but remainders may be present).
b. Use an operation appropriate to a given situation.
c. Recognize and use models for multiplication and division situations.
d. Use multiple strategies for multiplication and division. |
| ME A3 | ME |
4
| English | Students read and summarize informational texts, within a grade appropriate span of text complexity, for different purposes.
a. Generate questions, with support that can be answered using text features and information found within the text.
b. Use organizational text features including titles, tables of contents, chapter headings, a glossaries, an index, illustrations, and maps to locate information or to aid comprehension.
c. Identify answers in the text or important ideas to demonstrate understanding.
d. Make reasonable statements about text.
e. Follow simple written instructions.
f. Identify the main reason or purpose for a particular section of text to aid comprehension. |
| ME A3 | ME |
3
| English | Students read and summarize informational texts, within a grade appropriate span of text complexity, for different purposes.
a. Generate questions, with support that can be answered using text features and information found within the text.
b. Use organizational text features including titles, tables of contents, chapter headings, a glossaries, an index, illustrations, and maps to locate information or to aid comprehension.
c. Identify answers in the text or important ideas to demonstrate understanding.
d. Make reasonable statements about text.
e. Follow simple written instructions.
f. Identify the main reason or purpose for a particular section of text to aid comprehension. |
| ME A3 | ME |
5
| English | Students read and summarize informational texts, within a grade appropriate span of text complexity, for different purposes.
a. Generate questions, with support that can be answered using text features and information found within the text.
b. Use organizational text features including titles, tables of contents, chapter headings, a glossaries, an index, illustrations, and maps to locate information or to aid comprehension.
c. Identify answers in the text or important ideas to demonstrate understanding.
d. Make reasonable statements about text.
e. Follow simple written instructions.
f. Identify the main reason or purpose for a particular section of text to aid comprehension. |
| ME A4 | ME |
3
| Math | Students recognize, name, compare, illustrate, and use simple fractions.
a. Recognize, name, and illustrate fractions with denominators from two to ten.
b. Recognize, name, and illustrate parts of a whole.
c. Compare and order fractions with like numerators or with like denominators. |
| ME A5 | ME |
5
| Math | Students understand and use number notation and place value in numbers with two decimal places in real-world contexts including money.
a. Compare, order, read, round, and interpret decimals with up to two decimal places.
b. Add and subtract decimals with up to two decimal places.
c. Multiply and divide decimals with up to two decimal places by a one- digit whole number.
d. Connect equivalent decimals and fractions for 1/10s, 1/4s and 1/2s in meaningful contexts. |
| ME A5 | ME |
4
| Math | Students understand and use number notation and place value in numbers with two decimal places in real-world contexts including money.
a. Compare, order, read, round, and interpret decimals with up to two decimal places.
b. Add and subtract decimals with up to two decimal places.
c. Multiply and divide decimals with up to two decimal places by a one- digit whole number.
d. Connect equivalent decimals and fractions for 1/10s, 1/4s and 1/2s in meaningful contexts. |
| ME B1 | ME |
5
| English | Students use a writing process to communicate their ideas.
Students use a writing process with an emphasis on the development of a central idea, for a variety of audiences and purposes.
a. Select a purpose for writing.
b. Pre-write using graphic organizers or other structures to organize their ideas.
c. Establish an organizing structure and maintain a consistent focus.
d. Include an introduction and conclusion.
e. Write coherent paragraphs that have supporting sentences and a concluding sentence.
f. Revise original drafts to improve coherence, provide better descriptive details, and to convey voice.
g. Edit for correct grammar, usage, and mechanics.
h. Create legible final drafts.
Students use a writing process to communicate for a variety of audiences and purposes. |
| ME B1 | ME |
3
| English | Students use a writing process to communicate their ideas.
Students use a writing process with an emphasis on the development of a central idea, for a variety of audiences and purposes.
a. Select a purpose for writing.
b. Pre-write using graphic organizers or other structures to organize their ideas.
c. Establish an organizing structure and maintain a consistent focus.
d. Include an introduction and conclusion.
e. Write coherent paragraphs that have supporting sentences and a concluding sentence.
f. Revise original drafts to improve coherence, provide better descriptive details, and to convey voice.
g. Edit for correct grammar, usage, and mechanics.
h. Create legible final drafts.
Students use a writing process to communicate for a variety of audiences and purposes. |
| ME B1 | ME |
4
| English | Students use a writing process to communicate their ideas.
Students use a writing process with an emphasis on the development of a central idea, for a variety of audiences and purposes.
a. Select a purpose for writing.
b. Pre-write using graphic organizers or other structures to organize their ideas.
c. Establish an organizing structure and maintain a consistent focus.
d. Include an introduction and conclusion.
e. Write coherent paragraphs that have supporting sentences and a concluding sentence.
f. Revise original drafts to improve coherence, provide better descriptive details, and to convey voice.
g. Edit for correct grammar, usage, and mechanics.
h. Create legible final drafts.
Students use a writing process to communicate for a variety of audiences and purposes. |
| ME B2 | ME |
4
| Math | Students collect and represent data in tables, line plots, and bar graphs, and read and interpret these types of data displays. |
| ME B2 | ME |
3
| Math | Students read, construct, and interpret bar graphs. |
| ME B3 | ME |
4
| English | Students write to inform an audience on a specific topic.
a. Summarize information from reading, listening, or viewing.
b. Write about a central question or idea by using relevant supporting facts and details.
Students write academic essays that state a clear position, supporting the position with relevant evidence. |
| ME B3 | ME |
3
| English | Students write to inform an audience on a specific topic.
a. Summarize information from reading, listening, or viewing.
b. Write about a central question or idea by using relevant supporting facts and details.
Students write academic essays that state a clear position, supporting the position with relevant evidence. |
| ME B3 | ME |
5
| English | Students write to inform an audience on a specific topic.
a. Summarize information from reading, listening, or viewing.
b. Write about a central question or idea by using relevant supporting facts and details.
Students write academic essays that state a clear position, supporting the position with relevant evidence. |
| ME B4 | ME |
5
| English | Students write to explain likes and dislikes.
a. Establish a clear position on a topic and support the position with relevant evidence.
Students write persuasive essays addressed to a specific audience for a particular purpose. |
| ME B4 | ME |
3
| English | Students write to explain likes and dislikes.
a. Establish a clear position on a topic and support the position with relevant evidence.
Students write persuasive essays addressed to a specific audience for a particular purpose. |
| ME B4 | ME |
4
| English | Students write to explain likes and dislikes.
a. Establish a clear position on a topic and support the position with relevant evidence.
Students write persuasive essays addressed to a specific audience for a particular purpose. |
| ME B5 | ME |
4
| English | Students convey simple needs in writing.
a. Write a letter including a date, salutation, body, closing, signature and, when appropriate, an inside address.
b. Write multi-step directions for completing a task. |
| ME B5 | ME |
3
| English | Students convey simple needs in writing.
a. Write a letter including a date, salutation, body, closing, signature and, when appropriate, an inside address.
b. Write multi-step directions for completing a task. |
| ME B5 | ME |
5
| English | Students convey simple needs in writing.
a. Write a letter including a date, salutation, body, closing, signature and, when appropriate, an inside address.
b. Write multi-step directions for completing a task. |
| ME C1 | ME |
5
| English | Students create, identify, and answer research questions by gathering information from print and non-print sources and documenting sources and communicating findings.
a. Identify key words and concepts related to research questions, making adjustments when appropriate.
b. Locate and access information by using text features.
c. Collect, evaluate, and organize information for a specific purpose.
d. Communicate findings from a variety of print and non-print sources.
e. Describe plagiarism and demonstrate appropriate citation. |
| ME C1 | ME |
3
| English | Students create, identify, and answer research questions by gathering information from print and non-print sources and documenting sources and communicating findings.
a. Identify key words and concepts related to research questions, making adjustments when appropriate.
b. Locate and access information by using text features.
c. Collect, evaluate, and organize information for a specific purpose.
d. Communicate findings from a variety of print and non-print sources.
e. Describe plagiarism and demonstrate appropriate citation. |
| ME C1 | ME |
4
| English | Students create, identify, and answer research questions by gathering information from print and non-print sources and documenting sources and communicating findings.
a. Identify key words and concepts related to research questions, making adjustments when appropriate.
b. Locate and access information by using text features.
c. Collect, evaluate, and organize information for a specific purpose.
d. Communicate findings from a variety of print and non-print sources.
e. Describe plagiarism and demonstrate appropriate citation. |
| ME C1 | ME |
3,4,5
| Social Studies | Economic Knowledge, Concepts, Themes, and Patterns: Students understand personal economics and the basis of the economies of the community, Maine, the United States, and various regions of the world.
a. Explain that economics includes the study of scarcity which leads to economic choices about what goods and services will be produced, how they will be distributed, and for whom they will be produced.
b. Explain how entrepreneurs and other producers of goods and services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human, and capital resources.
c. Describe situations in which personal choices are related to the use of financial resources and financial institutions including the use of money, consumption, savings, investment, and banking. |
| ME C2 | ME |
3,4,5
| Social Studies | Individual, Cultural, International, and Global Connections in Economics: Students understand economic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.
a. Describe economic similarities and differences within the community, Maine, and the United States.
b. Identify economic processes, economic institutions, and economic influences related to Maine Native Americans and various cultures in the United States and the world. |
| ME D1 | ME |
3
| Math | Students use equivalent expressions to aid computation such as knowing that 43 + 56 is the same as 40 + 3 + 50 + 6. |
| ME D1 | ME |
4
| English | Students use parts of speech and vary sentence structure to communicate.
a. Use forms of nouns, verbs, adjectives, adverbs, prepositions, conjunctions, pronouns, and interjections correctly.
b. Use simple, compound, and complex sentences. |
| ME D1 | ME |
3
| English | Students use parts of speech and vary sentence structure to communicate.
a. Use forms of nouns, verbs, adjectives, adverbs, prepositions, conjunctions, pronouns, and interjections correctly.
b. Use simple, compound, and complex sentences. |
| ME D1 | ME |
5
| English | Students use parts of speech and vary sentence structure to communicate.
a. Use forms of nouns, verbs, adjectives, adverbs, prepositions, conjunctions, pronouns, and interjections correctly.
b. Use simple, compound, and complex sentences. |
| ME D2 | ME |
5
| English | Students apply the rules of capitalization, punctuation, and spelling to communicate.
a. Use commas in the greeting and closure of a letter and in dates.
b. Capitalize proper nouns and words at the beginning of sentences.
c. Use periods, question marks, and exclamation points.
d. Spell high frequency grade-level words.
e. Use phonics patterns to aid in spelling. |
| ME D2 | ME |
3
| English | Students apply the rules of capitalization, punctuation, and spelling to communicate.
a. Use commas in the greeting and closure of a letter and in dates.
b. Capitalize proper nouns and words at the beginning of sentences.
c. Use periods, question marks, and exclamation points.
d. Spell high frequency grade-level words.
e. Use phonics patterns to aid in spelling. |
| ME D2 | ME |
4
| English | Students apply the rules of capitalization, punctuation, and spelling to communicate.
a. Use commas in the greeting and closure of a letter and in dates.
b. Capitalize proper nouns and words at the beginning of sentences.
c. Use periods, question marks, and exclamation points.
d. Spell high frequency grade-level words.
e. Use phonics patterns to aid in spelling. |
| ME E1 | ME |
4
| English | Students apply active listening skills.
a. Ask clarifying questions.
b. Attend and respond appropriately to classmates and adults.
c. Follow multi-step oral instructions. |
| ME E1 | ME |
3
| English | Students apply active listening skills.
a. Ask clarifying questions.
b. Attend and respond appropriately to classmates and adults.
c. Follow multi-step oral instructions. |
| ME E1 | ME |
5
| English | Students apply active listening skills.
a. Ask clarifying questions.
b. Attend and respond appropriately to classmates and adults.
c. Follow multi-step oral instructions. |
| ME E2 | ME |
5
| English | Students use active speaking skills to communicate effectively in a variety of contexts.
a. Explain ideas clearly and respond to questions with appropriate information.
b. Speak using eye contact, clear enunciation, clear gestures for emphasis, and appropriate volume and rate.
c. Share information summarized from reading, listening, or viewing and form a position on a topic, supporting the position with a variety of print and non-print sources. |
| ME E2 | ME |
3
| English | Students use active speaking skills to communicate effectively in a variety of contexts.
a. Explain ideas clearly and respond to questions with appropriate information.
b. Speak using eye contact, clear enunciation, clear gestures for emphasis, and appropriate volume and rate.
c. Share information summarized from reading, listening, or viewing and form a position on a topic, supporting the position with a variety of print and non-print sources. |
| ME E2 | ME |
4
| English | Students use active speaking skills to communicate effectively in a variety of contexts.
a. Explain ideas clearly and respond to questions with appropriate information.
b. Speak using eye contact, clear enunciation, clear gestures for emphasis, and appropriate volume and rate.
c. Share information summarized from reading, listening, or viewing and form a position on a topic, supporting the position with a variety of print and non-print sources. |
| ME F1 | ME |
4
| English | Students understand that there are differences among the kinds of information in different forms of media.
a. Compare the effects of the same kind of information as found in books, movies, newspapers, magazines, and/or on the Internet and television.
b. Recognize that there are multiple roles and purposes of media. |
| ME F1 | ME |
3
| English | Students understand that there are differences among the kinds of information in different forms of media.
a. Compare the effects of the same kind of information as found in books, movies, newspapers, magazines, and/or on the Internet and television.
b. Recognize that there are multiple roles and purposes of media. |
| ME F1 | ME |
5
| English | Students understand that there are differences among the kinds of information in different forms of media.
a. Compare the effects of the same kind of information as found in books, movies, newspapers, magazines, and/or on the Internet and television.
b. Recognize that there are multiple roles and purposes of media. |
| MI 3–E1.0.1 | MI |
3
| Social Studies | Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan. |
| MI 3–E1.0.2 | MI |
3
| Social Studies | Identify incentives (e.g., sales, tax breaks) that influence economic decisions people make in Michigan. |
| MI 3–E1.0.3 | MI |
3
| Social Studies | Analyze how Michigan’s location and natural resources influenced its economic development (e.g., how waterways and other natural resources have influenced economic activities such as
mining, lumbering, automobile manufacturing, and furniture making). (H, G) |
| MI 3–E1.0.4 | MI |
3
| Social Studies | Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan. (H, G) |
| MI 3–E1.0.5 | MI |
3
| Social Studies | Explain the role of business development in Michigan’s economic future. |
| MI 3–E2.0.1 | MI |
3
| Social Studies | Using a Michigan example, describe how specialization leads to increased interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are sold in Michigan). |
| MI 3–E3.0.1 | MI |
3
| Social Studies | Identify products produced in other countries and consumed by people in Michigan. |
| MI 3–G4.0.1 | MI |
3
| Social Studies | Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research
and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities. (E) |
| MI 3–G4.0.3 | MI |
3
| Social Studies | Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain reasons for the movements. (E) |
| MI 4–E1.0.1 | MI |
4
| Social Studies | Identify questions economists ask in examining the United States (e.g., What is produced? How is it produced? How much is produced? Who gets what is produced? What role does the government play in the economy?). |
| MI 4–E1.0.2 | MI |
4
| Social Studies | Describe some characteristics of a market economy (e.g., private property rights, voluntary exchange, competition, consumer sovereignty, incentives, specialization). |
| MI 4–E1.0.3 | MI |
4
| Social Studies | Describe how positive and negative incentives influence behavior in a market economy. |
| MI 4–E1.0.4 | MI |
4
| Social Studies | Explain how price affects decisions about purchasing goods and services (substitute goods). |
| MI 4–E1.0.5 | MI |
4
| Social Studies | Explain how specialization and division of labor increase productivity (e.g., assembly line). (H) |
| MI 4–E1.0.6 | MI |
4
| Social Studies | Explain how competition among buyers results in higher prices and competition among sellers results in lower prices (e.g., supply, demand). |
| MI 4–E1.0.7 | MI |
4
| Social Studies | Demonstrate the circular flow model by engaging in a market simulation, which includes households and businesses and depicts the interactions among them. |
| MI 4–E1.0.8 | MI |
4
| Social Studies | Explain why public goods (e.g., libraries, roads, parks, the Mackinac Bridge) are not privately owned. (H) |
| MI 4–E2.0.1 | MI |
4
| Social Studies | Explain how changes in the United States economy impact levels of employment and unemployment
(e.g., changing demand for natural resources, changes in technology, changes in competition). (H) |
| MI 4–E3.0.1 | MI |
4
| Social Studies | Describe how global competition affects the national economy (e.g., outsourcing of jobs, increased supply of goods, opening new markets, quality controls). |
| MI K1.1 | MI |
5
| Social Studies | Understand and analyze important temporal, spatial, political, and economic relationships, patterns, and trends. |
| MI K1.2 | MI |
5
| Social Studies | Understand historical, geographical, political, and economic perspectives. |
| MI K1.8 | MI |
5
| Social Studies | Understand significant concepts, principles, and theories of history, geography, civics, and economics as disciplines. |
| MI M.PS.03.11 | MI |
3
| Math | Add and subtract money in dollars and cents. |
| MI M.PS.03.12 | MI |
3
| Math | Solve applied problems involving money, length, and time. |
| MI N.FL.03.06 | MI |
3
| Math | Add and subtract fluently two numbers through 999 with regrouping and through 9,999 without regrouping. |
| MI N.FL.03.08 | MI |
3
| Math | Use mental strategies to fluently add and subtract two-digit numbers. |
| MI N.FL.03.11 | MI |
3
| Math | Find products fluently up to 10 x 10; find related quotients using multiplication and division relationships. |
| MI N.FL.03.13 | MI |
3
| Math | Mentally calculate simple products and quotients up to a three-digit number by a one-digit number involving multiples of 10, e.g., 500 x 6, or 400 ÷ 8. |
| MI N.FL.04.08 | MI |
4
| Math | Add and subtract whole numbers fluently. |
| MI N.FL.04.10 | MI |
4
| Math | Multiply fluently any whole number by a one-digit number and a three-digit number by a two-digit number; for a two-digit by one-digit multiplication use distributive property to develop meaning for the algorithm. |
| MI N.FL.04.11 | MI |
4
| Math | Divide numbers up to four-digits by one-digit numbers and by 10. |
| MI N.FL.04.32 | MI |
4
| Math | Add and subtract decimals through hundredths. |
| MI N.FL.05.04 | MI |
5
| Math | Multiply a multi-digit number by a two-digit number; recognize and be able to explain common computational errors such as not accounting for place value. |
| MI N.FL.05.05 | MI |
5
| Math | Solve applied problems involving multiplication and division of whole numbers. |
| MI N.FL.05.20 | MI |
5
| Math | Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness. |
| MI N.ME.03.01 | MI |
3
| Math | Read and write numbers to 10,000 in both numerals and words, and relate them to the quantities they represent, e.g., relate numeral or written word to a display of dots or objects. |
| MI N.ME.03.21 | MI |
3
| Math | Understand and relate decimal fractions to fractional parts of a dollar, e.g., 1/2dollar = $0.50; 1/4dollar = $0.25.* |
| MI N.ME.04.01 | MI |
4
| Math | Read and write numbers to 1,000,000; relate them to the quantities they represent; compare and order. |
| MI N.ME.04.09 | MI |
4
| Math | Multiply two-digit numbers by 2, 3, 4, and 5 using the distributive property, e.g., 21 x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = 3 + 60 = 63. |
| MI N.ME.04.15 | MI |
4
| Math | Read and interpret decimals up to two decimal places; relate to money and place value decomposition. |
| MI N.ME.04.18 | MI |
4
| Math | Read, write, interpret, and compare decimals up to two decimal places. |
| MI N.MR.03.15 | MI |
3
| Math | Given problems that use any one of the four operations with appropriate numbers, represent with objects, words (including “product” and “quotient”), and mathematical statements; solve. |
| MI N.MR.04.14 | MI |
4
| Math | Solve contextual problems involving whole number multiplication and division. |
| MI N.MR.04.31 | MI |
4
| Math | For problems that use addition and subtraction of decimals through hundredths, represent with mathematical statements and solve. |
| MI N.MR.05.01 | MI |
5
| Math | Understand the meaning of division of whole numbers with and without remainders; relate division to fractions and to repeated subtraction. |
| MI N.MR.05.17 | MI |
5
| Math | Multiply one-digit and two-digit whole numbers by decimals up to two decimal places. |
| MI N.MR.05.22 | MI |
5
| Math | Express fractions and decimals as percentages and vice versa. |
| MI R.CM.03.01 | MI |
3
| English | connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. |
| MI R.CM.03.04 | MI |
3
| English | apply significant knowledge from grade-level science, social studies, and mathematics texts. |
| MI R.CM.04.01 | MI |
4
| English | connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. |
| MI R.CM.04.04 | MI |
4
| English | apply significant knowledge from grade-level science, social studies, and mathematics texts. |
| MI R.CM.05.01 | MI |
5
| English | connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. |
| MI R.CM.05.04 | MI |
5
| English | apply significant knowledge from grade-level science, social studies, and mathematics texts. |
| MI R.WS.03.01 | MI |
3
| English | automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number of words that can be read fluently increasing steadily across the school year. |
| MI R.WS.03.02 | MI |
3
| English | use structural, syntactic, and semantic cues including letter-sound, rimes, base words, and affixes to automatically read frequently encountered words, decode unknown words, and decide meanings including multiple meaning words. |
| MI R.WS.03.03 | MI |
3
| English | know the meanings of words encountered frequently in grade-level reading and oral language contexts. |
| MI R.WS.03.04 | MI |
3
| English | automatically recognize the 220 Dolch basic sight words and 95 common nouns. |
| MI R.WS.03.05 | MI |
3
| English | make progress to automatically read by sight the Dolch First 1000 Words for mastery in fifth grade. |
| MI R.WS.03.06 | MI |
3
| English | acquire and apply strategies to identify unknown words or word parts; self-monitor and construct meaning by predicting and self-correcting, applying knowledge of language, sound/symbol/structural relationships, and context. |
| MI R.WS.03.08 | MI |
3
| English | in context, determine the meaning of words and phrases i |